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Under threat but engaged: Stereotype threat leads women to engage with female but not male partners in math
Publication date: Available online 27 March 2019Source: Contemporary Educational PsychologyAuthor(s): Katherine R. Thorson, Chad E. Forbes, Adam B. Magerman, Tessa V. WestAbstractThis research tests how experiencing stereotype threat before a dyadic interaction affects women’s engagement with peers during a dyadic math task. In a pilot study (N = 167; Mage = 20.1 years), women who completed a manipulation of stereotype threat (a socially evaluative math task in front of male evaluators) experienced greater subjective threat than did men. In Studies 1A and 1B, math-identified female undergraduates completed the stereotype...
Source: Contemporary Educational Psychology - March 28, 2019 Category: Child Development Source Type: research

Number Lines, but Not Area Models, Support Children’s Accuracy and Conceptual Models of Fraction Division
Publication date: Available online 26 March 2019Source: Contemporary Educational PsychologyAuthor(s): Pooja G. Sidney, Clarissa A. Thompson, Ferdinand D. RiveraAbstractThe Common Core State Standards in Mathematics recommends that children should use visual models to represent fraction operations, such as fraction division. However, there is little experimental research on which visual models are the most effective for helping children to accurately solve and conceptualize these operations. In the current study, 123 fifth and sixth grade students solved fraction division problems in one of four visual model conditions: num...
Source: Contemporary Educational Psychology - March 27, 2019 Category: Child Development Source Type: research

The Developmental Interplay of Academic Self-Concept and Achievement Within and Across Domains Among Primary School Students
Publication date: Available online 25 March 2019Source: Contemporary Educational PsychologyAuthor(s): Daniel Sewasew, Ulrich SchroedersAbstractThe reciprocal internal/external frame of reference model (RI/EM) extends the internal/external frame of reference model (I/EM) over time and the reciprocal effects model (REM) across domains. The RI/EM postulates positive developmental relations between academic achievement and self-concept within a domain and negative relations across two non-matching domains (e.g., math and English). However, until now, empirical investigations of the RI/EM had only focused on secondary school st...
Source: Contemporary Educational Psychology - March 27, 2019 Category: Child Development Source Type: research

Growth Orientation Predicts Gains in Middle and High School Students’ Mathematics Outcomes Over Time
Publication date: Available online 25 March 2019Source: Contemporary Educational PsychologyAuthor(s): Keiko C.P. Bostwick, Andrew J. Martin, Rebecca J. Collie, Tracy L. DurksenAbstractAcademic growth constructs, such as growth mindset and various forms of growth goals, have been of substantial focus in psycho-educational research. Recent research has sought to identify how such growth constructs are inter-related, finding that an underlying growth orientation (comprised of growth mindset, self-based growth goals, and task-based growth goals) was cross-sectionally associated with more positive outcomes for students. However...
Source: Contemporary Educational Psychology - March 27, 2019 Category: Child Development Source Type: research

To Teach or Not to Teach the Conceptual Structure of Mathematics? Teachers Undervalue the Potential of Principle-Oriented Explanations
Publication date: Available online 22 March 2019Source: Contemporary Educational PsychologyAuthor(s): Andreas Lachner, Mona Weinhuber, Matthias NücklesAbstractPrinciple-oriented explanations have demonstrated to foster students’ mathematical understanding, as they integrate conceptual and procedural information to make the solution process tangible to novice students. Teachers, however, often omit conceptual information when explaining procedures. In two experimental studies, we tested the hypothesis that teachers’ tendency to omit conceptual information may have occurred, as teachers generally devalued the potential ...
Source: Contemporary Educational Psychology - March 23, 2019 Category: Child Development Source Type: research

Training Higher Education Teachers’ Critical Thinking and Attitudes towards Teaching It
Publication date: Available online 21 March 2019Source: Contemporary Educational PsychologyAuthor(s): Eva M. Janssen, Tim Mainhard, Renate S.M. Buisman, Peter P.J.L. Verkoeijen, Anita E.G. Heijltjes, Lara M. van Peppen, Tamara van GogAbstractTeachers play a crucial role in attaining a major objective of higher education: fostering students’ critical thinking (CT). Yet, little is known about how to foster teachers’ own CT-skills and attitudes towards teaching CT. In a quasi-experimental study (N = 54), we investigated whether a three-session teacher training on (teaching) CT (n = 32) positively affected higher education...
Source: Contemporary Educational Psychology - March 23, 2019 Category: Child Development Source Type: research

Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence
Publication date: Available online 13 March 2019Source: Contemporary Educational PsychologyAuthor(s): Jessica E. Kilday, Allison M. RyanAbstractThe present study uses multilevel modeling to understand early adolescents’ individual and class-level perceptions of social support in relation to their behavioral and emotional engagement in math and science. To capture individual relationships, we examined students’ self-perceptions of classroom social satisfaction, best friend quality, and teacher-student relatedness. Between classrooms, we considered collective perceptions of peer and teacher support. Participants were 761...
Source: Contemporary Educational Psychology - March 14, 2019 Category: Child Development Source Type: research

Refutation Texts: Implying the Refutation of a Scientific Misconception Can Facilitate Knowledge Revision
Publication date: Available online 12 March 2019Source: Contemporary Educational PsychologyAuthor(s): Kristin M. Weingartner, Amy M. MasnickAbstractRefutation texts facilitate knowledge revision by placing science misconceptions in the foreground. However, in some situations, repeating incorrect information can work against the desired goal of correcting misconceptions, or can spread misinformation to new audiences. Thus, our goal was to examine whether merely implying the existence of a misconception, without explicitly stating the incorrect information, is sufficient to facilitate knowledge revision from a text. Undergra...
Source: Contemporary Educational Psychology - March 13, 2019 Category: Child Development Source Type: research

Effects of Different Sequences of Examples and Problems on Motivation and Learning
Publication date: Available online 13 March 2019Source: Contemporary Educational PsychologyAuthor(s): Milou van Harsel, Vincent Hoogerheide, Peter Verkoeijen, Tamara van GogAbstractRecent research has shown that example study only (EE) and example-problem pairs (EP) were more effective (i.e., higher test performance) and efficient (i.e., attained with less effort invested in learning and/or test tasks) than problem-example pairs (PE) and problem solving only (PP). We conducted two experiments to investigate how different example and problem-solving sequences would affect motivational (i.e., self-efficacy, perceived compete...
Source: Contemporary Educational Psychology - March 13, 2019 Category: Child Development Source Type: research

Toward a typology of integration: Examining the documents model framework
Publication date: Available online 12 March 2019Source: Contemporary Educational PsychologyAuthor(s): Alexandra List, Hongcui Du, Ying Wang, Hye Yeon LeeAbstractDrawing on the Documents Model Framework, in two studies we investigate the types of multiple text models (e.g., mush model, separate representations model, documents model) reflected in students’ written responses, composed based on multiple texts. In among the first studies to holistically code written responses for the type of multiple text models they reflect, we find evidence for all of the multiple text representations specified in the Documents Model. We f...
Source: Contemporary Educational Psychology - March 13, 2019 Category: Child Development Source Type: research

Unpacking Eye Movements during Oral and Silent Reading and Their Relations to Reading Proficiency in Beginning Readers
Publication date: Available online 6 March 2019Source: Contemporary Educational PsychologyAuthor(s): Young-Suk Grace Kim, Yaacov Petscher, Christian VorstiusAbstractOur understanding about the developmental similarities and differences between oral and silent reading and their relations to reading proficiency (word reading and reading comprehension) in beginning readers is limited. To fill this gap, we investigated 368 first graders’ oral and silent reading using eye-tracking technology at the beginning and end of the school year. Oral reading took a longer time (greater rereading times and refixations) than silent readi...
Source: Contemporary Educational Psychology - March 6, 2019 Category: Child Development Source Type: research

Curiosity… Confusion? Frustration! The role and sequencing of emotions during mathematics problem solving
The objectives of this research were to explore the role and state transitions of emotions during complex mathematics problem solving over two studies. In Study 1, we examined the antecedents and consequences of emotions during learning with a sample of 138 students from grades 5 and 6. For Study 2, emotional state transitions were explored with a different sample of 79 students from grade 5. For Study 1, students self-reported their task value and perceptions of control for mathematics problem solving, solved the problem, and then self-reported their emotions and cognitive and metacognitive learning strategies they used t...
Source: Contemporary Educational Psychology - March 5, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: January 2019Source: Contemporary Educational Psychology, Volume 56Author(s): (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - March 5, 2019 Category: Child Development Source Type: research

On the benefits of ‘doing science’: Does integrative writing about scientific controversies foster epistemic beliefs?
Publication date: Available online 25 February 2019Source: Contemporary Educational PsychologyAuthor(s): Tom Rosman, Anne-Kathrin Mayer, Samuel Merk, Martin KerwerAbstractWe examine the effects of writing tasks on epistemic change in the context of an intervention which aims at modifying psychology students’ epistemic beliefs (beliefs about the nature of knowledge and knowing). The intervention uses a multiple-texts approach. Participants first read multiple texts containing controversial evidence from 18 fictional studies on gender stereotyping. After reading, they are asked to write a balanced scientific essay explicit...
Source: Contemporary Educational Psychology - February 26, 2019 Category: Child Development Source Type: research

Teacher Self-Efficacy Profiles: Determinants, Outcomes, and Generalizability across Teaching Level
Publication date: Available online 20 February 2019Source: Contemporary Educational PsychologyAuthor(s): Harsha N. Perera, Celeste Calkins, Rachel PartAbstractThere have been considerable advances in understanding teacher self-efficacy in the past two decades. However, the core theoretical postulate that teachers may simultaneously possess a variety of teaching-related self-efficacy beliefs pertaining to their professional roles in general and specific domains in particular has not been systematically examined. Adopting a person-centered, multidimensional perspective on teacher self-efficacy beliefs, the current study aims...
Source: Contemporary Educational Psychology - February 21, 2019 Category: Child Development Source Type: research