Gesa S. E. van den Broek, Suzanne L. Gerritsen, Iris T. J. Oomen, Eva Velthoven, Femke H. J. van Boxtel, L. Kester, T. van Gog
{"title":"Supplemental Material for Optimizing Multiple-Choice Questions for Retrieval Practice: Delayed Display of Answer Alternatives Enhances Vocabulary Learning","authors":"Gesa S. E. van den Broek, Suzanne L. Gerritsen, Iris T. J. Oomen, Eva Velthoven, Femke H. J. van Boxtel, L. Kester, T. van Gog","doi":"10.1037/edu0000810.supp","DOIUrl":"https://doi.org/10.1037/edu0000810.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43037359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Charles A. MacArthur, Zoi A. Traga Philippakos, Henry May, Andrew Potter, Sam Van Horne, Jill Compello
{"title":"The challenges of writing from sources in college developmental courses: Self-regulated strategy instruction.","authors":"Charles A. MacArthur, Zoi A. Traga Philippakos, Henry May, Andrew Potter, Sam Van Horne, Jill Compello","doi":"10.1037/edu0000805","DOIUrl":"https://doi.org/10.1037/edu0000805","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01Epub Date: 2023-05-11DOI: 10.1037/edu0000793
David C Geary, Mary K Hoard, Lara Nugent, Zehra E Ünal, Nathaniel R Greene
There are consistent correlations between mathematics achievement, attitudes, and anxiety, but the longitudinal relations among these constructs are not well understood nor are sex differences in these relations. To address this gap, mathematics achievement, attitudes, and anxiety were longitudinally assessed for 342 (169 boys) adolescents from 7th to 9th grade, inclusive, and Latent Growth Curve Models were used to assess the relations among these traits and developmental change in them. Spatial abilities (7th, 8th grade) and trait anxiety (8th, 9th grade) were also assessed and used for control for sex differences in these traits. Overall, boys had stronger spatial abilities and more positive mathematics attitudes and were less anxious than girls, but there were no sex differences in mathematics achievement. Across grades, mathematics achievement improved, attitudes became less positive, and anxiety increased for both boys and girls. Higher than average cross-grade growth in mathematics achievement mitigated boys' developmental declines in mathematics attitudes and increases in anxiety. Girls with strong spatial abilities had lower mathematics anxiety, but girls overall maintained higher mathematics anxiety and less positive mathematics attitudes relative to boys, even when they showed strong cross-grade gains in mathematics achievement. The study demonstrated that longitudinal gains in mathematics are associated with cross-grade changes in attitudes and anxiety but with several different developmental patterns for boys and girls.
{"title":"Sex Differences and Similarities in Relations Between Mathematics Achievement, Attitudes, and Anxiety: A Seventh-to-Ninth Grade Longitudinal Study.","authors":"David C Geary, Mary K Hoard, Lara Nugent, Zehra E Ünal, Nathaniel R Greene","doi":"10.1037/edu0000793","DOIUrl":"10.1037/edu0000793","url":null,"abstract":"<p><p>There are consistent correlations between mathematics achievement, attitudes, and anxiety, but the longitudinal relations among these constructs are not well understood nor are sex differences in these relations. To address this gap, mathematics achievement, attitudes, and anxiety were longitudinally assessed for 342 (169 boys) adolescents from 7th to 9th grade, inclusive, and Latent Growth Curve Models were used to assess the relations among these traits and developmental change in them. Spatial abilities (7th, 8th grade) and trait anxiety (8th, 9th grade) were also assessed and used for control for sex differences in these traits. Overall, boys had stronger spatial abilities and more positive mathematics attitudes and were less anxious than girls, but there were no sex differences in mathematics achievement. Across grades, mathematics achievement improved, attitudes became less positive, and anxiety increased for both boys and girls. Higher than average cross-grade growth in mathematics achievement mitigated boys' developmental declines in mathematics attitudes and increases in anxiety. Girls with strong spatial abilities had lower mathematics anxiety, but girls overall maintained higher mathematics anxiety and less positive mathematics attitudes relative to boys, even when they showed strong cross-grade gains in mathematics achievement. The study demonstrated that longitudinal gains in mathematics are associated with cross-grade changes in attitudes and anxiety but with several different developmental patterns for boys and girls.</p>","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"115 5","pages":"767-782"},"PeriodicalIF":5.6,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10624155/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71487618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Stimulating preschoolers’ repeating patterning ability by means of dialogic picture book reading.","authors":"Nore Wijns, David Purpura, Joke Torbeyns","doi":"10.1037/edu0000756","DOIUrl":"https://doi.org/10.1037/edu0000756","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136011713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Roberts, S. Vaughn, Jeanne Wanzek, G. Furman, Leticia Martinez, Katherine I. Sargent
{"title":"Promoting adolescents’ comprehension of text: A randomized control trial of its effectiveness.","authors":"G. Roberts, S. Vaughn, Jeanne Wanzek, G. Furman, Leticia Martinez, Katherine I. Sargent","doi":"10.1037/edu0000794","DOIUrl":"https://doi.org/10.1037/edu0000794","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46226022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tzu-Jung Lin, Jing Chen, Mo Lu, Jing Sun, Kelly M. Purtell, Arya Ansari, L. Justice
{"title":"The influence of classroom language contexts on dual language learners’ language development.","authors":"Tzu-Jung Lin, Jing Chen, Mo Lu, Jing Sun, Kelly M. Purtell, Arya Ansari, L. Justice","doi":"10.1037/edu0000804","DOIUrl":"https://doi.org/10.1037/edu0000804","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48479866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
College students are often urged to “ fi nd their passion, ” but if students believe that passions or interests are fi xed, they may not develop interest in fi elds beyond the academic identity with which they enter college. Canabriefinterventionthatportraysinterestsasdevelopable,not fi xed,boostinterest,andevengrades,inman-datory math and science coursework among students who do not identify as a “ math or science person ” ? This would be especiallysigni fi cant because college providesthe foundation for developing skills and intereststhat guide later professional paths. After a successful pilot study at a small liberal arts college ( N = 175), we con-ductedarandomized,controlled fi eld-experimentwithmatriculating fi rst-yearundergraduates( N = 580)inthe school of arts and social sciences of a large university. Students completed a 30-min growth-theory-of-interest (vs. control) online module before starting school. At the end of their fi rst and second semesters, they reported their interest intheir two required fi rst-year math/science courses.Of fi cial fi nal gradeswere obtainedat the end of theyear.Aspredicted,among thosewho entered college less identi fi ed with math and science, the intervention (vs. control) increased interest and fi nal grades in both fi rst-year math/science courses (one conditional effect was marginal). The results suggest that by representing interests as not merely “ found ” but as having the potential to grow, colleges can encourage the development of skilled, interdisciplinary scholars.
{"title":"A growth-theory-of-interest intervention increases interest in math and science coursework among liberal arts undergraduates.","authors":"Paul A. O’Keefe, E. Horberg, C. Dweck, G. Walton","doi":"10.1037/edu0000798","DOIUrl":"https://doi.org/10.1037/edu0000798","url":null,"abstract":"College students are often urged to “ fi nd their passion, ” but if students believe that passions or interests are fi xed, they may not develop interest in fi elds beyond the academic identity with which they enter college. Canabriefinterventionthatportraysinterestsasdevelopable,not fi xed,boostinterest,andevengrades,inman-datory math and science coursework among students who do not identify as a “ math or science person ” ? This would be especiallysigni fi cant because college providesthe foundation for developing skills and intereststhat guide later professional paths. After a successful pilot study at a small liberal arts college ( N = 175), we con-ductedarandomized,controlled fi eld-experimentwithmatriculating fi rst-yearundergraduates( N = 580)inthe school of arts and social sciences of a large university. Students completed a 30-min growth-theory-of-interest (vs. control) online module before starting school. At the end of their fi rst and second semesters, they reported their interest intheir two required fi rst-year math/science courses.Of fi cial fi nal gradeswere obtainedat the end of theyear.Aspredicted,among thosewho entered college less identi fi ed with math and science, the intervention (vs. control) increased interest and fi nal grades in both fi rst-year math/science courses (one conditional effect was marginal). The results suggest that by representing interests as not merely “ found ” but as having the potential to grow, colleges can encourage the development of skilled, interdisciplinary scholars.","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46144758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Almaz Mesghina, Elayne Vollman, Kelly Trezise, L. Richland
We investigated whether worked examples could be used to reduce cognitive load on mathematics learners who may have reduced available cognitive resources due to experiencing anxiety or excess stress. Across 2 days, 280 fifth-grade students learned from a difficult lesson on ratio, half of whom reviewed worked examples at key problem-solving opportunities during instruction. We also measured two sources of students' worry during learning: math anxiety and worries about learning during the pandemic. We explored the attentional and affective effects of worked examples and worries in addition to their effects on learning. Results suggest that math anxiety, but not pandemic learning worries, negatively predicted procedural and conceptual learning from the lesson. In line with previous research and cognitive load theory, math anxiety also predicted greater mind wandering during testing and lower situational interest during learning. Critically, reviewing worked examples during learning mitigated these effects on learning and engagement. Pandemic-related learning worries were unrelated to learning outcomes but did predict affective and motivational outcomes. Educational implications are discussed.
{"title":"Worked examples moderate the effect of math learning anxiety on children’s math learning and engagement during the COVID-19 pandemic.","authors":"Almaz Mesghina, Elayne Vollman, Kelly Trezise, L. Richland","doi":"10.1037/edu0000795","DOIUrl":"https://doi.org/10.1037/edu0000795","url":null,"abstract":"We investigated whether worked examples could be used to reduce cognitive load on mathematics learners who may have reduced available cognitive resources due to experiencing anxiety or excess stress. Across 2 days, 280 fifth-grade students learned from a difficult lesson on ratio, half of whom reviewed worked examples at key problem-solving opportunities during instruction. We also measured two sources of students' worry during learning: math anxiety and worries about learning during the pandemic. We explored the attentional and affective effects of worked examples and worries in addition to their effects on learning. Results suggest that math anxiety, but not pandemic learning worries, negatively predicted procedural and conceptual learning from the lesson. In line with previous research and cognitive load theory, math anxiety also predicted greater mind wandering during testing and lower situational interest during learning. Critically, reviewing worked examples during learning mitigated these effects on learning and engagement. Pandemic-related learning worries were unrelated to learning outcomes but did predict affective and motivational outcomes. Educational implications are discussed.","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45814134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ThisarticlesynthesizestherolesofmorphologyinEnglishreadingacquisitionandreportsameta-analyticstruc-tural equation modeling study ( k = 107, N = 21,818) that tested the effects of morphological awareness (MA) onreadingcomprehensioninschool-agedreaders.Moderatoranalysiswasconductedthroughasetofsubgroupcomparisonsbasedonreaders ’ languagestatus (monolingual vs.bilingual), age/grade(lowerelementary, upper elementary, vs. middle/high school), and MA task modality (spoken vs. written). MA had signi fi cant indirect effectsonreadingcomprehensionviabothwordreadingandvocabularyknowledgeinthefullsampleaswellasallsubgroups.Itsdirecteffectonreadingcomprehension,controllingfornonverbalreasoning,wordreading, and vocabulary knowledge, was also signi fi cant in all subgroups except the lower elementary subgroup. Multi-group path analyses showed no signi fi cant subgroup difference in the magnitude of the direct effect of MA on reading comprehension for any moderator. However, two notable fi ndings surfaced on the indirect effects of MA on reading comprehension: bilingual readers showed a smaller indirect effect of MA via word reading than did monolinguals; older readers showed a stronger indirect effect via vocabulary knowledge than did younger readers, whereas a converse pattern was found for the indirect effect via word reading. We concludebypointingouttherobustcontributionofmorphologytoEnglishreadingcomprehensionandsuggest-ingastrongmeaningfocusinmorphologicalinstruction,especiallyforbilingualandolderschool-agedreaders.
{"title":"Morphology in reading comprehension among school-aged readers of English: A synthesis and meta-analytic structural equation modeling study.","authors":"Dongbo Zhang, S. Ke, Ya Mo","doi":"10.1037/edu0000797","DOIUrl":"https://doi.org/10.1037/edu0000797","url":null,"abstract":"ThisarticlesynthesizestherolesofmorphologyinEnglishreadingacquisitionandreportsameta-analyticstruc-tural equation modeling study ( k = 107, N = 21,818) that tested the effects of morphological awareness (MA) onreadingcomprehensioninschool-agedreaders.Moderatoranalysiswasconductedthroughasetofsubgroupcomparisonsbasedonreaders ’ languagestatus (monolingual vs.bilingual), age/grade(lowerelementary, upper elementary, vs. middle/high school), and MA task modality (spoken vs. written). MA had signi fi cant indirect effectsonreadingcomprehensionviabothwordreadingandvocabularyknowledgeinthefullsampleaswellasallsubgroups.Itsdirecteffectonreadingcomprehension,controllingfornonverbalreasoning,wordreading, and vocabulary knowledge, was also signi fi cant in all subgroups except the lower elementary subgroup. Multi-group path analyses showed no signi fi cant subgroup difference in the magnitude of the direct effect of MA on reading comprehension for any moderator. However, two notable fi ndings surfaced on the indirect effects of MA on reading comprehension: bilingual readers showed a smaller indirect effect of MA via word reading than did monolinguals; older readers showed a stronger indirect effect via vocabulary knowledge than did younger readers, whereas a converse pattern was found for the indirect effect via word reading. We concludebypointingouttherobustcontributionofmorphologytoEnglishreadingcomprehensionandsuggest-ingastrongmeaningfocusinmorphologicalinstruction,especiallyforbilingualandolderschool-agedreaders.","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45491707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Evaluating the Simple View of Reading for Children With Attention-Deficit/Hyperactivity Disorder","authors":"","doi":"10.1037/edu0000806.supp","DOIUrl":"https://doi.org/10.1037/edu0000806.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44266861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号