Showing papers in "Contemporary Educational Psychology in 2009"

TL;DR: In this paper, the authors developed and validated items with which to assess A. Bandura's (1997) theorized sources of self-efficacy among middle school mathematics students, and found that the sources scale is psychometrically sound and could be adapted for use in other domains.

TL;DR: This article used a personal response system (or clickers) to promote student-instructor interaction in a large lecture class and found that the clicker treatment produced a gain of approximately 1/3 of a grade point over the no-clicker and control groups, which did not differ significantly from each other.

TL;DR: In this paper, the authors test the validity of the Teachers' Sense of Self-Efficacy Scale (TSES) in five settings (Canada, Cyprus, Korea, Singapore, and United States) and establish the importance of the teacher self-efficacy construct across diverse teaching conditions.

TL;DR: This article showed that conclusions about the impact of learning environments can be substantially affected by the choice of a specific centering option for the individual student ratings, and that the reliability of aggregated student ratings must be routinely assessed before these perceptions are related to outcome variables.

TL;DR: The authors used think-aloud verbal protocols to examine how various macro-level processes of self-regulated learning (SRL; e.g., planning, monitoring, strategy use, handling of task difficulty and demands) were associated with the acquisition of a sophisticated mental model of a complex biological system.

TL;DR: The authors investigated the nature, timing, and correlates of motivational change among a large sample (N ǫ = 1051) of third-through-eighth-grade students.

TL;DR: In this article, the authors tested the veracity of a model of mathematics anxiety as the end-point of related self-regulatory and self-efficacy processes, and constructed a Structural Equation Model of Mathematics Anxiety was then constructed and evaluated based in the measures tested in related measurement models.

TL;DR: In this paper, the role of epistemic beliefs in self-regulated learning was examined between epistemic belief, achievement goals, learning strategies, and achievement, and students' final grades were also collected at the end of the semester.

TL;DR: This paper evaluated the effectiveness of rereading relative to a single reading in a context paralleling that faced by students in the classroom and found that immediate rereading may have little or no benefit for improving performance on educationally relevant summative assessments.

TL;DR: This article examined how classroom management practices (care and behavioral control) were differentially associated with students' engagement, misbehavior, and satisfaction with school, using a large representative sample of 3196 Grade 9 students from 117 classes in Singapore.

TL;DR: The authors evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education.

TL;DR: A secondary analysis of the Early Childhood Longitudinal Study (ECLSS) was conducted to determine the factors that are most strongly associated with math achievement during kindergarten, first grade, and third grade.

TL;DR: This article examined the importance of morphological awareness in Korean-English biliteracy acquisition and found that it explained a significant amount of variance in word reading and reading comprehension within both Korean Hangul and English, suggesting that morphologically awareness is important not only in an opaque orthography but also in a transparent orthography.

TL;DR: This paper examined stability and change in students' achievement goal orientations over varying tasks in two naturalistic longitudinal studies were conducted in undergraduate courses and found that students completed self-reports designed to measure their achievement goals four times: prior to two assignments and two exams.

TL;DR: This article investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong and found that developing reading related cognitive skills in English may have facilitative effects on Chinese word reading development.

TL;DR: In this article, the association between homework and achievement in French as a second language was tested at three levels (class level, between-student level, and within student level) using a data set specifically tailored to homework research, with a sample of 1275 students from 70 classes in Switzerland.

TL;DR: The findings reinforced the value of using workbooks to facilitate cognitive knowledge learning in physical education, but raised questions about the direct function of situational interest on engaging students in cognitive learning.

TL;DR: In this paper, a cross-sectional design was employed to investigate the motivational mechanism behind the relationship between fear of failure and self-handicapping adoption, and the results showed that mastery avoidance and performance-avoidance goals partially mediated the relationship of fear of failing and self handicapping.

TL;DR: In this article, the authors translate principles of multimedia learning from college-age readers to middle grade students, when reading science texts with a supporting diagram, and find that students did not receive benefit from the diagrams.

TL;DR: In this article, the effects of a peer-assisted learning strategies (PALS) program on the reading comprehension of 7th-grade students were examined, where eight intact classes consisting of 186 students were assigned either to a PALS condition or to a traditional instruction condition (TI).

TL;DR: Wouters, P.M., Paas, F.J. and van Merrienboer, J. G. as discussed by the authors proposed Observational Learning from Animated Models: Effects of modality and reflection on transfer.

TL;DR: In this article, the authors trained participants to inhibit rejection using a specially designed computer task, and were then taken through a rejection and failure manipulation, and found that participants with low explicit self-esteem felt less rejected after a rejection manipulation and less willing to persevere on a virtually impossible anagrams task.

TL;DR: This paper examined how college students' achievement goals for college in general predicted overall grade point average and diversity in course selection and found that performance-approach goals positively predicted overall college performance.

TL;DR: This paper examined the effects of consistency (relational term consistent vs. inconsistent with required arithmetic operation) and markedness on word problem solving in 10-12 year old children differing in problem-solving skill.

TL;DR: The authors found that the equiprobability bias increased with statistics education, and it was negatively correlated with students' cognitive abilities, and the reason for these differences was that these biases originated in different cognitive processes.

TL;DR: A new test of Advanced Placement Physics, explicitly designed to balance both content and cognitive-processing skills, was developed using Sternberg's theory of successful intelligence as discussed by the authors, which was administered to 281 AP Physics students from 10 schools during the 2006-2007 school year.

TL;DR: The authors found that at all ages nearly all students understood that ordeal involved the intervention of God, and was related to religious beliefs different from the present, with an increase in the number of students also referring to the backwardness of the Middle Ages, or stating that at least some Medieval peoples did not expect ordeal to be decisive about the guilt or innocence of an accused, using it instead to find a culprit in any case, or as a punishment or deterrent.

TL;DR: This article found that faculty do believe that students with sophisticated beliefs about knowledge and knowing are more likely to receive higher grades than those with naive beliefs, and support continued investigation into students' personal epistemologies and how they can be fostered to align with faculty's expectations.

TL;DR: In this paper, the authors proposed that college students' preexisting efficacy beliefs may affect how physiological arousal during exams is construed as a valence of positive emotion, and found that as autonomic arousal increased, so did the moderating effect of self-efficacy.