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.

Putting a Speech Training Program Into Practice: Its Implementation and Effects on Elementary School Children’s Public Speaking Skills and Levels of Speech Anxiety
Publication date: Available online 7 September 2018Source: Contemporary Educational PsychologyAuthor(s): Evelin Herbein, Jessika Golle, Maike Tibus, Ingo Zettler, Ulrich TrautweinAbstractSuccessfully putting an intervention into widespread practice requires—in addition to an effective intervention—an effective implementation. On the basis of the repeated demand for public speaking promotion programs for elementary school children, a corresponding multicomponent training program was recently developed as part of an extracurricular enrichment program for talented children in Germany. The instructional goals were to promo...
Source: Contemporary Educational Psychology - September 7, 2018 Category: Child Development Source Type: research

The Role of a Supportive Interpersonal Environment and Education-Related Goal Motivation During the Transition Beyond Upper Secondary Education
Publication date: Available online 4 September 2018Source: Contemporary Educational PsychologyAuthor(s): Kati Vasalampi, Noona Kiuru, Katariina Salmela-AroAbstractThis longitudinal study investigated the role of parents and peers as well as of education-related goal motivation during educational transitioning in late adolescence. The sample consisted of 1,520 upper secondary education students attending either academic or vocational upper secondary school in Finland. They were surveyed three times: (1) in the first year of their upper secondary education, 2) in the second year of their upper secondary education, and (3) tw...
Source: Contemporary Educational Psychology - September 5, 2018 Category: Child Development Source Type: research

Reciprocal Effects of Homework Self-Concept, Interest, Effort, and Math Achievement
Publication date: Available online 5 September 2018Source: Contemporary Educational PsychologyAuthor(s): Jianzhong XuAbstractInformed by modern self-concept theory, the expectancy-value theory, and cultural differences in the valuing of effort and ability, the current investigation examines the temporal ordering of homework self-concept, interest, effort, and math achievement. Participants were 702 8th-grade students in China. Results revealed that positive reciprocal effects were found between (a) self-concept and achievement, (b) effort and achievement, and (c) interest and effort. In addition, prior interest had positiv...
Source: Contemporary Educational Psychology - September 5, 2018 Category: Child Development Source Type: research

The Role of Medication in Reducing the Negative Effects of Hyperactivity-Inattention on Achievement: A Population-based Longitudinal Investigation of Students and their Classrooms
Publication date: Available online 27 August 2018Source: Contemporary Educational PsychologyAuthor(s): Andrew J. Martin, Rebecca J. Collie, Christine Roberts, Natasha NassarAbstractThe present study investigated the role of psychostimulants (methylphenidate, dexamphetamine; prescribed to study participants for diagnosed attention-deficit/hyperactivity disorder; ADHD) in reducing the negative effects of hyperactivity-inattention (H-I) on achievement through elementary school. Whereas the bulk of research investigating H-I and medication has focused on students (conducting student-level analyses), research into classroom cli...
Source: Contemporary Educational Psychology - August 27, 2018 Category: Child Development Source Type: research

Why are we learning this? Using mixed methods to understand teachers’ relevance statements and how they shape middle school students’ perceptions of science utility
Publication date: Available online 22 August 2018Source: Contemporary Educational PsychologyAuthor(s): Jennifer A. Schmidt, Stephen S. Kafkas, Kimberly S. Maier, Lee Shumow, Hayal Z. Kackar-CamAbstractWe investigated how four middle school science teachers perceived and communicated the relevance of science content in their seventh-grade classrooms (n=14), and examined their students’ (N= 306) perceptions regarding the utility of daily course content and the domain of science more generally. Teacher interviews and repeated classroom observations were used to build an understanding of how and for whom science teachers saw...
Source: Contemporary Educational Psychology - August 23, 2018 Category: Child Development Source Type: research

Note-Taking and Science Inquiry in an Open-Ended Learning Environment
Publication date: Available online 22 August 2018Source: Contemporary Educational PsychologyAuthor(s): Yang Jiang, Jody Clarke-Midura, Bryan Keller, Ryan S. Baker, Luc Paquette, Jaclyn OcumpaughAbstractNote-taking is important for academic success and has been thoroughly studied in traditional classroom contexts. Recent advancements of technology have led to more students taking notes on computers, and in different situations than are common in traditional instructional contexts. However, research on computer-based note-taking is still an emerging area, and findings from these studies are mixed. In this exploratory study, ...
Source: Contemporary Educational Psychology - August 23, 2018 Category: Child Development Source Type: research

Science Education: Adult Biases because of the Child’s Gender and Gender Stereotypicality
Publication date: Available online 21 August 2018Source: Contemporary Educational PsychologyAuthor(s): Carol Newall, Karen Gonsalkorale, Ellen Walker, G. Anne Forbes, Kate Highfield, Naomi SwellerAbstractA child’s gender, specifically being a girl, is often thought to play a causal role in diminishing educational opportunities in science. However, few studies have experimentally manipulated the child’s gender to examine this issue. To this end, the current study manipulated the child’s gender and gender stereotypicality to investigate its impact on adults’ perceptions of the child’s science ability and enjoyment,...
Source: Contemporary Educational Psychology - August 21, 2018 Category: Child Development Source Type: research

Editorial Board
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - August 15, 2018 Category: Child Development Source Type: research

Relations between mathematics achievement and motivation in students of diverse achievement levels
This study investigated the relations between achievement and several core aspects of motivation for mathematics in primary school: self-efficacy, self-concept, task value, and mathematics anxiety (N = 4306 students of grade 2 – 6). Moreover, it was investigated whether these relations were similar or different for low-achieving, average-achieving, and high-achieving students. Students completed a standardised mathematics achievement test at T1 and T3 and a mathematics motivation questionnaire at T2. Working memory was measured as a covariate. Self-efficacy and self-concept were combined into a single perceived competenc...
Source: Contemporary Educational Psychology - August 12, 2018 Category: Child Development Source Type: research

Understanding the Link Between Need for Cognition and Complex Problem Solving
Publication date: Available online 10 August 2018Source: Contemporary Educational PsychologyAuthor(s): Julia Rudolph, Samuel Greiff, Anja Strobel, Franzis PreckelAbstractWith the aim of broadening the understanding of the nomological network of Complex Problem Solving (CPS), we investigated the link between CPS and Need for Cognition (NFC) while controlling for reasoning ability. Further, we explored whether the relation between NFC and CPS was mediated by test-taking behavior (i.e., exploration time). Using structural equation modeling, we analyzed data from 474 German seventh graders. We found that (a) NFC and CPS were p...
Source: Contemporary Educational Psychology - August 11, 2018 Category: Child Development Source Type: research

Stress overload as a red flag for freshman failure and attrition
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): James H. Amirkhan, Yasmin B. KofmanAbstractFreshman attrition is a major concern for universities, prompting research to identify red flags for academic failure. Stress might be one such signal, but universities have not incorporated it into predictive algorithms. It was hypothesized that “stress overload”, the destructive form of stress described in theories, would (1) predict grades and attrition as well as traditional algorithm variables, and (2) explain minority disparities in grades and attrition. The Stress Overload Scale ...
Source: Contemporary Educational Psychology - August 1, 2018 Category: Child Development Source Type: research

Student Representations of Dyadic and Global Teacher-Student Relationships: Perceived Caring, Negativity, Affinity, and Differences across Gender and Race/Ethnicity
Publication date: Available online 19 July 2018Source: Contemporary Educational PsychologyAuthor(s): Pei Pei Liu, Mandy Savitz-Romer, John Perella, Nancy E. Hill, Belle LiangAbstractThis mixed-method study (N=657) explores high school students’ representations of their relationships with teachers in both dyadic teacher-student pairs and on a “global” level with all teachers at a focal school, as well as differences in these representations by student gender and race/ethnicity. The goals are to provide greater insight into how students represent both types of relationships, blending approaches in teacher-student relat...
Source: Contemporary Educational Psychology - July 20, 2018 Category: Child Development Source Type: research

Racial Identity as a Context for African American Parents’ School Trust and Involvement and The Impact On Student Preparation and Persistence
Publication date: Available online 11 July 2018Source: Contemporary Educational PsychologyAuthor(s): Latisha L. Ross, Aixa D. Marchand, Vaness O. Cox, Stephanie J. RowleyAbstractStructural equation modeling was employed to test the direct and indirect effects of parent racial identity (i.e., private and public regard) on parents’ school trust, parent home and school involvement, and the academic persistence and preparation of their adolescent child. Participants were 515 African American parents (84% mothers, 42.6 years-old, SD=7.7) of adolescents (54% girls, 13.7 years-old, SD=1.4). Parent private regard had a positive ...
Source: Contemporary Educational Psychology - July 12, 2018 Category: Child Development Source Type: research

Teacher Implementation of Self-Regulated Strategy Development with an Automated Writing Evaluation System: Effects on the Argumentative Writing Performance of Middle School Students
This study examined the effects of teacher implementation of (1) Self-Regulated Strategy Development (SRSD) instruction or (2) traditional writing instruction, combined with an Automated Writing Evaluation (AWE) system called NC Write, on students’ argumentative writing performance. The SRSD model was adapted to a lower-intensity format with the goal of supporting teacher implementation and reducing professional development. This study is the first to examine the effectiveness of an intervention that combined SRSD for writing with an AWE system. Middle school students (N=829) participated in one of three conditions: NC W...
Source: Contemporary Educational Psychology - July 11, 2018 Category: Child Development Source Type: research

Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children
Publication date: Available online 31 January 2018Source: Contemporary Educational PsychologyAuthor(s): J. Sharif Matthews, Francesca LópezAbstractAsset-based pedagogy (ABP) reflects teacher instructional choices that affirm students’ ethnicity and culture in the classroom and curriculum. The current study examines two key enactments of ABPs for Latino children, namely cultural content integration and heritage language (Spanish). Utilizing an explanatory sequential mixed methods design, we assess mediation and moderation effects between teacher beliefs (n = 33), their ABPs, and the mathematics achievement of 568 Lat...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research