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.

Corrigendum to “Measuring cost: The forgotten component of expectancy-value theory” [Contemp. Educ. Psychol. 41 (2015) 232–244]
Publication date: Available online 26 May 2018Source: Contemporary Educational PsychologyAuthor(s): Jessica Kay Flake, Kenneth E. Barron, Christopher Hulleman, Betsy D. McCoach, Megan E. Welsh (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Why can’t I join? Peer rejection in early childhood education and the role of oral communicative competence
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): Femke van der Wilt, Chiel van der Veen, Claudia van Kruistum, Bert van OersAbstractThe present study investigated the relation between oral communicative competence and peer rejection in early childhood education, as well as gender differences in this relation. Participants were N = 447 children aged 4–6 years. Children’s level of oral communicative competence was measured using the Nijmegen Test for Pragmatics and a sociometric method with peer nominations was used to assess their level of peer rejection. Regression analy...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

When the type of practice matters: The relationship between typical writing instruction, student practice, and writing achievement in first grade
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): David L. Coker, Austin S. Jennings, Elizabeth Farley-Ripple, Charles A. MacArthurAbstractA substantial body of research has demonstrated the efficacy of early writing interventions that target skills and composing processes; however, much less is known about the effectiveness of classroom writing instruction outside of the context of an intervention. The goal of this study was to investigate if writing instruction and student practice predict first-grade writing achievement and if the relations between writing instruction, practice ...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Teachers can do it: Scalable identity-based motivation intervention in the classroom
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): Eric Horowitz, Nicholas Sorensen, Nicholas Yoder, Daphna OysermanAbstractClassroom activities aimed at changing students’ identity-based motivation (IBM) improve student outcomes by helping students experience school as the path to their adult future identities and their difficulties along the way as signals of the importance of schoolwork. One way to scale these effects would be to have teachers deliver IBM activities. Hence, we asked if, after a brief two-day training, teacher-delivered IBM intervention could meet fidelity stand...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Game over for Tetris as a platform for cognitive skill training
This study investigated how to train transferable spatial skills with Tetris. In Study 1 (value added study), participants who played Tetris along with explicit instruction in Tetris cognitive strategies across 4 sessions did not show greater gains in 6 cognitive skills, including spatial and perceptual skills, than participants who only played Tetris across 4 sessions. In Study 2 (cognitive consequences study), participants who played Tetris in Study 1 did not show greater gains in 6 cognitive skills than participants who did not play Tetris. This research demonstrates the failure of Tetris to train cognitive skills even ...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Motivation at school: Differentiation between and within school subjects matters in the prediction of academic achievement
In this study, we examined school subject differentiation in motivational quality and prediction patterns of academic achievement. Results from bi-factor ESEM examining differences in motivational quality within a subject (French, math, and English as a second language) showed that high general levels of motivation in math and English predicted achievement, and more so in the corresponding school subject. Intrinsic motivation for a school subject was generally positively associated with achievement, but only in the corresponding school subject, whereas introjected and external regulations for most school subjects negativel...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7
This study sheds light on the developmental aspects of sex differences in math achievement and domain-specific motivational variables such as self-concept and interest. Using a Reciprocal Effects Model (REM), we analyzed 2,342 German fifth to seventh grade students who participated in a large-scale longitudinal study. Math self-concept was validated as a consistent predictor of subsequent achievement and interest for both sexes, supporting the self-enhancement part of the REM using test-scores and teacher-assigned grades. However, math achievement affects subsequent self-concept inconsistently (i.e., the skill development ...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Exploring enablers and inhibitors of productive peer argumentation: The role of individual achievement goals and of gender
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): Christa S.C. AsterhanAbstractArgumentation has been recognized as an important classroom activity and as a potentially powerful means for learning complex academic content. However, eliciting and sustaining student-to-student argumentive discourse that is both critical as well as constructive is also known to be notoriously difficult. Whereas previous research has traditionally focused on the cognitive, meta-cognitive and task-related antecedents and conditions for productive student argumentation, in the present work we explore two...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Making a difference to children’s reasoning skills before school-entry: The contribution of the home learning environment
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): Frank Niklas, Caroline Cohrssen, Collette TaylerAbstractChildren’s cognitive development is facilitated by interactions with more knowledgeable others. Such interactions occur in children’s families in the context of the home learning environment (HLE). Consequently, quality enhancements of the HLE may also improve children’s cognitive abilities. A non-intensive intervention was developed to improve both the HLE and children’s cognitive abilities in a sample of 116 four-year-old Australian children and their parents. The int...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Comparing the contribution of overall structure and its specific dimensions for competence-related constructs: A bifactor model
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): Catherine F. Ratelle, Stéphane Duchesne, Frédéric Guay, Geneviève Boisclair ChâteauvertAbstractThrough structure, parents provide information that makes their children’s environment predictable, thereby contributing to the satisfaction of their need for competence. More recently, researchers have proposed that within parental structure, it is possible to identify six specific dimensions: clear and consistent rules, guidelines, and expectations; predictability; information feedback; opportunities to meet expectations; rational...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Longitudinal predictors of the overlap between reading and math skills
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): Paul T. Cirino, Amanda E. Child, Kelly T. MacdonaldAbstractThe predictors of developing reading skill are well known, and there is increasing coherence around predictors of developing math as well. These achievement skills share strong relations. Less knowledge is available regarding the extent to which predictors overlap and predict one another, particularly longitudinally, and across different types of reading and math. We followed kindergarten students (n = 193) for one year, evaluating a range of relevant predictor skills in...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Promoting preschoolers' numerical knowledge through spatial analogies: Numbers’ spatial alignment influences its learning
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): Jairo A. Navarrete, David M. Gómez, Pablo DartnellAbstractThe development of early numerical representations is a complex cognitive process whereby children acquire numerical competences. To establish whether analogy making plays a role in this process of learning, we devised a classroom game based on an analysis of a number-line analogy that leverages children' spatial intuitions for helping them understand the numbers. To investigate the role of spatial positioning along the number line, seventy-seven preschoolers were randomly a...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Preservice teachers’ racialized emotion recognition, anger bias, and hostility attributions
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): Amy G. Halberstadt, Vanessa L. Castro, Qiao Chu, Fantasy T. Lozada, Calvin M. SimsAbstractDifferential treatment of students by race is well documented, and potentially driven by implicit processes relating to racial prejudice. To better understand some of the pathways by which racial prejudice may be activated, we examined preservice teachers’ racialized perceptions specific to emotion. Forty preservice teachers identified the emotions expressed in 20 Black and White male and female faces in order to assess racialized emotion acc...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): Yi Jiang, Emily Q. Rosenzweig, Hanna GaspardAbstractIn the context of learning, cost has mostly been discussed under the expectancy-value framework and defined as the perceived negative consequences of task engagement. The issue of cost has recently attracted growing interest among scholars, because it may provide insights regarding how to predict students’ avoidance motivation and behavior. In the present study, we investigated the potential benefits of an expectancy-value-cost approach for predicting outcomes related to adolesce...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Technology-rich activities: One type does not motivate all
We report on data collected at three time points during a four-day intervention designed to explore the value added of technology-rich activities within an inquiry mathematics curriculum. Two of the activities were computer-based, whereas the third involved a professionally created movie. Using latent profile analysis we explored (a) the profiles of experiences (indicated by self-reports of immersion, interest, usefulness, and relatedness of the technology activity) that students in Grades 5–8 (n = 7774) reported regarding their participation in one of three different activities; (b) the motivational and achievement ...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research