Showing papers in "Contemporary Educational Psychology in 2020"

TL;DR: In this article, the authors review research from self-determination theory and show that both intrinsic motivation and well-internalized (and thus autonomous) forms of extrinsic motivation predict an array of positive outcomes across varied educational levels and cultural contexts and are enhanced by supports for students' basic psychological needs for autonomy, competence, and relatedness.

TL;DR: The Situated Expectancy-Value Theory (SEVT) as mentioned in this paper is a theory of achievement choice that is based on the expectancy-value theory of choice, which has been widely used in the literature.

TL;DR: Motivation refers to processes that instigate and sustain goal-directed activities as discussed by the authors, which are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation.

TL;DR: In a recent special issue as discussed by the authors, the promise and unexamined expectations of mobile learning, the theories and ideas developing around it, and the devices that afford it were investigated.

TL;DR: In this paper, the authors consider the original focus of achievement goal theory, several ways in which the theory has changed, and what we have learned from intervention research and examinations of achievement goals among diverse populations.

TL;DR: Attribution theory is concerned with the perceived causes of success and failure as mentioned in this paper, with a focus on both antecedents and consequences of perceived causality, including teacher behaviors such as praise and blame that can indirectly function as a low ability cue.

TL;DR: Motivation researchers are examining some important contemporary practice-and policy-related issues; however, this research has not been systematic across theories as mentioned in this paper, leading to confusion for practitioners and policymakers.

TL;DR: In this paper, an integrative model of the relation of teachers' self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimension of the quality of classroom processes is proposed.

TL;DR: In this paper, the authors take a situative turn in the theoretical conversation around the question, "Why do people do what they do?" The authors use the central organizing framework of "meaning systems" in situative approaches.

TL;DR: Motivation is determined by a complex interplay of internal and external factors, and a greater focus on individuals' motivation profiles, construal of situations, and metacognitive monitoring and control of goal pursuit might shed more light on the moment-by-moment decisions people make in daily life as discussed by the authors.

TL;DR: This article found that fixed (vs. growth) language mindsets were linked to negative perceptions of language-based rejection and self-and experimenter-reported contact avoidance and encouraged future communication among those with low (but not with high) perceived English competence.

TL;DR: The authors 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, and found that both understanding and agreement with feedback predicted implementation.

TL;DR: This article investigated whether teacher perceptions of students' cognitive skills, their learning motivation, and their classroom behavior differ according to students' socioeconomic status, immigrant background, and gender, and found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low SES students.

TL;DR: The authors of as mentioned in this paper concluded that the academic motivation field is in an excellent position to move past its current critical juncture and it will continue to make major advances in our understanding of students' motivation.

TL;DR: A special issue devoted to five prominent theories of academic motivation, namely attribution theory, expectancy-value theory, social-cognitive theory, achievement goal theory, and self-determination theory, was published by as discussed by the authors.

TL;DR: In this article, a special issue on Mobile Technology, Learning, and Achievement: Advances in Understanding and Measuring the Role of Mobile Technology in Education is presented, which focuses on three research questions: Do students learn academic content better with mobile technology than with conventional media (media comparison question), which instructional features afforded by mobile technology cause learning (instructional method question), and under what conditions do students learn better with MTeC than with traditional media (boundary condition question).

TL;DR: In this article, the authors proposed to add agentic engagement as a new engagement component while the status of emotional engagement should be reconsidered, and found that the added engagement explained independent variance in the outcomes, while emotional engagement (and cognitive engagement) did not.

TL;DR: This article examined the relationship among motivation, engagement, and academic performance through a person-centered research approach and found that students in these motivational profiles exhibited differences in cognitive and social engagement, as well as academic performance.

TL;DR: In this article, the authors investigated the potential impact of a brief (4-6 h), written, and staged personal goal-setting intervention on undergraduate academic performance (earned European Credit Transfer and Accumulation System credits) and found that it appeared that the overall process of writing about their personal goals, the specificity of their strategies for goal attainment, and the extent of their participation in the intervention led to an increase in their academic performance.

TL;DR: Despite increasing racial and cultural diversity in the United States and many other industrialized countries, less than 2% of research published in top-tier educational psychology journals authentically examines the experiences of racial minorities as discussed by the authors.

TL;DR: In this article, the authors apply a cross-classified path model to account for both the between-student level and between-classroom level nesting structure, which enables them to explain the relationships between the variables in the general self-determination model on three levels: situational (within-student and within-student), betweenstudent, and betweenclassroom.

TL;DR: This commentary considers ways mobile technologies can support learning with a focus on understanding the affordances to of the mobile technologies develop new learning practices that could not be accomplished without this technology.

TL;DR: In this paper, the effectiveness of a six-week combined physical-cognitive intervention was compared to both a sedentary cognitive intervention and a waitlist control group, and the results underlined the feasibility of combined physicalcognitive interventions to enhance children's daily physical activity and their cognitive performance.

TL;DR: In this paper, the authors proposed a taxonomy that can organize research that investigates interactions among learners, instructors, experts, and tools across one or more physical contexts, as well as a research agenda that would empirically test and refine assumptions made by mobile learning theorists.

TL;DR: This paper investigated the effects of reading medium (print vs. digital) on integrative processing and integrated understanding of an illustrated text on human sexuality, as well as whether reading medium indirectly affected integrated understanding via integrative processes.

TL;DR: For instance, the authors 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.

TL;DR: In this paper, the authors examine the competing multidimensional factor structures by comparing correlated factor, hierarchical, and bifactor representations of both confirmatory factor analysis and exploratory structural equation modeling (ESEM) models across three theoretical conceptualizations of subjective task value.

TL;DR: In this article, the authors examined students' hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students) and found that hand-raining is associated with cognitive engagement and perceptions of teacher support and suggest that hand raising may mediate the relation between teacher emotional support and academic achievement.

TL;DR: In this article, the authors tested the usefulness of AGT for describing research motivations, investigated which goals researchers pursue, and examined their associations with job burnout/engagement and professional learning.

TL;DR: In this article, a longitudinal study explores how teacher feedback on academic performance and social behavior is related to social acceptance during classroom activities and recess in the natural setting of inclusive classrooms, and the effect of teacher feedback behavior on social acceptance appears to depend on context.