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.

Teachers’ Epistemic Cognition In Situ: Evidence from Classroom Assessment
Publication date: Available online 9 January 2020Source: Contemporary Educational PsychologyAuthor(s): Nicole Barnes, Helenrose Fives, Sirine Mabrouk-Hattab, Kit SaizdeLaMoraAbstractAssessment tasks require the coordination of multiple knowledge-related goals for various audiences, and therefore provide an authentic context to observe teachers’ epistemic cognition in practice. In this instrumental case study, we investigated seven, fifth grade English Language Arts teachers’ epistemic cognition as they evaluated students’ classroom assessments. Our analyses revealed that the components of epistemic cognition identifi...
Source: Contemporary Educational Psychology - January 10, 2020 Category: Child Development Source Type: research

Examining Pre-Service Teachers’ Color-Blind Racial Ideology, Emotion Regulation, and Inflexibility with Stigmatizing Thoughts About Race
In this study, we examined the relationship between 159 predominately White pre-service teachers’ color-blind racial attitudes, emotion regulation, and psychological inflexibility with stigmatizing thoughts about race. Results indicated strong relationships between color-blind racial ideology and psychological inflexibility with stigmatizing thoughts about race. Specifically, emotion regulation difficulties (suppression strategies) served as a mediator between color-blind racial ideology (unawareness of racial privilege) and psychological inflexibility with stigmatizing thoughts about race. In addition, emotion regulatio...
Source: Contemporary Educational Psychology - January 7, 2020 Category: Child Development Source Type: research

Strategy Diversity in Early Mathematics Classrooms
Publication date: Available online 23 December 2019Source: Contemporary Educational PsychologyAuthor(s): Douglas H. Clements, Denis Dumas, Yixiao Dong, Holland W. Banse, Julie Sarama, Crystal A. Day-HessAbstractStrategic processes are a form of procedural knowledge in which a child knows how to enact a given strategy that improves their capability in problem solving or learning. The solution strategies children use are critical components of their learning, especially in mathematics. Children vary substantially in their knowledge and use of different strategies, and much research has focused on intraindividual strategy var...
Source: Contemporary Educational Psychology - December 25, 2019 Category: Child Development Source Type: research

“It takes two”: The added value of structured peer-assisted writing in explicit writing instruction
Publication date: Available online 17 December 2019Source: Contemporary Educational PsychologyAuthor(s): Fien De Smedt, Steve Graham, Hilde Van KeerAbstractHigh-quality writing instruction is vital to supporting developing writers as they learn to plan, compose, and revise text. It is equally important that such instruction enhances students’ self-efficacy for writing as well as their motivation to write. The main aim of the present study was to investigate the incremental effect of peer-assisted writing in an explicit writing instruction program on Flemish upper-elementary students’ writing performance, self-efficacy ...
Source: Contemporary Educational Psychology - December 19, 2019 Category: Child Development Source Type: research

Engaging Black and Latinx Students through Communal Learning Opportunities: A Relevance Intervention for Middle Schoolers in STEM Elective Classrooms
Publication date: Available online 12 December 2019Source: Contemporary Educational PsychologyAuthor(s): DeLeon L. Gray, Tamika L. McElveen, Briana P. Green, Lauren H. BryantAbstractWith the aim of bridging research in educational psychology and teacher education, we designed a research-practice partnership to unpack the concept of relevance from a race-reimaged perspective. Specifically, we employed a mixed-methods sequential explanatory research design to examine associations between the communal learning opportunities afforded to Black and Latinx students, and their engagement patterns during STEM activities. Within a n...
Source: Contemporary Educational Psychology - December 13, 2019 Category: Child Development Source Type: research

Motivation and Social Cognitive Theory
This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influ...
Source: Contemporary Educational Psychology - December 11, 2019 Category: Child Development Source Type: research

Early Cognitive Profiles Predicting Reading and Arithmetic Skills in Grades 1 and 7
Publication date: Available online 5 December 2019Source: Contemporary Educational PsychologyAuthor(s): Heidi Korpipää, Kristina Moll, Kaisa Aunola, Asko Tolvanen, Tuire Koponen, Mikko Aro, Marja-Kristiina LerkkanenAbstractThe aim of this study was to investigate cognitive profiles composed of skills predicting the overlap between reading and arithmetic in kindergarten (phonological awareness, letter knowledge, rapid automatized naming, and counting sequence knowledge) and the relation of these profiles to reading and arithmetic skills at Grades 1 and 7. A total of four distinct cognitive profiles were identified in an u...
Source: Contemporary Educational Psychology - December 5, 2019 Category: Child Development Source Type: research

Where Is the Learning in Mobile Technologies for Learning?
Publication date: Available online 4 December 2019Source: Contemporary Educational PsychologyAuthor(s): Richard E. MayerAbstractMobile technology--such as tablets, cell phones, and wearable devices--has the potential to play a useful role in promoting academic learning. This potential motivates this special issue on “Mobile Technology, Learning, and Achievement: Advances in Understanding and Measuring the Role of Mobile Technology in Education” edited by Matthew L. Bernacki, Jeffrey Greene, and Helen Crompton. Research on learning with mobile technology should focus on three research questions: Do students learn academ...
Source: Contemporary Educational Psychology - December 4, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: October 2019Source: Contemporary Educational Psychology, Volume 59Author(s): (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - November 28, 2019 Category: Child Development Source Type: research

On Activities and Affordances for Mobile Learning
Publication date: Available online 27 November 2019Source: Contemporary Educational PsychologyAuthor(s): Joshua Danish, Cindy E. Hmelo-SilverAbstractAcross the articles in this special issue, there is a clear and important focus on how people learn through mobility, which allows them to move across contexts as they learn. This commentary considers ways mobile technologies can support learning with a focus on understanding the affordances of the mobile technologies develop new learning practices that could not be accomplished without this technology. With this in mind, we return to the definition of mobile learning that sug...
Source: Contemporary Educational Psychology - November 28, 2019 Category: Child Development Source Type: research

Mobile Technology, Learning, and Achievement: Advances in Understanding and Measuring the Role of Mobile Technology in Education
Publication date: Available online 26 November 2019Source: Contemporary Educational PsychologyAuthor(s): Matthew L. Bernacki, Jeffrey A. Greene, Helen CromptonAbstractStudying mobile learning – the use of personal electronic devices to engage in learning across multiple contexts via connections to media, educators, peers, experts, and the larger world – is a relatively new academic enterprise. In this special issue, we interrogated the promise and unexamined expectations of mobile learning, the theories and ideas developing around it, and the devices that afford it. The articles introduce mobile and wearable technologi...
Source: Contemporary Educational Psychology - November 27, 2019 Category: Child Development Source Type: research

Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach
Publication date: Available online 26 November 2019Source: Contemporary Educational PsychologyAuthor(s): Mercedes Spencer, Lynn S. Fuchs, Douglas FuchsAbstractWe investigated the longitudinal relations between cognitive skills, specifically language-related skills, and word-problem solving in 340 children (6.10 to 9.02 years). We used structural equation modeling to examine whether word-problem solving, computation skill, working memory, nonverbal reasoning, oral language, and word reading fluency measured at second grade were associated with performance on measures of word-problem solving in fourth grade. Results indicate...
Source: Contemporary Educational Psychology - November 27, 2019 Category: Child Development Source Type: research

Towards Convergence of Mobile and Psychological Theories of Learning
Publication date: Available online 26 November 2019Source: Contemporary Educational PsychologyAuthor(s): Matthew L. Bernacki, Helen Crompton, Jeffrey A. GreeneAbstractThis special issue was designed to promote an integration of mobile and psychological theories of learning by inviting empirical research that draws upon both theoretical approaches to guide investigation into learning involving mobile devices. Five empirical articles illustrated how mobile devices afford resources to learners and how new channels of data afford researchers new insight into learning processes. Authors of two invited commentaries note the chal...
Source: Contemporary Educational Psychology - November 27, 2019 Category: Child Development Source Type: research

From Feedback to Revisions: Effects of Feedback Features and Perceptions
Publication date: Available online 26 November 2019Source: Contemporary Educational PsychologyAuthor(s): Yong Wu, Christian D. SchunnAbstractAlthough the effects of peer feedback have been studied from a number of perspectives, much remains to be learned about what leads students to act (or not) on their peers’ feedback in revisions. The present study examined the relationship between peer feedback features, student perceptions as potential mediators (understanding versus agreement with the feedback), and the likelihood of students’ implementation of the feedback. Peer feedback, back-evaluation comments, and revisions ...
Source: Contemporary Educational Psychology - November 27, 2019 Category: Child Development Source Type: research

Writing about Personal Goals and Plans Regardless of Goal Type Boosts Academic Performance
This study suggests an important modification to goal-setting theory, namely a potential contagion effect of setting life goals, an academic goal primed in the subconscious, and subsequent academic performance. (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - November 27, 2019 Category: Child Development Source Type: research