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.

Longitudinal relationship between early academic achievement and executive function: Mediating role of approaches to learning
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): Jihyun Sung, Kandauda A.S. WickramaAbstractFor effective promotion of children’s learning and academic achievement, it is important to understand the role of and relationship between children’s cognitive and affective characteristics in their learning and academic achievement. The current study applied latent growth curve modeling to examine trajectories of children’s reading and math achievement, executive function (EF), and approaches to learning (ATLs) from kindergarten year to first grade. We also examined whether and the ...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Scaffolding scientific thinking: Students’ evaluations and judgments during Earth science knowledge construction
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): Doug Lombardi, Janelle M. Bailey, Elliot S. Bickel, Shondricka BurrellAbstractCritical evaluation underpins the practices of science. In a three-year classroom-based research project, we developed and tested instructional scaffolds for Earth science content in which students evaluate lines of evidence with respect to alternative explanations of scientific phenomena (climate change, fracking and earthquakes, wetlands and land use, and formation of Earth’s Moon). The present paper documents a quasi-experimental study where high scho...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Testing the internal/external frame of reference model with elementary school children: Extension to physical ability and intrinsic value
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): A. Katrin Arens, Franzis PreckelAbstractUsing a sample of third grade elementary school students (N = 514), we tested a generalized internal/external frame of reference (GI/E) model using math, verbal, and physical education achievements as predictors, and math, verbal, and physical ability self-concepts and intrinsic values as outcomes. Therefore, the present study adds to the generalizability of the GI/E model across age and to the investigation of dimensional comparisons. The findings replicated the assumptions of the classic...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Gender-specific teacher expectations in reading—The role of teachers’ gender stereotypes
This study focused on how teachers’ gender stereotypes are connected to teacher expectations, and examined the relations between students’ gender, teachers’ gender stereotypes, teacher expectations of students’ reading ability, and students’ reading achievement. Our sample consisted of 54 teachers and 1358 fifth-grade students (49% girls; age at T1: 10.89 years); data were collected at two time points. Multilevel analyses yielded three main results. First, after controlling for students’ previous achievement, teacher expectations predicted students’ reading achievement. Second, teachers’ higher expectatio...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research

Associations between parents and students’ motivational beliefs in mathematics and mathematical performance: The role of gender
Publication date: July 2018Source: Contemporary Educational Psychology, Volume 54Author(s): Jessica R. Gladstone, Isabelle Häfner, Lara Turci, Heide Kneißler, Katherine MuenksAbstractAccording to Eccles-Parsons et al.’s (1983) parent socialization model, children’s beliefs, values, and grades in mathematics are directly related to their parents’ values and perceptions of children’s mathematical abilities, which are often gendered. However, few researchers have examined how associations between parent and child beliefs and values and grades differ by parent and child gender. In the present study, we measured mathe...
Source: Contemporary Educational Psychology - July 10, 2018 Category: Child Development Source Type: research