Contemporary Educational Psychology
Papers 1,737
1 page of 174 pages (1,737 results)
#1Daniel Voyer (UNB: University of New Brunswick)H-Index: 30
#2Scott T. Ronis (UNB: University of New Brunswick)H-Index: 9
Last. Narissa Byers (UNB: University of New Brunswick)
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Abstract null null The present meta-analysis aimed to synthesize the extant research on the influence of longhand (written) versus digital notetaking methods, unconfounded by distractions, on performance, and to identify key potential moderators of such effects. After a systematic literature search, we obtained 77 effect sizes from 39 samples in 36 articles and conducted a multilevel meta-analysis complemented with robust variance estimation. Overall, results showed a mean effect size (mean esti...
#1Hui Wang (HKU: University of Hong Kong)H-Index: 7
#2So Yeon Lee (McGill University)H-Index: 1
Last. Nathan C. Hall (McGill University)H-Index: 40
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Abstract null null Research indicates that teachers use coping strategies regularly to manage stress and negative emotions. However, previous studies have primarily adopted a variable-centered approach that examines the effects of specific coping strategies and does not address how teachers use different combinations of coping strategies. The present study used a person-centered, latent profile analytical approach to explore varied coping strategies among Canadian practicing teachers (N = 1,086)...
#1Mark Vincent B. YuH-Index: 3
#2Ta-yang Hsieh (UCI: University of California, Irvine)H-Index: 2
Last. Sandra D. Simpkins (UCI: University of California, Irvine)H-Index: 37
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Abstract null null Early adolescence is an important period for students’ math motivational beliefs. This explanatory sequential mixed methods study examined middle school students’ experiences in a university-based math afterschool program serving predominantly underprivileged Latinx adolescents. First, utilizing quantitative pre- and post-survey data (N = 129), we found that the support adolescents’ received in the program for their competence needs positively predicted changes in their math m...
#1Sara Abercrombie (NAU: Northern Arizona University)H-Index: 8
#2Kira J. Carbonneau (WSU: Washington State University)H-Index: 12
Last. Carolyn J. Hushman (UNM: University of New Mexico)H-Index: 5
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Abstract null null Academic risk taking occurs when students engage in tasks with the potential for failure in order to learn. Among other characteristics, it is related to preferring challenging tasks and a desire to master content or skills. Using the School Failure Tolerance (SFT) measure with three subscales—Affect, Preferred Difficulty and Action—we empirically explored the conceptualization of academic risk taking. In the first study, 236 undergraduate students completed a survey containin...
#1Mladen Rakovic (Monash University)H-Index: 4
#2Matthew L. Bernacki (UNC: University of North Carolina at Chapel Hill)H-Index: 16
Last. Abigail T Panter (UNC: University of North Carolina at Chapel Hill)H-Index: 23
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Abstract null null Researchers and many educators agree that the ability to self-regulate learning is important for academic success. Yet, many students struggle to anticipate learning difficulties and adjust accordingly. Further, despite theorizing that self-regulated learning involves adaptation across learning cycles, few researchers have examined students’ evaluative judgments, their implications for students’ behavior in a subsequent learning cycle, or their effects on achievement. Utilizin...
#1Paul T. Cirino (UH: University of Houston)H-Index: 47
#2Tammy D. Tolar (UH: University of Houston)H-Index: 13
Last. Lynn S. Fuchs (Vandy: Vanderbilt University)H-Index: 121
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Abstract null null Algebra I is critical for future STEM aspirations. However, current understanding of key predictors has focused on large-scale big data studies (which often lack a strong set of potential cognitive and mathematical predictors) or on individual differences or experimental studies (with relatively small sample sizes). The present study was designed with a strong set of theoretically and empirically motivated mathematical and cognitive predictors of algebra performance and large ...
#1Michael Becker (Technical University of Dortmund)H-Index: 36
#2Julia Tetzner (Leibniz Association)H-Index: 8
Abstract null null Sociocognitive characteristics—ranging from self-concepts and interests to goals and self-esteem—have been discussed as key drivers predicting adult socioeconomic success. This study analyzes how childhood sociocognitive characteristics relate to adult socioeconomic success (education, occupational status, and income). Drawing on Eccles et al.’s expectancy value theory, we operationalized sociocognitive characteristics comprehensively via academic self-concept, academic intere...
#1Lisa Tometten (Technical University of Dortmund)
#2Anke Heyder (Technical University of Dortmund)H-Index: 9
Last. Ricarda Steinmayr (Technical University of Dortmund)H-Index: 31
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Abstract null null Teachers' pedagogical knowledge is considered a prerequisite for effective teaching and is also expected to be relevant in highly diverse, inclusive classes. This study examines the social participation and academic achievement of children with and without special educational needs (SEN) due to emotional and behavioral (EBD) and learning (LD) difficulties and the importance of teachers' knowledge of these SEN. In 25 primary school classes with at least one child with SEN EBD (...
#1Kalina Gjicali (NYU: New York University)H-Index: 2
#2Anastasiya A. Lipnevich (CUNY: City University of New York)H-Index: 19
Abstract null null Academic performance is predicted by a multitude of demographic, contextual, cognitive, and noncognitive constructs. The noncognitive factors predicting achievement in mathematics that have previously been explored in depth are study skills, collaborative problem-solving, confidence, self-efficacy, and personality traits ( Kyllonen, 2012 ). Limited applied research has explored the predictive value of attitudes and beliefs in mathematics achievement using representative data o...
#1Xin Lin (University of Texas at Austin)H-Index: 4
#2Sarah R. Powell (University of Texas at Austin)H-Index: 23
Abstract null null With a Meta-Analytic Structural Equation Modeling approach, we investigated the role of whole-number knowledge on fraction performance, accounting for domain-general skills, age, and mathematics-difficulty status. We conducted analyses based on 6,096 students from 39 independent samples within 29 studies. Findings suggested conceptual whole-number knowledge emerged as a significant and stable predictor of conceptual and procedural fraction knowledge. More importantly, students...
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