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Meaningful Integration within Mixed Methods Studies: Identifying Why, What, When and How
Publication date: Available online 11 January 2019Source: Contemporary Educational PsychologyAuthor(s): Vicki L. Plano ClarkAbstractThis special issue of Contemporary Educational Psychology brings together an important collection of examples of how researchers have applied mixed methods research to study questions of interest in the field of educational psychology. Collectively, the articles illustrate the unique insights that can be gained when researchers intentionally integrate quantitative and qualitative methods within mixed methods studies. Further, the special issue highlights specific mixed methods strategies that ...
Source: Contemporary Educational Psychology - January 11, 2019 Category: Child Development Source Type: research

Prematurity and Overlap Between Reading and Arithmetic: The Cognitive Mechanisms Behind the Association
Publication date: Available online 8 January 2019Source: Contemporary Educational PsychologyAuthor(s): Heidi Korpipää, Pekka Niemi, Kaisa Aunola, Tuire Koponen, Minna Hannula-Sormunen, Suvi Stolt, Mikko Aro, Jari-Erik Nurmi, Päivi Rautava, the PIPARI Study GroupAbstractIt is well-known that very preterm children perform at lower levels than full-term children in reading and arithmetic at school. Whether the lower performance levels of preterm children in these two separate domains have the same or different origins, however, is not clear. The present study examined the extent to which prematurity is associated with the ...
Source: Contemporary Educational Psychology - January 9, 2019 Category: Child Development Source Type: research

Science Identity Trajectories in a Gateway College Chemistry Course: Relations to Achievement and STEM Pursuit
Publication date: Available online 7 January 2019Source: Contemporary Educational PsychologyAuthor(s): Kristy A. Robinson, Tony Perez, Justin H. Carmel, Lisa Linnenbrink-GarciaAbstractThis investigation of undergraduates’ heterogeneous science identity trajectories within a gateway chemistry course identified three latent classes (High and Stable, Moderate and Slightly Increasing, Moderate and Declining) using growth mixture modeling. Underrepresented minorities were more likely to exhibit Moderate-and-Slightly-Increasing science identities versus High-and-Stable patterns. Students with higher perceived competence were m...
Source: Contemporary Educational Psychology - January 8, 2019 Category: Child Development Source Type: research

Expectancy Value Interactions and Academic Achievement: Differential Relationships with Achievement Measures
Publication date: Available online 7 January 2019Source: Contemporary Educational PsychologyAuthor(s): Jennifer Meyer, Johanna Fleckenstein, Olaf KöllerAbstractMotivation predicts academic achievement beyond cognitive ability. Expectancy value theory (Eccles et al., 1983) is a widely accepted and powerful approach explaining academic achievement as well as educational choices and attainment. Recently, attention to the multiplicative term of expectancy and value beliefs has increased. Trautwein et al. (2012) reported a detrimental effect of high task value when expectancy beliefs were low. We aimed to replicate and extend ...
Source: Contemporary Educational Psychology - January 8, 2019 Category: Child Development Source Type: research

Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography
Publication date: Available online 7 January 2019Source: Contemporary Educational PsychologyAuthor(s): Natalia V. Rakhlin, Catalina Mourgues, Cláudia Cardoso-Martins, Alexander N. Kornev, Elena L. GrigorenkoAbstractWe used structural equation modeling to investigate sources of individual differences in oral reading fluency in a transparent orthography, Russian. Phonological processing, orthographic processing, and rapid automatized naming were used as independent variables, each derived from a combination of two scores: phonological awareness and pseudoword repetition, spelling and orthographic choice, and rapid serial na...
Source: Contemporary Educational Psychology - January 7, 2019 Category: Child Development Source Type: research

Beliefs as filters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips
This study explores how three types of teacher beliefs about teaching diverse learners (i.e., professional beliefs about diversity, beliefs about differentiating the curriculum, and growth mindset) are associated with their noticing of two key aspects of effective inclusive classrooms (i.e. positive teacher-student interactions (PTSI) and differentiated instruction (DI)). Data was collected in a sample of secondary education teachers (N = 462) in Flemish schools (N = 23). Teacher beliefs were measured by survey scales, while teachers’ noticing of PTSI and DI was assessed by a standardised video-based comparative judgemen...
Source: Contemporary Educational Psychology - January 6, 2019 Category: Child Development Source Type: research

Basic Psychological Needs Satisfaction at School, Behavioral School Engagement, and Academic Achievement: Longitudinal Reciprocal Relations among Elementary School Students
Publication date: Available online 6 January 2019Source: Contemporary Educational PsychologyAuthor(s): Yanhui Wang, Lili Tian, E. Scott HuebnerAbstractBased on self-system processes theory and transactional theory, a longitudinal design was employed to test the reciprocal relations among basic psychological needs satisfaction at school (BPNSS), behavioral engagement, and academic achievement. A total of 627 elementary school students from Grades 3-4 in China (Mage = 9.01, 45.8% female) completed measures of BPNSS and behavioral engagement in the middle of four consecutive semesters. Teachers also assessed students’ acade...
Source: Contemporary Educational Psychology - January 6, 2019 Category: Child Development Source Type: research

Academic Self-Concept During the Transition to Upper Secondary School
We examined the BFLPE in the context of math self-concept (MSC) in N = 1,330 students during the transition from lower secondary (10th grade) to upper secondary school (12th grade) in Germany using longitudinal, large-scale data. We focused on contrast and assimilation effects as well as on the longitudinal persistence of the BFLPE from lower to upper secondary school. The BFLPE occurred at both measurement points, and there was an assimilation effect of the enrollment in advanced courses in 12th grade. The BFLPE from 10th grade did not persist into 12th grade, indicating that the BFLPE does not persist through contextual ...
Source: Contemporary Educational Psychology - January 4, 2019 Category: Child Development Source Type: research

Why Does Parents’ Involvement in Youth’s Learning Vary Across Elementary, Middle, and High School?
Publication date: Available online 24 December 2018Source: Contemporary Educational PsychologyAuthor(s): Jun Wei, Eva M. Pomerantz, Florrie Fei-Yin Ng, Yanhong Yu, Mingzhu Wang, Qian WangAbstractThis research examined why parents’ involvement in youth’s learning varies as youth progress through school. 3074 Chinese youths (M age = 13.89 years) in elementary, middle, and high school and their parents reported on parents’ homework assistance and academic socialization. Youth and parents also reported on potential mechanisms underlying variation in these two types of involvement over the school years. Parents’ homewor...
Source: Contemporary Educational Psychology - December 25, 2018 Category: Child Development Source Type: research

The relationship between media type and vocabulary learning in a cross age peer-learning program for linguistically diverse elementary school students
Publication date: Available online 17 December 2018Source: Contemporary Educational PsychologyAuthor(s): Rebecca D. Silverman, Lauren Artzi, Daniel M. McNeish, Anna M. Hartranft, Melinda Martin-Beltran, Megan PeercyAbstractThe goal of the present study was to compare children’s word learning through print text, video, and electronic text in the context of a cross-age peer-learning program implemented in linguistically diverse kindergarten and fourth grade classrooms that included English Learners (ELs) and their non-EL peers. Children were assessed at pre- and post-test on measures of receptive and expressive vocabulary ...
Source: Contemporary Educational Psychology - December 18, 2018 Category: Child Development Source Type: research

The effects of knowledge, strategies, and the interaction between the two in verbal analogy problem solving
Publication date: Available online 11 December 2018Source: Contemporary Educational PsychologyAuthor(s): Kenneth E. Woolley, Tiedan Huang, Mitchell RabinowitzAbstractAn experiment was conducted to assess how accessibility to relevant knowledge would affect performance on verbal analogy problems as well as the efficacy, perception, and continuation of use of a componential strategy for solving these problems. Participants were either taught to use a componential strategy for solving verbal analogy problems or just given practice opportunities while the accessibility of relevant knowledge was manipulated and the performance ...
Source: Contemporary Educational Psychology - December 12, 2018 Category: Child Development Source Type: research

The Effects of Retrieval Practice and Prior Topic Knowledge on Test Performance and Confidence Judgments
Publication date: Available online 5 December 2018Source: Contemporary Educational PsychologyAuthor(s): Megan Claire Cogliano, Carol Anne M. Kardash, Matthew L. BernackiAbstractWe investigated whether retrieval practice would interact with prior topic knowledge to influence chapter exam performances and confidence judgments of 41 undergraduates enrolled in an educational psychology class. As hypothesized, retrieval practice eliminated differences in exam performance as a function of prior topic knowledge. For practice-tested items, criterion test performances were comparable for high- and low- knowledge topics. By contrast...
Source: Contemporary Educational Psychology - December 5, 2018 Category: Child Development Source Type: research

A Mixed Methods Exploration of the Relationships Between the Racial Identity, Science Identity, Science Self-Efficacy, and Science Achievement of African American Students at HBCUs
Publication date: Available online 3 December 2018Source: Contemporary Educational PsychologyAuthor(s): Angela M. White, Jessica T. DeCuir-Gunby, Seongtae KimAbstractUtilizing a Critical Race Mixed Methodology framework, the purpose of this concurrent (QUANT +qual) mixed methods study was to investigate the relationships between the racial identity, science identity, science self-efficacy beliefs, and science achievement of 347 African American college students who attend historically Black colleges and universities (HBCUs). The quantitative data identified several statistically significant relationships between science id...
Source: Contemporary Educational Psychology - December 4, 2018 Category: Child Development Source Type: research

Editorial Board
Publication date: October 2018Source: Contemporary Educational Psychology, Volume 55Author(s): (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - November 29, 2018 Category: Child Development Source Type: research

Perceptions of Competence, Control, and Belongingness over the Transition to High School: A Mixed-Method Study
This study employed a mixed method, longitudinal design to examine adolescent beliefs about their competence, control, and social belongingness (emotional support from teachers and peers) across the transition from middle school (8th grade) to high school (9th grade). Qualitative data based on open-ended questions suggested that students (N=93; 13-16 year-olds) were mostly concerned with competence-related issues as they transitioned into high school and through the end of 10th grade. Results of path models (N=160) suggested that self-reported beliefs about competence, control, and belongingness were relatively stable from...
Source: Contemporary Educational Psychology - November 27, 2018 Category: Child Development Source Type: research