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The role of cultural values in teacher and student self-efficacy: Evidence from 16 nations
This study highlights that, although academic self-efficacy is considered universal, we found cultural differences in its sources and manifestations. (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - August 26, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: July 2019Source: Contemporary Educational Psychology, Volume 58Author(s): (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - August 21, 2019 Category: Child Development Source Type: research

The paradox of positive self-concept and low achievement among Black and Latinx youth: A test of psychological explanations
Publication date: October 2019Source: Contemporary Educational Psychology, Volume 59Author(s): Eunjin Seo, Yishan Shen, Aprile D. BennerAbstractPrevious studies often document that Black and Latinx adolescents demonstrate considerable positive self-concept despite their low academic achievement. We critically reviewed two common psychological explanations for this paradoxical phenomenon: selective devaluation hypothesis (lower value placed in schoolwork protects their self-concept) and external attribution hypothesis (external attribution of poor achievement protects their self-concept). For a deeper understanding of Black...
Source: Contemporary Educational Psychology - July 30, 2019 Category: Child Development Source Type: research

Investigating Effects of Reading Medium and Reading Purpose on Behavioral Engagement and Textual Integration in a Multiple Text Context
Publication date: Available online 19 July 2019Source: Contemporary Educational PsychologyAuthor(s): Natalia Latini, Ivar Bråten, Øistein Anmarkrud, Ladislao SalmerónAbstractThe study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparati...
Source: Contemporary Educational Psychology - July 20, 2019 Category: Child Development Source Type: research

When Do Mastery and Performance Goals Facilitate Academic Achievement?
Discussion suggests additional ways to test each framework and considers implications for teachers and goal theorists. (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - July 19, 2019 Category: Child Development Source Type: research

The Paradox of Positive Self-Concept and Low Achievement Among Black and Latino Youth: A Test of Psychological Explanations
Publication date: Available online 19 July 2019Source: Contemporary Educational PsychologyAuthor(s): Eunjin Seo, Yishan Shen, Aprile D. BennerAbstractPrevious studies often document that Black and Latino adolescents demonstrate considerable positive self-concept despite their low academic achievement. We critically reviewed two common psychological explanations for this paradoxical phenomenon: selective devaluation hypothesis (lower value placed in schoolwork protects their self-concept) and external attribution hypothesis (external attribution of poor achievement protects their self-concept). For a deeper understanding of...
Source: Contemporary Educational Psychology - July 19, 2019 Category: Child Development Source Type: research

The Conceptualization of Costs and Barriers of a Teaching Career Among Latino Preservice Teachers
Publication date: Available online 16 July 2019Source: Contemporary Educational PsychologyAuthor(s): Bradley W. Bergey, John Ranellucci, Avi KaplanAbstractWe investigated the perceived costs and barriers of a teaching career among Latino preservice teachers and how these men conceptualized costs relative to their race-ethnic identity, gender identity, and planned persistence in the profession from an expectancy-value perspective. We used a mixed-method approach that included a content analysis of open-ended survey responses to identify salient costs and barriers and non-metric multidimensional scaling (MDS) of participants...
Source: Contemporary Educational Psychology - July 17, 2019 Category: Child Development Source Type: research

Development of Low-stakes Mathematics and Literacy Test Scores during Lower Secondary School – A Multilevel Pattern-Centered Analysis of Student and Classroom Differences
Publication date: Available online 13 July 2019Source: Contemporary Educational PsychologyAuthor(s): Elina E. Ketonen, Risto HotulainenAbstractThe development of students’ learning and test-taking behavior may derive from the social context and the group of peers they associate with daily for years. Consequently, it is assumed that students’ academic achievements are to some degree affected by their classmates and the composition of the classroom. The present study provides evidence on how Finnish students (N=5071) from different classrooms (N=435) develop distinct patterns regarding their mathematics and literacy achi...
Source: Contemporary Educational Psychology - July 14, 2019 Category: Child Development Source Type: research

I’ve Got This: Fostering Topic and Technology-related Emotional Engagement and Queer History Knowledge with a Mobile App
Publication date: Available online 13 July 2019Source: Contemporary Educational PsychologyAuthor(s): Jason M. Harley, Yang Liu, Tony Byunghoon Ahn, Susanne P. Lajoie, Andre Grace, Chayse Haldane, Andrea Whittaker, Brea McLaughlinAbstractLittle research has been conducted to differentiate between multiple, and frequently simultaneously available, discrete object foci in academic achievement situations that emotions can be generated from, including technology and academic topics. Using R. Pekrun’s control-value theory of achievement emotions and M. Sharples and colleagues’ Mobile Learning Theory, we examined whether appr...
Source: Contemporary Educational Psychology - July 13, 2019 Category: Child Development Source Type: research

Family Socioeconomic Status and Chinese Children’s Early Academic Development: Examining Child-level Mechanisms
Publication date: Available online 9 July 2019Source: Contemporary Educational PsychologyAuthor(s): Xiao Zhang, Bi Ying Hu, Lixin Ren, Liang ZhangAbstractThe longitudinal relations of family socioeconomic status (SES) to receptive vocabulary, behavioral regulation, and four domains of academic learning (reading, math, life science, and earth and physical sciences) were examined for a representative sample of 588 Chinese children (ages 5-6). The results showed significant SES disparities across all four academic domains. SES was even predictive of later performance in math, life science, and earth and physical sciences afte...
Source: Contemporary Educational Psychology - July 10, 2019 Category: Child Development Source Type: research

Exploring mobile tool integration: Design activities carefully or students may not learn
Publication date: Available online 8 July 2019Source: Contemporary Educational PsychologyAuthor(s): Carrie Demmans Eppp, Krystle PhirangeeAbstractThis investigation explores the integration of a mobile language learning application into a high school English course. It uses detailed behavioral data, assessments of student vocabulary and language knowledge, student work, and teacher observations to identify how students use the mobile application; measure student learning; determine which aspects of learning activity design supported or failed to support application integration; and determine how application use related to ...
Source: Contemporary Educational Psychology - July 9, 2019 Category: Child Development Source Type: research

A wearables-based approach to detect and identify momentary engagement in afterschool Makerspace programs
We describe a research approach using wearable electrodermal activity sensors and wearable cameras to obtain data from two afterschool programs at a community Makerspace for adolescent girls (N = 12, 13). Using data obtained from these two sources along with daily survey data, we compare what is revealed from these different data sources. We observe a moderate correlation between electrodermal activity and engagement from survey responses. We also observe that activities emphasizing personal expression elicited engagement from many youth. From the EDA data and first-person video, we also identify 23 moments when groups of ...
Source: Contemporary Educational Psychology - July 9, 2019 Category: Child Development Source Type: research

Examining Engagement in Context using Experience-Sampling Method with Mobile Technology
Publication date: Available online 5 July 2019Source: Contemporary Educational PsychologyAuthor(s): Kui Xie, Benjamin C. Heddy, Vanessa W. VongkulluksnAbstractWith the affordances of mobile devices and experience-sampling method, this study took a person-in-context research orientation and examined the interactive relationship between self-efficacy, contextual features, and behavioral and cognitive engagement in authentic mobile learning contexts. Participants include 52 college students in teacher education programs. They responded to experience-sampling surveys based on the study events that they planned for the two week...
Source: Contemporary Educational Psychology - July 5, 2019 Category: Child Development Source Type: research

Does an Integrated Focus on Fractions and Decimals Improve At-Risk Students’ Rational Number Magnitude Performance?
Publication date: Available online 28 June 2019Source: Contemporary Educational PsychologyAuthor(s): Amelia S. Malone, Lynn S. Fuchs, Sonya K. Sterba, Douglas Fuchs, Lindsay Foreman-MurrayAbstractThe purpose of this study was to assess whether intervention with an integrated focus on fraction and decimal magnitude provides added value in improving rational number performance over intervention focused exclusively on fractions. We randomly assigned 4th graders with poor whole-number performance to 3 conditions: a business-as-usual control group and 2 variants of a validated fraction magnitude (FM) intervention. One variant o...
Source: Contemporary Educational Psychology - June 28, 2019 Category: Child Development Source Type: research

Exploring the Pygmalion Effect: The Role of Teacher Expectations, Academic Self-Concept, and Class Context in Students’ Math Achievement
Publication date: Available online 25 June 2019Source: Contemporary Educational PsychologyAuthor(s): Grzegorz Szumski, Maciej KarwowskiAbstractTeacher expectancy effect (TEE) also known as the Pygmalion effect is a classic, yet still controversial phenomenon within educational psychology. In this paper, we examine TEE in a longitudinal study on a large sample (N = 1,488) of Polish middle-school students and their teachers. Consistent with TEE, teachers’ higher expectations were positively related to students’ math achievement three semesters later, even after controlling for initial achievement. Students’ academic se...
Source: Contemporary Educational Psychology - June 26, 2019 Category: Child Development Source Type: research