Showing papers in "Contemporary Educational Psychology in 2016"

TL;DR: In this paper, the authors developed four-item scales for three emotions considered most relevant in the context of teaching: enjoyment, anger, and anxiety (Teacher Emotions Scales, TES).

TL;DR: This article evaluated the direct and inferential mediation (DIME) model of reading comprehension in a large (n ǫ= 1196) and diverse (grades 7-12) sample.

TL;DR: In this article, the authors examined whether parent and teacher support for basic psychological needs (i.e., autonomy, competence and relatedness), students' reciprocal friendships, and academic motivation assessed in Grade 10 (N ǫ= 624) could predict dropping out of high school two years later in Grade 12.

TL;DR: This article examined how priming an entity language theory (i.e., the belief that language intelligence is fixed) or an incremental language theory can orient language learners' goals and influence their reactions in failure situations and their intention to continue learning the language.

TL;DR: In this paper, the authors examined the incremental effect of academic interest on achievement beyond general cognitive ability and students' background characteristics in five domains (math, German, biology, chemistry, and physics) and found a unique effect of interest over and above the other predictors across the five domains.

TL;DR: This paper investigated whether studying a text with an "explanation intention" and then actually explaining it to (fictitious) other students in writing, would yield the same benefits as previously found for explaining on video.

TL;DR: The reciprocal research partnership model of Indigenous thriving as mentioned in this paper is a research framework based on both positive psychology principles and holistic Indigenous Australian worldviews, which prioritizes the voices and agency of Indigenous people and proposes that research be conducted in partnership as opposed to research being imposed on Indigenous communities.

TL;DR: This article examined whether counting and rapid automatized naming were predictors of reading and arithmetic fluency in a population-based sample and to what extent related early emerging cognitive abilities and socioeconomic background accounted for the predictive power of counting and RAN.

TL;DR: In this article, a study aimed at identifying the determining factor in making teacher-given rubric feedback effective on student performance (planning experiments in science class), motivation, and calibration accuracy.

TL;DR: The authors investigated antecedents and consequences of achievement goal profiles across multiple measurement waves from second to fourth grade in a sample of 542 German elementary school students, finding that over 85% of the students changed their goal profiles over time, with slightly greater instabilities within rather than between school years.

TL;DR: In this article, the authors examined the relationship between high school students' daily and cumulative situational interest in science class and their engagement, as well as their perceptions of the motivational climate of the classroom.

TL;DR: The authors examined implicit theories of intelligence and ability, which refer to students' beliefs about the malleability (i.e., incremental beliefs) or static nature (e.g., entity beliefs).

TL;DR: In this paper, the authors examined the relationship between test anxiety and learning achievement among secondary-school students, as well as tested two anxiety-performance relationship models, and proposed a stress-of-uncertainty model to explain the inverted U shape of the anxiety for students.

TL;DR: Results from this study showed that cross-language transfer can occur at a phonetic featural level and that bilingual children outperformed their monolingual peers in processing onsets that are shared between the two languages.

TL;DR: The authors examined the effectiveness of two instructional approaches of mind mapping used as a meta-learning strategy to stimulate fifth-and sixth-graders' text-learning strategies and recall performance.

TL;DR: In this article, an extra-class program, eighteen weeks long, to promote the behavioral and cognitive engagement (self-regulated learning, SRL) of Gypsy children from fourth grade was presented.

TL;DR: This paper explored student beliefs and teacher expectations in relation to Māori and Pakehā (n ǫ= 127) middle school students, aged 10-14 years.

TL;DR: In this paper, the change trajectories of different types of motivation proposed by self-determination theory and their relationship with mathematics achievement during the first year of junior high school were examined.

TL;DR: The authors showed a bidirectional relationship between visual spatial skill and Chinese character reading ability from K1 to K2, where children's visual spatial skills in K1 predicted their reading ability in K2.

TL;DR: In this paper, the authors examined adding a low-cost instructional feature intended to promote appropriate cognitive processing of the academic content during play and found that participants who completed only the in-game worksheet outperformed the control group on a written explanation of wet-cell batteries (d'= 0.59) and transfer problems.

TL;DR: The authors investigated whether or not the average classroom socioeconomic status is reflected in teacher judgments and also examined possible underlying processes, finding that teachers were similarly likely to exhibit such differential judgments regardless of their own socioeconomic background.

TL;DR: This paper explored the number and characteristics of science EB profiles among 4995 tenth graders and, by means of latent profile analysis (LPA), related them to students' characteristics and identified four groups that show level and shape differences.

TL;DR: In this article, the authors examined whether the precision of mapping between number symbols and our representation of numerosity accounts for the relation between the Approximate Number System and symbolic arithmetic skills, and found that higher acuity of the approximated number system facilitates the number-numerosity mapping process.

TL;DR: This article investigated to what extent encountering a textual claim that contradicts one's prior beliefs may increase readers' memory for the source of the information, such as the author or publication, and found that readers were more likely to seek support from available information about the source to make sense of the content.

TL;DR: The authors compared the effectiveness of three reading interventions (i.e., Quality Talk (QT), Think before reading, think while reading, and think after reading) in promoting fourth and fifth grade students' reading comprehension and critical-analytic thinking.

TL;DR: In this article, the authors used the O-P model to explain achievement disparities between schools that differ in terms of their racial and ethnic composition and found that the combination of new and established predictors accounted for approximately 50% of the variance in the rate at which knowledge grew in both math and reading at both age levels.

TL;DR: This paper investigated similarities and differences in cultural perspectives, self-concept, and school motivation between Aboriginal and non-Aboriginal Australian students; and the relative influences of selfconcept, motivation, and cultural perspectives on academic engagement.

TL;DR: This article examined whether school connectedness and valuing were protective factors in contributing to positive educational outcomes (i.e., high school completion and postsecondary attendance) among a nationally representative sample of Latino youth.

TL;DR: This article explored how Native American college students experience space and place at the University of New Mexico, a large, research-extensive university in the Southwestern United States, and found that cultural centers, houses, and designated cultural spaces for Native American students are critical for their educational experience.

TL;DR: In this paper, a mixed-methods study investigated the effects of the SOAR study strategy for learning from multiple online resources, which includes the components of selection, organization, association, and regulation.