Showing papers in "Contemporary Educational Psychology in 2012"

TL;DR: The authors examined the impact of fraction and whole number magnitude knowledge on various components of algebra readiness and found that fraction knowledge is related to algebra readiness, more so than number magnitude in general; students' magnitude knowledge of unit fractions appears particularly important.

TL;DR: The authors examined whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept, finding that perceived parental homework interference and perceived homework-related conflict were negatively related to students' academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes.

TL;DR: In this article, the authors examined the extent to which teaching practices observed in kindergarten classrooms predict children's interest in reading and mathematics and found that in classrooms in which the teachers placed greater emphasis on child-centered teaching practices than on teacher-directed practices, the children showed more interest in read and mathematics.

TL;DR: This paper present a diverse collection of research on students' identity formation in educational settings and highlight the role of the educational context in identity formation processes, despite the diversity in perspectives, educational contexts, samples, and research and analytic methods.

TL;DR: Students in the success is gender-congruent condition described more school-focused possible identities, rated their likely future academic and occupational success higher, and tried harder on an academic task (this latter effect was significant only for boys).

TL;DR: The authors examined the relationship between achievement goals, strategy use, and comprehension scores of 160 undergraduates who studied a hypertext passage in a technology-enhanced learning environment (TELE) equipped with tools that support learning behaviors including highlighting, taking notes, review of annotations, seeking additional information and monitoring understanding.

TL;DR: In this paper, identity formation in educational settings is discussed, and the concept of identity formation as a product of interrelatedness between the context and the individual person is discussed. And the authors draw examples from the studies in this collection to highlight these conceptual relationships.

TL;DR: In this paper, the authors examined age-related differences in the relation between motivation to learn and transfer of training, using data derived from the literature on adult continuing education of the past 25 years.

TL;DR: The authors investigated whether students who engage in inquiry dialogue with others improve their performance on various tasks measuring argumentation development in an educational environment called Philosophy for Children (P4C) to examine specific theoretical assumptions regarding the role dialogic interaction plays in the development of individual argumentation.

TL;DR: In this paper, the effects of guidelines in group or individual settings on the calibration accuracy and achievement of 82 high school biology students were investigated using a 2 × 2 factorial design.

TL;DR: This article investigated whether schools characterized by high school students as being rich in identity promoting features contribute to student identity development and found that teachers as role models and their school as cultivating the whole student will foster student exploration and confidence about future identity development.

TL;DR: In this paper, the authors identified decision-making profiles of students who make a choice of a major in higher education and examined these profiles in a sample of Belgian students at the end of Grade 12, when the educational system expects that these adolescents choose a specific major.

TL;DR: In this article, the potential of personal best (PB) goals for students with attention-deficit/hyperactivity disorder (ADHD) was examined and the positive role of PB goals may generalize across diverse student groups and that there appears to be merit in broadly promoting PB goals amongst ADHD and non-ADHD students alike.

TL;DR: This paper examined the longitudinal trajectories of achievement goal profiles in mathematics from third to seventh grade in a sample of 302 German students and found that only about one third of the students held the same goal profile across all school years.

TL;DR: In this article, a two-wave longitudinal study based on data from 1014 students, 878 mothers, and 748 fathers was conducted to examine the mechanisms of parental influence.

TL;DR: This article explored the nature and impact of connections between identity and learning on students' participation in, and affective response to, learning among disaffected ninth-grade English students at a high-needs school.

TL;DR: This paper found that adolescents who held both self-oriented and beyond-the-self-oriented motives for their work goals were more likely to experience higher levels of purpose and meaning over a 2-year period than those who held neither.

TL;DR: The authors examined the association between personal goal orientations and mathematics achievement within the trichotomous goal framework and found that only a mastery goal orientation consistently predicted achievement when a full set of prior achievement and demographic controls were included.

TL;DR: In this article, the results of college students' processing during phases one and two of Winne and Hadwin's model, task definitions and plans, affected their SRL processing while learning with a hypermedia learning environment (HLE), and their subsequent academic performance.

TL;DR: In this article, the authors describe a researcher-educator collaborative intervention that aimed to promote identity exploration among 9th-grade students in a literature lesson, focusing on an introductory lesson about a poem from the curriculum, and involved designing educational activities anticipated to trigger identity exploration, promote a sense of safety, and scaffold exploratory action among students.

TL;DR: In this paper, the intraindividual level and instability of perceived academic control (PC) among first-year college students, and their predictive effects on academic achievement, were examined.

TL;DR: In this paper, a study was conducted by comparing a multiple components (MC) approach against worked examples (WE) in helping students to solve algebra word problems in chemistry classes, and the MC approach incorporated multiple components in the source or target, or both, to address the four critical tasks for analogical transfer to occur in problem solving.

TL;DR: The authors found that adolescents with learning disabilities are less accurate in predicting academic performance than normally achieving (NA) adolescents and display a tendency to overestimate their level of performance (e.g., Klassen, 2007 ).

TL;DR: The authors examined whether peer responsiveness when undergraduates talked about topics covered in actual classes predicted students' evaluation of class interest, and found that listeners indirectly affected interest measured at the end of the semester via their influence on interest during the semester.

TL;DR: The major themes and trends represented by the articles published in Contemporary Educational Psychology (CEP) from 1995 to 2010 are reviewed in this paper, including the major topics, theoretical perspectives, participant characteristics, research methods and statistics used, and highly cited papers.

TL;DR: This paper explored the effect of intratextual persuasive messages on the perception of knowledge and beliefs of the receiver, and found that students perceived knowledge increased, and their topic beliefs strengthened differentially based upon students' position on the controversial issue.

TL;DR: This paper examined the effects of yellow-highlighting "relevant" words and units within math word problems for at-risk girls at risk for ADHD when their materials were first presented with highlighting, which carried over to a non-highlight condition.

TL;DR: The authors investigated how best to study a matrix and found that categorically and unified study produced higher performance on relationship and fact tests, study material satisfaction, and associative strategy use than topical study.