Writing fluency: Its relations with language, cognitive, and transcription skills, and writing quality using longitudinal data from kindergarten to grade 2.
Journal of Educational Psychology, Vol 116(4), May 2024, 590-607; doi:10.1037/edu0000841Theoretical models hold that written products (e.g., quality of written composition) are the outcome of the writing process (e.g., translation, transcription, revision) and skills and knowledge on which the writing process draws (e.g., language, transcription, cognitive skills). In the present study, we examined the relations among writing quality; the writing production process measured by writing fluency; and language, cognitive, and transcription skills, using longitudinal data from English-speaking beginning writers who were followe...
Source: Journal of Educational Psychology - May 2, 2024 Category: Psychiatry & Psychology Source Type: research
Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary.
Journal of Educational Psychology, Vol 116(4), May 2024, 550-568; doi:10.1037/edu0000868This mixed-methods study explores the relationship between early elementary students’ domain-specific vocabulary knowledge and their ability to comprehend grade-level reading passages on unfamiliar science topics. Specifically, this study used (a) structural equation modeling (SEM) to examine the extent to which students’ networks of domain-specific vocabulary knowledge in Grades 1 and 2 mediated the effects of a Tier 1 content-based literacy intervention on domain-specific reading comprehension scores in Grade 2 (N = 2,156); and (b...
Source: Journal of Educational Psychology - May 2, 2024 Category: Psychiatry & Psychology Source Type: research
Communal socialization: (re)imagining the role of communal socialization on african american high schoolers’ engagement and performance in mathematics.
Journal of Educational Psychology, Vol 116(4), May 2024, 489-505; doi:10.1037/edu0000862Studies have primarily identified the positive associations between students’ communal values and teachers’ culturally relevant practice in separate investigations. The current study examined African American students’ perceptions of their mathematics teachers’ practice specifically related to the transmission of communal values, communal socialization. It also explores associations between these perceptions and students’ academic engagement and performance in mathematics. Communal socialization is the transmission of implicit...
Source: Journal of Educational Psychology - May 2, 2024 Category: Psychiatry & Psychology Source Type: research
“Mindfulset”—harnessing or unleashing learning potential through mindfulness mindset.
Journal of Educational Psychology, Vol 116(3), Apr 2024, 466-488; doi:10.1037/edu0000839This research introduces the “Mindfulness Mindset Scale,” a concise and reliable tool designed to measure beliefs about the malleability of mindfulness skills. Study 1 (N = 285) revealed a single-factor structure through exploratory factor analysis, further validated in Study 2 (N = 286) using confirmatory factor analysis. Studies 3a (N = 266) and 3b (N = 320) revealed associations between the Mindfulness Mindset Scale and other measures of mindset, trait mindfulness, and coping, showing reasonable convergent and divergent validity....
Source: Journal of Educational Psychology - March 28, 2024 Category: Psychiatry & Psychology Source Type: research
No evidence that playing a linear number board game improves numerical skills beyond teaching as usual: A randomized controlled trial in 4- to 5-year-old primary school children.
Journal of Educational Psychology, Vol 116(3), Apr 2024, 411-425; doi:10.1037/edu0000857Early numerical skills are important not only for later mathematical achievement but for overall achievement and are associated with later income, health, and quality of life. Socioeconomic disparities in numerical skills are visible before children begin school, and widen throughout schooling. It is, therefore, important to support the development of early numerical skills in children from lower socioeconomic backgrounds. Previous studies have highlighted the effectiveness of linear number board games for improving early numerical skil...
Source: Journal of Educational Psychology - March 28, 2024 Category: Psychiatry & Psychology Source Type: research
Stability and change in academic achievement goals: A meta-analysis of longitudinal studies.
Journal of Educational Psychology, Vol 116(4), May 2024, 629-655; doi:10.1037/edu0000861Stability and change in students’ achievement goals (AGs) are of great relevance for educational research and practice. In two separate meta-analyses, we investigated the rank-order stability (93 studies, 569 effect sizes, 54,736 students), as well as the mean-level change (157 studies, 1,170 effect sizes, 81,464 students) in AGs throughout students’ academic careers (K-12 to university). We found that the average rank-order stability of AGs (ρ = .51) was in the approximate range of rank-order stability reported for personality tra...
Source: Journal of Educational Psychology - March 18, 2024 Category: Psychiatry & Psychology Source Type: research
Longitudinal effects of data-based instructional changes for students with intensive learning needs: A piecewise linear–linear mixed-effects modeling approach.
Journal of Educational Psychology, Vol 116(4), May 2024, 608-628; doi:10.1037/edu0000853For students with intensive learning needs for whom standard, validated interventions do not effectively promote academic growth, data-based instruction (DBI) is suggested as an effective, fine-grained approach to individualization. Key to DBI’s success is making instructional changes based on individual students’ progress monitoring data. The purpose of this study was to evaluate the effects of such instructional changes on student early writing outcomes. We applied a piecewise linear–linear mixed-effects (PLME) model to determin...
Source: Journal of Educational Psychology - March 18, 2024 Category: Psychiatry & Psychology Source Type: research
Inference skills for reading: A meta-analysis of instructional practices.
Journal of Educational Psychology, Vol 116(4), May 2024, 569-589; doi:10.1037/edu0000855Theoretical models of reading comprehension have consistently highlighted the importance of inference generation in the meaning-making process. Additionally, previous research has indicated that instruction in making inferences is effective at improving inference ability and general reading comprehension. In this meta-analysis, we aimed to further examine the effectiveness of inference instruction considering the characteristics of participants, instruction, and outcomes that may have an impact on the effects. We identified 56 experimen...
Source: Journal of Educational Psychology - March 18, 2024 Category: Psychiatry & Psychology Source Type: research
Static versus dynamic representational and decorative pictures in mathematical word problems: Less might be more.
Journal of Educational Psychology, Vol 116(4), May 2024, 532-549; doi:10.1037/edu0000821Research on the multimedia effect in testing indicates that static representational pictures (RPs) and, potentially, dynamic RPs that further subdivide the picture into segments may support students’ mental processing. This might be especially relevant for mathematical word problems that pose high mental demands in a multistage solution process. Existing studies further indicate that contrary to expectations of practitioners, static decorative pictures (DPs) do not improve students’ affective state. It is unclear if dynamic DPs that...
Source: Journal of Educational Psychology - February 26, 2024 Category: Psychiatry & Psychology Source Type: research
The effect of an intervention personalizing mathematics to students’ career and popular culture interests on mathematics interest and learning.
Journal of Educational Psychology, Vol 116(4), May 2024, 506-531; doi:10.1037/edu0000840Both personalization and utility value (UV) interventions have emerged in educational psychology as ways to increase students’ interest in learning an academic subject, and potentially improve learning outcomes. However, empirical results for each approach have been mixed and these approaches have worked differently for different groups of students. In the present study, we combined the affordances of personalization with those of UV interventions to create novel activities where students posed mathematics problems based on their care...
Source: Journal of Educational Psychology - February 8, 2024 Category: Psychiatry & Psychology Source Type: research
Uncovering the timing and target: The unique longitudinal contribution of theory of mind to reading comprehension across elementary school.
This study aimed to examine the unique longitudinal role of theory of mind (ToM) on reading comprehension among primary school children, while controlling for other influencing factors. It also examined how this impact varies by grade, text genre, and processing level. A sample of 430 Chinese children in Grades 2, 4, and 6 was observed over a period of 6 months. For each grade, longitudinal hierarchical regression analyses were conducted to examine the unique contribution of ToM to reading comprehension across different text genres and processing levels. By controlling for variables such as reading frequency, decoding, voc...
Source: Journal of Educational Psychology - February 8, 2024 Category: Psychiatry & Psychology Source Type: research
Reading for university or for myself? Effects of context and beliefs about science on college students’ document selection.
Journal of Educational Psychology, Vol 116(3), Apr 2024, 317-345; doi:10.1037/edu0000849Previous research on document selection has found that college-level readers are generally able to differentiate trustworthy from less trustworthy sources. Yet, a preference for selecting trustworthy sources may depend on features of the reading situation and readers’ beliefs in science. In the current study, college students were tasked with selecting documents for either a university assignment or a personal project (external context manipulation) using documents that varied in the type of source (i.e., a source with scientific expe...
Source: Journal of Educational Psychology - December 21, 2023 Category: Psychiatry & Psychology Source Type: research
The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis.
Journal of Educational Psychology, Vol 116(2), Feb 2024, 278-296; doi:10.1037/edu0000848The relation between prior knowledge and learning has been investigated in many studies. However, a recent meta-analysis showed that most of these studies suffered from serious methodological shortcomings, as they failed to account for knowledge growth over time, possible ceiling effects for learners with high prior knowledge, moderating effects of learning environments, and possible confounds between intelligence or traits that refer to intellectual investment and prior knowledge. The present study avoided these limitations. A total of...
Source: Journal of Educational Psychology - December 21, 2023 Category: Psychiatry & Psychology Source Type: research
Classroom learning climate profiles: Combining classroom goal structure and social climate to support student school functioning and behavioral adaptation.
This study seeks to identify the configurations of classroom teaching practices, defined based on the classroom goal structures (mastery-approach, performance-approach, and performance-avoidance) and social climate (academic support, emotional support, mutual respect, and task-related interactions) to which a sample of 1,453 seventh graders (Mage = 12.71; 49.90% girls) report being exposed in their language and mathematics classes. This study also seeks to document the longitudinal associations between these profiles and various indicators of students’ school functioning (engagement, achievement) and behavioral adaptatio...
Source: Journal of Educational Psychology - December 21, 2023 Category: Psychiatry & Psychology Source Type: research
A longitudinal study of student hand raising: Stability and reciprocal dynamics with cognitive elaboration and academic self-concept.
Journal of Educational Psychology, Vol 116(2), Feb 2024, 297-315; doi:10.1037/edu0000838Hand raising is a key student behavior in everyday teacher–student interactions. Using a longitudinal research design, we explored the stability of hand raising and its directional relations with student learner characteristics over time. We observed students’ hand-raising behavior using video-recordings of 376 German high school students taken in multiple lessons during one school year. Results show that student hand raising seems to be a stable student behavior; nearly half of the variance observed is attributable to individual st...
Source: Journal of Educational Psychology - November 30, 2023 Category: Psychiatry & Psychology Source Type: research
