{"title":"Supplemental Material for Transactional Associations Among Children’s Externalizing and Internalizing Behaviors, Teacher and Peer Relationships, and Academic Performance","authors":"","doi":"10.1037/edu0000966.supp","DOIUrl":"https://doi.org/10.1037/edu0000966.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"11 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144565861","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 Challenge and Threat Appraisal of Tests in High School: Integrating Educational Psychology and Biopsychology Improves Understanding of How Students Take Tests","authors":"","doi":"10.1037/edu0000964.supp","DOIUrl":"https://doi.org/10.1037/edu0000964.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"1 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144565651","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 Parents’ Academic Expectations and Aspirations Predict Students’ Achievement Emotions","authors":"","doi":"10.1037/edu0000959.supp","DOIUrl":"https://doi.org/10.1037/edu0000959.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"48 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144565856","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":"Correction to “Boosting students’ academic self-concepts: A self-concept intervention about comparison processes” by Hörsch et al. (2025).","authors":"","doi":"10.1037/edu0000983","DOIUrl":"https://doi.org/10.1037/edu0000983","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"54 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513325","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 Within-Year Stability and Changes in Adolescents’ Cross-Domain Motivational Profiles: Predictions on Academic Achievement and Educational Choices","authors":"","doi":"10.1037/edu0000955.supp","DOIUrl":"https://doi.org/10.1037/edu0000955.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"51 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144229435","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}
Kukka-Maaria Polso, Heta Tuominen, Petri Ihantola, Markku Niemivirta
{"title":"Within-year stability and changes in adolescents’ cross-domain motivational profiles: Predictions on academic achievement and educational choices.","authors":"Kukka-Maaria Polso, Heta Tuominen, Petri Ihantola, Markku Niemivirta","doi":"10.1037/edu0000955","DOIUrl":"https://doi.org/10.1037/edu0000955","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"32 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144229434","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}
Ksenija Krstić, Tijana Nikitović, Ana Altaras, Zorana Jolić Marjanović, Smiljana Jošić, Marina Videnović, Kristina Mojović Zdravković, Milana Rajić, Ivana Stepanović Ilić, Dragica Pavlović Babić, Jovan Ivanović, Aleksandar Baucal
{"title":"Toward an evidence-based framework for training students’ collaborative problem-solving skills: Introducing and testing the PEER model.","authors":"Ksenija Krstić, Tijana Nikitović, Ana Altaras, Zorana Jolić Marjanović, Smiljana Jošić, Marina Videnović, Kristina Mojović Zdravković, Milana Rajić, Ivana Stepanović Ilić, Dragica Pavlović Babić, Jovan Ivanović, Aleksandar Baucal","doi":"10.1037/edu0000950","DOIUrl":"https://doi.org/10.1037/edu0000950","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"37 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144229436","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}
Christoph Niepel, Jennifer E. Hausen, Anke Maria Weber, Jens Möller
{"title":"Understanding mean-level and intraindividual variability in state academic self-concept: The role of students’ trait expectancies and values.","authors":"Christoph Niepel, Jennifer E. Hausen, Anke Maria Weber, Jens Möller","doi":"10.1037/edu0000946","DOIUrl":"https://doi.org/10.1037/edu0000946","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"138 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144229438","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 : 2025-05-01Epub Date: 2024-11-11DOI: 10.1037/edu0000921
Michael W Asher, Judith M Harackiewicz
What can educators do to trigger and maintain their students' interest during a class or lecture, and how can they help students develop interest that persists when instruction ends? In the present research, we conducted a series of seven laboratory experiments (total N = 2,019), in which undergraduate students learned about statistics. In these studies, we tested two manipulations, each theorized to promote a different phase of interest development: (i) we provided students with meaningful choices as they learned, hypothesized to trigger and maintain situational interest, and (ii) we presented students with information about the utility value (i.e., usefulness) of the topic for commonly valued goals, an instructional practice theorized to promote the development of longer-term interest. An internal meta-analysis of these experiments showed that both manipulations independently promoted situational interest in the topic, but only the choice manipulation was effective at promoting self-reported attention and engagement during the session. In contrast, only the utility value manipulation led students to request resources about statistics (e.g., a list of statistics courses at the university, information about a data-science major), a behavioral indicator of interest in the topic that extended beyond the session. This evidence suggests that beliefs about the usefulness of academic content for personal goals can play an important and unique role in the development of enduring interest, and it points to the promise of multifaceted instructional approaches that can catch and hold students' interest via multiple, distinct mechanisms.
{"title":"Using Choice and Utility Value to Promote Interest: Stimulating Situational Interest in a Lesson and Fostering the Development of Interest in Statistics.","authors":"Michael W Asher, Judith M Harackiewicz","doi":"10.1037/edu0000921","DOIUrl":"10.1037/edu0000921","url":null,"abstract":"<p><p>What can educators do to trigger and maintain their students' interest during a class or lecture, and how can they help students develop interest that persists when instruction ends? In the present research, we conducted a series of seven laboratory experiments (total <i>N</i> = 2,019), in which undergraduate students learned about statistics. In these studies, we tested two manipulations, each theorized to promote a different phase of interest development: (i) we provided students with meaningful choices as they learned, hypothesized to trigger and maintain situational interest, and (ii) we presented students with information about the utility value (i.e., usefulness) of the topic for commonly valued goals, an instructional practice theorized to promote the development of longer-term interest. An internal meta-analysis of these experiments showed that both manipulations independently promoted situational interest in the topic, but only the choice manipulation was effective at promoting self-reported attention and engagement during the session. In contrast, only the utility value manipulation led students to request resources about statistics (e.g., a list of statistics courses at the university, information about a data-science major), a behavioral indicator of interest in the topic that extended beyond the session. This evidence suggests that beliefs about the usefulness of academic content for personal goals can play an important and unique role in the development of enduring interest, and it points to the promise of multifaceted instructional approaches that can catch and hold students' interest via multiple, distinct mechanisms.</p>","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"117 4","pages":"647-662"},"PeriodicalIF":6.4,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12490784/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233827","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}
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