Showing papers in "Contemporary Educational Psychology in 2011"

TL;DR: In this paper, the authors report on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings.

TL;DR: In this article, the authors define agentic engagement as students' constructive contribution into the flow of the instruction they receive, as well as personalizing and enhancing both the lesson and the conditions under which they learn.

TL;DR: In this article, structural equation modeling is used to test predictions based on Hidi and Renninger's (2006) four-phase model of interest development, and Pekrun's control-value theory of achievement emotions.

TL;DR: In this paper, the authors explored the occupational commitment and quitting intention of practicing and pre-service teachers and used a cross-sectional survey design to examine the impact of teachers' self-efficacy, job stress, and contextual factors.

TL;DR: A recent special issue as discussed by the authors highlights new research in this area and aims to inspire others to join us in conducting empirical research on emotions in education, using a variety of theoretical and methodological perspectives, sharing a unique focus on the linkages between students' emotions and their academic engagement.

TL;DR: In this paper, the authors examined the relationship between performance measures of emotional intelligence (EI), coping styles, and academic achievement and found that problem-focused coping was the only single significant mediator, mediating between emotion management and GPA.

TL;DR: In this article, the concept of teacher enthusiasm has been examined, examining its dimensionality and context specificity, and it was found that teacher enthusiasm was correlated with occupational wellbeing and classroom variables, subject enthusiasm related only moderately to other measures of occupational wellbeing.

TL;DR: In this article, a circumplex model of affect consisting of valence (positive, negative) and activation (high, low) was used to examine the relation of affect to social loafing and quality of group interactions.

TL;DR: This paper investigated the effectiveness of three strategies compared to problem solving only (PS), using electrical circuits troubleshooting tasks; participants were secondary education students who were novices concerning those tasks.

TL;DR: In this paper, the authors explored students' use of boredom-related coping strategies at trait and state levels, and two trait-based dimensions of coping relevant to boredom were considered, namely approach versus avoidance-oriented and cognitively versus behaviorally-oriented coping strategies.

TL;DR: This paper used a person-centered approach to examine the stability and change in students' achievement goal orientations within a school year (i.e., during 9th grade, measurement period 4 months, N = 530) and between school years (i., across 11th and 12th grade; measurement period 12 months, n = 519).

TL;DR: In this article, the authors examined the antecedents and consequences of student emotions in the homework context and found that the perceived quality of the homework tasks assigned by the teacher affected students' experience of unpleasant homework-related emotions.

TL;DR: This paper investigated how achievement goals are combined to affect students' learning and found that students in the approach and moderate mastery groups were more likely to make effort when encountering difficulties in learning math, showed lower test anxiety, lower negative affect, and achieved higher scores in math than students in other two groups.

TL;DR: In this paper, the authors examined the effects of two learning environments (i.e., problem-based learning versus lecture-based [LB] environments) on undergraduates' study motivation and found that PBL students scored higher on competence but did not differ from LB students on autonomous motivation.

TL;DR: This paper assessed the sources of award-wining research professors' teaching self-efficacy through the framework of Bandura's (1986) social cognitive theory and found that mastery experiences and social persuasions were particularly influential sources of selfefficacy and these sources tended to be closely related.

TL;DR: The authors investigated the relationship between motivation and attributions for success and failure and found that effort attributions motivate achievement but also support the benefits of a self-serving bias, while teachers, peers, and family influence students' best and worst marks.

TL;DR: In this article, the authors examined six motivation constructs (selfefficacy, interest, mastery goal orientation, engagement, avoidance coping, and effort withdrawal) of students from 78 schools in Singapore (N = ǫ 4214) in learning English.

TL;DR: In this article, conditions under which note taking methods and self-monitoring prompts are most effective for facilitating information collection and achievement in an online learning enviornment were explored, and the results indicated that the matrix note taking device was a superior tool for collecting information and for achievement.

TL;DR: This article investigated the associations of mastery avoidance goals with self-regulation strategies and affect in school and found that intrapersonal mastery-avoidance goals were positively related to adaptive strategies and negatively with maladaptive strategies.

TL;DR: In this paper, the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms and students from this general trend were investigated by taping students' interpersonal perceptions of their teachers.

TL;DR: The authors investigated female high school students' patterns of help seeking in the domains of English and mathematics using self-report measures of need-contingent help seeking and help avoidance, as well as a behavioral measure of helpseeking, namely the number of times students attended after-school tutoring sessions.

TL;DR: This paper investigated the role of syllable awareness in word reading and spelling after accounting for the effects of print-related skills (letter-name and letter-sound knowledge, and rapid serial naming).

TL;DR: This article examined whether prereading instructions might also be useful in helping readers ignore irrelevant (albeit inherently interesting) information in text and found that participants generally exhibited longer reading times and enhanced recall for irrelevant segments compared to base content, except in cases for which general instructions warned about but did not specifically identify those irrelevant elements.

TL;DR: One hundred and seventy-eight second grade students from two states (Georgia and Massachusetts) participated in an experiment in which they were randomly assigned to either (1) a computer program designed to increase fluency in addition and subtraction, (2) a program that combined the fluency and cognitive strategy instruction programs or (4) a control condition.

TL;DR: The authors examined causal search regarding test outcomes among 371 first-year college students and found that students who engaged in more causal search made more ability, test difficulty, and luck attributions, fewer effort attributions and experienced less pride and more shame, guilt, regret, and anger.

TL;DR: This article examined the importance of children's achievement strategies in different literacy outcomes in three languages varying in orthographic consistency: Chinese, English, and Greek, and found that the teacher-rated task-focused behavior was a significant predictor of spelling and to a lesser extent of reading fluency.

TL;DR: This paper investigated subsyllabic unit preference in reading Pinyin in Chinese kindergarteners and found that children retained more rime than body units regardless of onset sonority type in Experiment 2.

TL;DR: In this article, six high school students were taught a strategy to recognize and use topoi to form an interpretation of literature, and then write an argument to support that interpretation, which resulted in higher quality argumentative essays that provided textual evidence to support their literary interpretations.

TL;DR: In this article, two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers, and the results indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition.

TL;DR: This paper found that adults construct generalization inferences online during initial reading of a text and that the inference they construct is relatively narrow in scope, suggesting that generalization inference is a pervasive component of expository text comprehension.