Contemporary Educational Psychology This is an RSS file. You can use it to subscribe to this data in your favourite RSS reader or to display this data on your own website or blog.

Refutation Texts Enhance Spontaneous Transfer of Knowledge
In this study, we investigated whether refutation texts (i.e., texts that explicitly state and refute a misconception) facilitate spontaneous transfer of revised knowledge to new situations. In Experiments 1 and 2, students read refutation, transfer, and non-refutation texts. Transfer texts were either preceded by refutation (Experiment 1) or non-refutation texts (Experiment 2). In both experiments, comprehension of the transfer texts required activation and use of the correct belief. Each text contained a target sentence that was consistent with the correct belief. In both experiments, reading times of the target sentence...
Source: Contemporary Educational Psychology - November 27, 2018 Category: Child Development Source Type: research

Effects of Curricular Emphasis in College on the GRE and its Impact on the Gender Gap in Performance
Publication date: Available online 16 November 2018Source: Contemporary Educational PsychologyAuthor(s): Jamie L. Tock, K.A. EricssonAbstractPrevious research has indicated positive relations between a curricular emphasis during college and improvements in GRE performance for content that matches that emphasis. However, measurement issues and a lack of a theoretical approach have contributed to a lack of precision and detail in the estimates of the relation between college experiences and performance for relevant content. In the current study, we hypothesized that differences in training between students majoring in math r...
Source: Contemporary Educational Psychology - November 16, 2018 Category: Child Development Source Type: research

The Dark Side of Perceived Positive Regard: When Parents’ Well-Intended Motivation Strategies Increase Students’ Test Anxiety
Publication date: Available online 14 November 2018Source: Contemporary Educational PsychologyAuthor(s): Nantje Otterpohl, Rafael Lazar, Joachim Stiensmeier-PelsterAbstractParental academic conditional positive regard (PACPR) is a socializing strategy in which parents provide more affection, esteem, and attention than usual when their child studies hard and achieves in school. It is favored and recommended as a positive parenting strategy, whereas empirical findings increasingly document serious psychological costs of this well-intended strategy. PACPR can be conceptualized as an important antecedent of test anxiety. Howev...
Source: Contemporary Educational Psychology - November 14, 2018 Category: Child Development Source Type: research

Effects of Peer-Led Training on Academic Self-Efficacy, Study Strategies, and Academic Performance for First-Year University Students With and Without Reading Difficulties
We examined how participation in peer-led study strategies training for first-year university students was associated with changes in academic self-efficacy and self-reported study strategies as well as with use of support services, academic achievement, and persistence. We examined potential differences for students with (n = 297) and without (n = 677) a history of reading difficulties, since reading difficulty is an indicator of academic vulnerability. Results from a randomized control trial revealed positive effects of the intervention on academic self-efficacy and several aspects of study strategies for both groups of ...
Source: Contemporary Educational Psychology - November 9, 2018 Category: Child Development Source Type: research

Beneficial Effects of Self-Affirmation on Motivation and Performance Reduced in Students Hungry for Others’ Approval
Publication date: Available online 1 November 2018Source: Contemporary Educational PsychologyAuthor(s): Cheng-Hong Liu, Po-Sheng HuangAbstractResearchers have suggested that the self-affirmation intervention may motivate students to approach a challenging task and improve their performance. However, we posited that self-affirmation may not be beneficial for students whose self-esteem is based more on others’ approval (i.e., having high others’ approval contingencies of self-worth; OACSW). This is because the main motive for undertaking a challenging task among high OACSW students may be to obtain others’ approval and...
Source: Contemporary Educational Psychology - November 2, 2018 Category: Child Development Source Type: research

The relation between spatial skills and mathematical abilities: The mediating role of mental number line representation
This study examined the mediating role of mental number line representation in the relations between spatial skills and performance in various mathematical tasks. One hundred and nine second-graders were tested on mental rotation, perspective taking, mental number line representation, visuospatial working memory, arithmetic fact retrieval, calculation and word problems. Using structural equation modelling with the bootstrap procedure, we found that after controlling for age, gender and visuospatial working memory, mental number line representation fully mediated the relation between spatial skills and calculation and the r...
Source: Contemporary Educational Psychology - October 27, 2018 Category: Child Development Source Type: research

Culturally Inclusive and Responsive Curricular Learning Environments (CIRCLEs): An Exploratory Sequential Mixed-Methods Approach
Publication date: Available online 23 October 2018Source: Contemporary Educational PsychologyAuthor(s): Revathy Kumar, Stuart Karabenick, Jeffery H. Warnke, Susan Hany, Nancy SeayAbstractCultural inclusion, cross-cultural openness, and positive intergroup relationships are essential considerations as schools are becoming increasingly multicultural because of shifting demographic patterns in the U.S. We explored Arab/Arab-American (ArA), Chaldean (Chal), African American (AfA) and European American (EuA) student perspectives on Culturally Inclusive and Responsive Curricular Learning Environments (CIRCLEs) through the theore...
Source: Contemporary Educational Psychology - October 23, 2018 Category: Child Development Source Type: research

Joint Trajectories of Task Value in Multiple Subject Domains: From Both Variable- and Pattern-Centered Perspectives
This study used variable- and pattern-centered approaches to better capture the impact of adolescents’ joint developmental trajectories of subjective task values (STVs) in three domains (Finnish, math and science, and social subject) from grades 9 to 11 on science, technology, engineering, and mathematics (STEM) aspirations at four years postsecondary school and STEM participation at six years postsecondary school (N = 849 Finnish youth; 52.1% female; 99% native Finnish). Results showed that while adolescents’ average STVs in different domains remained stable, three differential joint STV trajectories emerged across do...
Source: Contemporary Educational Psychology - October 10, 2018 Category: Child Development Source Type: research

Sources of Math and Science Self-Efficacy in Rural Appalachia: A Convergent Mixed Methods Study
Publication date: Available online 9 October 2018Source: Contemporary Educational PsychologyAuthor(s): Ellen L. Usher, Calah J. Ford, Caihong R. Li, Brianna L. WeidnerAbstractRural living, particularly in economically distressed areas, may reduce students’ educational opportunities and alter their self-beliefs. According to social cognitive theory, the contexts in which people live influence how they feel about their capabilities. The purpose of this study was to examine the experiences that raise and lower the math and science self-efficacy of students living in a rural, high-poverty area in Central Appalachia. A conver...
Source: Contemporary Educational Psychology - October 9, 2018 Category: Child Development Source Type: research

Students’ Self-Determined Motivation and Negative Emotions in Mathematics in Lower Secondary Education—Investigating Reciprocal Relations
Publication date: Available online 6 October 2018Source: Contemporary Educational PsychologyAuthor(s): Claudia C. Sutter-Brandenberger, Gerda Hagenauer, Tina HascherAbstractBased on self-determination theory and control-value theory, the present study examined the longitudinal and reciprocal relationships between students’ self-determined motivation (intrinsic and identified motivation) and negative academic emotions (anxiety, anger, and boredom) in mathematics. In a longitudinal study, 348 seventh grade students (51.4% girls) completed three self-report measures (t0–t2) assessing their motivation and emotions at the b...
Source: Contemporary Educational Psychology - October 7, 2018 Category: Child Development Source Type: research

Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change☆
Publication date: Available online 4 October 2018Source: Contemporary Educational PsychologyAuthor(s): Krista R. Muis, Gale M. Sinatra, Reinhard Pekrun, Philip H. Winne, Gregory Trevors, Kelsey M. Losenno, Brendan MunzarAbstractWe explored the role that epistemic emotions play in conceptual change, specifically whether task value served as an antecedent to these emotions and whether type of text (refutation or expository) moderated relations between task value, epistemic emotions, and learning strategies. One hundred twenty university undergraduates completed a measure of misconceptions about genetically modified foods and...
Source: Contemporary Educational Psychology - October 5, 2018 Category: Child Development Source Type: research

How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement
Publication date: Available online 25 September 2018Source: Contemporary Educational PsychologyAuthor(s): Marjolein Zee, Helma M.Y. Koomen, Peter F. de JongAbstractDespite the common idea that teachers’ self-efficacy (TSE) is associated with achievement, research findings in this area are ambiguous at best. In the current study, we took a multilevel perspective on the relationship between TSE and students’ academic achievement and evaluated how different levels of conceptualization and measurement of TSE may affect this association. General and student-specific TSE scales and standardized achievement tests were adminis...
Source: Contemporary Educational Psychology - October 4, 2018 Category: Child Development Source Type: research

Fostering Grit: Perceived School Goal-Structure Predicts Growth in Grit and Grades
Publication date: Available online 26 September 2018Source: Contemporary Educational PsychologyAuthor(s): Daeun Park, Alisa Yu, Rebecca N. Baelen, Eli Tsukayama, Angela L. DuckworthAbstractGrit, the inclination to pursue long-term goals with passion and perseverance, predicts academic achievement and professional success, but how to encourage grit in students remains an open question. The goal of the current study was to understand how perceptions of school culture influence the development of grit in middle school students. We conducted a year-long, prospective, longitudinal study (N = 1,277) examining grit, perceived goa...
Source: Contemporary Educational Psychology - October 4, 2018 Category: Child Development Source Type: research

How Reading and Writing Support Each Other Across a School Year in Primary School Children
Publication date: Available online 20 September 2018Source: Contemporary Educational PsychologyAuthor(s): Simon Calmar Andersen, Mette Vedsgaard Christensen, Helena Skyt Nielsen, Mette Kjærgaard Thomsen, Torkil Østerbye, Meredith L. RoweAbstractThere is general agreement of the broad notion that reading and writing skills complement one another. However, when it comes to the more detailed interplay between skills at the word, sentence and text levels within and across reading and writing domains, there is much less evidence. In a study of 1,160 6-9 year-old children in second and third grade in Denmark we measured at the...
Source: Contemporary Educational Psychology - September 20, 2018 Category: Child Development Source Type: research

Educational Placement and Achievement Motivation of Students With Special Educational Needs
Publication date: Available online 7 September 2018Source: Contemporary Educational PsychologyAuthor(s): Aleksander Kocaj, Poldi Kuhl, Malte Jansen, Hans Anand Pant, Petra StanatAbstractThe present study investigated how the educational placement in special education schools or regular schools is related to the achievement motivation of students with special educational needs (SEN). Furthermore, we examined whether the classroom social environment (i.e., class-average achievement and social support) explains potential placement differences. We compared the academic self-concept and enjoyment of learning of SEN students in ...
Source: Contemporary Educational Psychology - September 7, 2018 Category: Child Development Source Type: research