Showing papers in "Contemporary Educational Psychology in 2021"

TL;DR: In this paper, the effects of extended self-regulated learning training programs on academic performance, selfregulated learning strategies, and motivation of university students were investigated. But, the results showed that the training programs that targeted older students and students with lower prior academic achievement showed larger effect sizes for resource management strategies.

TL;DR: The authors developed AEQ-S, a short version of the AEQ, with only 4 items per scale that still maintain the conceptual scope of the instrument, and validated it on a reanalysis of Pekrun, Goetz, Frenzel, Barchfeld, and Perry's dataset.

TL;DR: In this paper, a multi-level structural equation model was used to investigate the relationship between teacher motivation and student autonomy and competence in 5th and 6th grade students in South Korea.

TL;DR: The authors examined trajectories of change in reading self-efficacy among primary school students (N = 1327) and found that higher levels of mastery, verbal persuasion, and vicarious experiences and lower levels of physiological arousal were related to positive developmental trajectories.

TL;DR: Using an expectancy-value lens, this article examined cross-domain patterns of high school students' expectancy beliefs and values in both mathematics and science using a person-centered or profile approach.

TL;DR: In this article, the authors developed the Classroom Cultural Diversity Climate Scale (CCDCS), integrating theory and research from social psychology and multicultural education and including novel facets like polyculturalism, which has not been studied in the school context before.

TL;DR: In this article, the authors identify the unique patterns of U.S. high school students' motivational beliefs, examine differences in the patterns based on the intersection of gender and race/ethnicity, and test the extent to which these patterns predicted differences in students' math achievement and classroom behavioral engagement for each of the gender by racial/ethnic groups.

TL;DR: In this paper, the authors studied the socioemotional regulation strategies used by graduate pharmacy students as they worked together in a small-group project-based learning environment, and found that the most commonly used strategies were interpersonal and that the strategies were used at varying interpersonal levels (i.e., self, peer, and group).

TL;DR: This article employed a person-oriented approach to identify elementary school students' self-concept and intrinsic value profiles across the subjects Finnish language, mathematics and science and examined the stability and change of these motivational profiles from 2nd to 3rd grade, and gender differences in profile membership as well as the relation to students' STEM occupational aspirations.

TL;DR: The authors examined the cognitive-linguistic correlates of single-character reading and two-character word reading among 337 Hong Kong Chinese children in grades 1-3 and found that character reading and language comprehension significantly explained variance in reading comprehension through word reading.

TL;DR: In this paper, the authors examined the main effects of science anxiety and self-efficacy on science achievement, as well as the moderating effects on the relationship between science selfefficacy and achievement, at both the student- and classroom-level.

TL;DR: In this paper, the authors examined patterns of motivational perceptions with variables from the Factors Influencing Teacher Choice model alongside perceived task effort cost, opportunity cost, and emotional cost of teaching within a diverse sample of 630 preservice teachers.

TL;DR: In this article, the results of cross-sectional and longitudinal studies conducted among early school-aged children on the cognitive mechanism whereby math anxiety impairs math achievement are presented. But the results mostly confirm the mediating role of working memory and undermine the mediatic role of number sense and the direct path in the relationship between math anxiety and math achievement.

TL;DR: In this paper, the authors examined trait use, state use, trait fit, and state fit of motivational regulation strategies and found that both trait and state strategy fit were negatively associated with academic procrastinatory behavior, while mere strategy use was not.

TL;DR: In this article, the authors investigated inter-and intraindividual differences in Finnish adolescents' developmental trajectories of school engagement and burnout and their associations with students' concurrent progression in mathematics performance and educational aspirations.

TL;DR: This paper investigated to what extent variation in observational measures of behavioral student engagement during seatwork is due to students versus teachers, teacher-student dyads, or situational (i.e., variation in time) effects.

TL;DR: In this article, a longitudinal study examined cross-lagged relations of self-concepts of ability and achievement emotions (i.e., enjoyment, boredom, anxiety) in two central school subjects (e.g., mathematics and literacy).

TL;DR: This paper found that although on average the originality of student responses can be augmented through a prompt to generate surprising or unusual ideas, three latent classes emerged that differed significantly on their patterns of augmentation.

TL;DR: This article found that immediate knowledge of results (KR) feedback may motivate low-stakes test takers by showing that their answers matter, while appealing feedback cues may help to prevent negative emotions in lower performers who receive a higher amount of negative feedback.

TL;DR: In this paper, the authors examined science motivation in six high school students of color who participated in a brief, near peer mentoring program with undergraduate mentors of color and found that science self-efficacy not only has a salient future-oriented component, but also centers around the importance of forming and maintaining interpersonal connections with others through proxy agency and help-seeking behaviors.

TL;DR: Pathways-to-success as discussed by the authors is a classroom-level intervention operationalizing IBM theory in a 3-cycle, 3-year development design (N = 1142 8th-graders, 87% low-income families, 64% Latinx, 20% African American).

TL;DR: In this paper, two studies were conducted to examine how parental educational involvement and teacher support related to math evaluation anxiety and learning math anxiety concurrently (Study 1) and longitudinally (Study 2).

TL;DR: This paper examined the conditions under which readers are able to transfer revised knowledge as a result of reading refutation texts (i.e. texts that explicitly state and refute a misconception) across three experiments, and found that reading a refutation text reduced interference from the misconception as participants read the transfer texts in close temporal distance, even when the misconception is reactivated.

TL;DR: This paper used the theory of planned behavior (TPB) to explain high school students' performance in mathematics in large-scale assessment data by using the PISA 2012, and found that students' attitudes, subjective norms, and perceived behavioral control beliefs explained 21.1% of the variability in intentions to pursue and major in mathematics, 59.4% of behavioral engagement with mathematics learning, and 30.7% of variability in mathematics performance.

TL;DR: In this article, the authors compared the structure, the longitudinal relation, and the predictive roles of emotions in-class and emotions while watching online video lectures outside of class and found that the cross-contextual relations among emotions, from emotions to learning behaviors, and from emotion to achievement were similar, whereas distinct patterns of relations were found for learning behaviors and from learning behaviors to academic achievement.

TL;DR: This article explored the potential of individualized scaffolding at the meta-level of students' reflection on their own thinking as they engaged in inquiry activity to support their reasoning about a multivariable causal system.

TL;DR: This paper examined whether social and dimensional comparisons play similar roles in the formation of students' self-concepts, interests, and anxieties concerning different languages and whether dimensional comparisons result in contrast or assimilation effects.

TL;DR: In this paper, the authors investigated the effects of the enjoyment of the drawing strategy, anxiety about the drawing strategies, and prior intramathematical performance on the use of self-generated drawings and modelling performance.

TL;DR: In this article, a sample of 656 Chinese preschool children was followed to examine reciprocal associations between teacher-child relationships and children's academic skills by testing three cross-lagged models: the relationship-driven model, the child driven model, and the reciprocal model.

TL;DR: In this paper, a longitudinal study examined the relationship between changes in stereotype threat and motivation among minority students in science, technology, engineering, and mathematics (STEM) fields, concluding that higher initial stereotype threat related to a faster decline in attainment value and faster increase in perceived costs throughout college.