MedWorm.com provides a medical RSS filtering service. Over 6000 RSS medical sources are combined and output via different filters. This feed contains the latest items from the 'Journal of Educational Psychology' source. Tue, 13 Sep 2011 06:09:34 +0100 http://www.medworm.com/index.php?rid=5112721&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FGOQwEyZnOlg%2F578 The purpose of this study was to examine the effects of a question-exploration routine and an associated graphic organizer on students' ability to think about and answer complex questions. Participants were 116 students of diverse abilities in seven 7th grade classes. The effects of the routine were compared with the effects of a traditional lecture-discussion format using a counterbalanced design. The measure, composed of matching, multiple-choice, and short-answer questions, assessed students' knowledge and comprehension of facts, main ideas, and relationships that require higher order thinking. Overall, significant differences representing large to very large effect sizes were found between the total test scores of students in the 2 groups. Specifically, students taught using the questi... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112721 Sun, 17 Jul 2011 23:00:00 +0100 5112721 http://www.medworm.com/index.php?rid=5112716&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FZ6MNAdON-00%2F509 We report 2 studies that test this hypothesis in adult learners of Chinese. In those studies, the researchers 1st compared the effects of an online writing tutor that included character handwriting with an instructional tutor that included reading only. The writing condition led to better performance on word recognition and on character-meaning links but not on the character-phonology link. In the 2nd experiment, we added an alphabetic (Pinyin) typing tutor to strengthen the phonology link and to control for manual motor activity during instruction. This experiment replicated the effects of writing on word recognition and character-meaning links, whereas alphabetic (Pinyin) typing supported only phonological representations and the character-phonology link. Theoretically, the studies sugge... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112716 Sun, 17 Jul 2011 23:00:00 +0100 5112716 http://www.medworm.com/index.php?rid=5112729&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FT7Gp5MvWz_E%2F701 Existing research posits multiple dimensions of bullying and victimization but has not identified well-differentiated facets of these constructs that meet standards of good measurement: goodness of fit, measurement invariance, lack of differential item functioning, and well-differentiated factors that are not so highly correlated as to detract from their discriminant validity and substantive usefulness in school settings. Here we demonstrate exploratory structural equation modeling, an integration of confirmatory factor analysis and exploratory factor analysis. On the basis of responses to the 6-factor Adolescent Peer Relations Instrument (verbal, social, physical facets of bullying and victimization), we tested invariance of factor loadings, factor variances–covariances, item uniqueness... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112729 Sun, 10 Jul 2011 23:00:00 +0100 5112729 http://www.medworm.com/index.php?rid=5112730&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FMIYrmoa37iY%2F733 Recently graduated university students from all Australian Universities rate their overall departmental and university experiences (DUEs), and their responses (N = 44,932, 41 institutions) are used by the government to benchmark departments and universities. We evaluate this DUE strategy of rating overall departments and universities rather than individual teachers, and we juxtapose it with the traditional use of student ratings to evaluate individual teachers (SETs). Multilevel analyses of DUE overall ratings were not able to discriminate well between universities or departments—few universities or departments differed significantly from the grand mean. Although the a priori 5-factor structure for this DUE instrument was reasonably well-defined at the individual student level, none of t... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112730 Sun, 03 Jul 2011 23:00:00 +0100 5112730 http://www.medworm.com/index.php?rid=5112725&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F1S05ZoiLYsI%2F632 In the present research, a 3 × 2 model of achievement goals is proposed and tested. The model is rooted in the definition and valence components of competence, and encompasses 6 goal constructs: task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance. The results from 2 studies provided strong support for the proposed model, most notably the need to separate task-based and self-based goals. Studies 1 and 2 yielded data establishing the 3 × 2 structure of achievement goals, and Study 2 documented the antecedents and consequences of each of the goals in the 3 × 2 model. Terminological, conceptual, and applied issues pertaining to the 3 × 2 model are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved) (Source: Journal of Educat... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112725 Sun, 03 Jul 2011 23:00:00 +0100 5112725 http://www.medworm.com/index.php?rid=5112731&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FYnjArO7UEDw%2F749 The current study was designed to examine the ways in which perceived behavioral norms among grade mates and school social climate vary across the transition to middle school. The main goals of the study were to test whether Latino students may be more sensitive to the school social climate than White students and whether perceived behavioral norms might help explain this association. Cross-sectional analyses comparing Latino and White students (N = 383) revealed that perceptions of school social climate and behavioral norms became more negative across the middle school transition. Multiple regression analysis showed that school climate perceptions predicted self-reported academic compliance and rule breaking only for Latino students. Mediational analysis revealed that the association betw... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112731 Sun, 19 Jun 2011 23:00:00 +0100 5112731 http://www.medworm.com/index.php?rid=5112728&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F82UzXqHX5K4%2F683 Evaluation is an inescapable feature of academic life with regular grading and performance appraisals at school and at university. Although previous research has indicated that evaluation and grading in particular are likely to have a substantial impact on motivational processes, little attention has been paid to the relationship between grading and approach versus avoidance achievement goals, 2 fundamental concerns whenever evaluation is at stake. Three experiments, carried out in professional schools, revealed that expectation of a grade for a task, compared with no grade, consistently induced greater adoption of performance-avoidance, but not performance-approach, goals. Experiments 2 and 3 revealed that expectation of a grade, compared with no grade, consistently induced greater adopti... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112728 Sun, 19 Jun 2011 23:00:00 +0100 5112728 http://www.medworm.com/index.php?rid=5112727&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FE0oW91jgPB0%2F664 Both Dweck (1986) and Nicholls (1984) proposed that when ego-involved individuals encounter difficulty, they would begin to doubt their level of ability, and as a consequence, their commitment to the goal of demonstrating high ability would decline. As difficulty continued, perceived ability would decline, and eventually the goal would be abandoned. In the present study, the authors tested these predictions utilizing a longitudinal experimental design to assess changes across time in students' perceived ability, achievement goals, performance, and affective reactions as they experienced differing levels of task difficulty in an ego-involving context. College students (N = 156) participated in 3 sessions, each 1 week apart, in which they were given ego-involving instructions and worked on �... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112727 Sun, 19 Jun 2011 23:00:00 +0100 5112727 http://www.medworm.com/index.php?rid=5112726&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fs6HVx1qVLvc%2F649 The purpose of this study was to assess the influence of Bandura's (1997) theorized sources of self-efficacy on the academic and self-regulatory efficacy beliefs of 3rd-grade elementary school students (N = 395) in France, to examine whether classroom context might explain a significant portion of the variation in self-efficacy, and to assess whether these sources differ as a function of sex. Hierarchical linear modeling revealed that mastery experience, social persuasions, and mean classroom-level self-efficacy predicted mathematics self-efficacy. Mastery experience, social persuasions, physiological state, and mean classroom-level self-efficacy predicted French self-efficacy. All 4 sources predicted self-efficacy for self-regulated learning in both subjects, with the exception of vicario... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112726 Sun, 19 Jun 2011 23:00:00 +0100 5112726 http://www.medworm.com/index.php?rid=5112724&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FH9-yaZpTJco%2F617 The purpose of this study was to determine whether there are different growth trajectories of arithmetic strategies and whether these trajectories result in different achievement outcomes. Longitudinal data were collected on 240 students who began the study as 2nd graders. In the 1st year of the study, the 2nd-grade students were assessed on fluency and accuracy on simple arithmetic problems. During the fall of the 2nd, 3rd, and 4th grades, they were assessed on strategies for complex (multiple-digit) arithmetic. They were assessed on mathematics competency at the end of 4th grade. Growth mixture modeling was used to assess developmental trajectories in arithmetic strategies; the roles of fluency, accuracy, and gender in the development of latent class; and the impact of latent class on 4t... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112724 Sun, 19 Jun 2011 23:00:00 +0100 5112724 http://www.medworm.com/index.php?rid=5112723&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FadrpfoSo4pI%2F607 In this study, we explore the relative contribution of 2 processes, recall attempts and self-computation, to this generation effect (i.e., enhanced answer recall relative to when problems are practiced with a calculator). Adults (N = 36) practiced unfamiliar alphabet arithmetic problems (A + 4 = ?; answer E), in 3 learning conditions: self-generating answers through recall or counting (self-generate learning), obtaining answers with a customized calculator (calculator-only learning), or using a calculator after first attempting answer recall (retrieve-else-calculator learning). Subsequently, participants were tested without a calculator. Retrieve-else-calculator learning was expected to produce an intermediate level of performance because it captures the benefits of recall attempts but exc... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112723 Sun, 19 Jun 2011 23:00:00 +0100 5112723 http://www.medworm.com/index.php?rid=5112722&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fy9I5YahP0yk%2F594 This study used a pretest/lesson/posttest design, plus a 5-month follow-up. Children were randomly assigned to 1 of 3 conditions: theory (i.e., 20 children received a theory-based lesson), nontheory (i.e., 20 children received a nontheory-based lesson), and control (i.e., 20 children received no lesson). Overall, the results showed that children in the theory condition had a more accurate conception of health than children in the nontheory and control conditions, suggesting the importance of theories in children's learning of complex, real-world concepts. (PsycINFO Database Record (c) 2011 APA, all rights reserved) (Source: Journal of Educational Psychology) Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112722 Sun, 19 Jun 2011 23:00:00 +0100 5112722 http://www.medworm.com/index.php?rid=5112720&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F72Pdy93PqzE%2F562 Reading comprehension is a critical component of success in educational settings. To date, research on text processing in educational and cognitive psychological domains has focused predominantly on cognitive influences on comprehension and, in particular, those influences that might be derived from particular tasks or strategies. However, there is growing interest in documenting the influences of emotional factors on the processes and products of text comprehension, because these factors are less likely to be associated with explicit reading strategies. The present study examines this issue by evaluating the degree to which mood can influence readers' processing of text. Participants in control, happy-induced, or sad-induced groups thought aloud while reading expository texts. Happy, sad,... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112720 Sun, 19 Jun 2011 23:00:00 +0100 5112720 http://www.medworm.com/index.php?rid=5112719&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FgkugULAGe7g%2F547 We examined whether the positive cognitive effects of bilingualism could be found not only in highly proficient bilinguals but also in students with an immigrant background and a low command of the instructional or native language. Our findings emphasize the importance of language proficiency for mathematics problem solving, as shown by the predictive value of students' proficiency in the language of testing (German/Turkish) for their performance on mathematical word problems. No additional effect of the language of instruction (German) was found for problem solving in the bilingual students' native language (Turkish). Furthermore, bilinguals gained scores comparable to those of their monolingual peers on word problems that required attentional control skills although performing significan... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112719 Sun, 19 Jun 2011 23:00:00 +0100 5112719 http://www.medworm.com/index.php?rid=5112718&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FyJxUtWAwOQM%2F535 This longitudinal study examined the association between early patterns of home language use (age 4.5 years) and vocabulary growth (ages 4.5 to 12 years) in English and Spanish for 180 Spanish-speaking language minority learners followed from ages 4.5 to 12 years. Standardized measures of vocabulary were administered to children from ages 4.5 to 12 years, and home language use was assessed via parent survey at study entry. Three predominant home language use patterns were identified: mostly Spanish, equal amounts of Spanish and English, and mostly English. Individual growth modeling results demonstrated initial English vocabulary differences between the three language groups, with the mostly English group outperforming the other two language groups. However, the rate of growth for the equa... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112718 Sun, 19 Jun 2011 23:00:00 +0100 5112718 http://www.medworm.com/index.php?rid=5112717&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FDcf1K4BsowI%2F523 This longitudinal study examined the performance of poor comprehenders on several reading-related abilities in the late elementary school years. We identified 3 groups of readers in Grade 5 who were matched on word reading accuracy and speed, nonverbal cognitive ability, and age: unexpected poor comprehenders, expected average comprehenders, and unexpected good comprehenders. We compared these groups in Grade 5 and, retrospectively, in Grade 3. The 3 groups performed similarly on phonological awareness, naming speed, and orthographic processing tasks but differed in morphological awareness, even when vocabulary was controlled statistically. Unexpected poor comprehenders performed more poorly than expected average comprehenders in morphological derivation at Grade 5 but not in Grade 3; in c... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5112717 Sun, 19 Jun 2011 23:00:00 +0100 5112717 http://www.medworm.com/index.php?rid=4857326&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FmkdoTOe0St8%2F489 The purpose of this study was to extend the literature on decoding by bringing together two lines of research, namely person and word factors that affect decoding, using a crossed random-effects model. The sample was composed of 196 English-speaking Grade 1 students. A researcher-developed pseudoword list was used as the primary outcome measure. Because grapheme–phoneme correspondence (GPC) knowledge was treated as person and word specific, it was concluded that it is neither necessary nor sufficient for a student to know all GPCs in a word before accurately decoding the word. Controlling for word-specific GPC knowledge, students with lower phonemic awareness and slower rapid naming skill have lower predicted probabilities of correct decoding than do counterparts with superior skills. By... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857326 Sun, 22 May 2011 23:00:00 +0100 4857326 http://www.medworm.com/index.php?rid=4857324&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fcd0kEfMcpFg%2F455 In a randomized control study, Head Start teachers were assigned to either an intervention group that received intensive, ongoing professional development (PD) or to a comparison group that received the “business as usual” PD provided by Head Start. The PD intervention provided teachers with conceptual knowledge and instructional strategies that support young children's development of vocabulary, alphabet knowledge, and phonological sensitivity. Results indicated that, after 1 academic year, teachers in the intervention group created higher quality classroom environments, as measured by the Early Language and Literacy Classroom Observation (M. W. Smith, D. K. Dickinson, A. Sangeorge, & L. Anastasopoulos, 2002) and Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, & B. K... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857324 Sun, 22 May 2011 23:00:00 +0100 4857324 http://www.medworm.com/index.php?rid=4857323&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F4DlWAgZz4r4%2F454 This study investigated patterns of evolution in achievement trajectories for 1,522 high school students in relation to initial achievement, student motivation, and key demographic characteristics. Growth mixture modeling identified 2 classes of longitudinal achievement patterns representing different trajectories toward leaving school either with or without qualifications. Negative motivation patterns on the factors Doing My Best and Doing Just Enough combined with initial student achievement were predictive of underachievement across the final 3 years of senior secondary school. These findings provide empirical support for the use of a simple motivation measure that can enhance identification of risk for school failure and inform interventions for different risk patterns. Boys who were n... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857323 Sun, 22 May 2011 23:00:00 +0100 4857323 http://www.medworm.com/index.php?rid=4857321&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FpRUafCoK6Wc%2F429 Connectives are cohesive devices that signal the relations between clauses and are critical to the construction of a coherent representation of a text's meaning. The authors investigated young readers' knowledge, processing, and comprehension of temporal, causal, and adversative connectives using offline and online tasks. In a cloze task, 10-year-olds were more accurate than 8-year-olds on temporal and adversative connectives, but both age groups differed from adult levels of performance (Experiment 1). When required to rate the “sense” of 2-clause sentences linked by connectives, 10-year-olds and adults were better at discriminating between clauses linked by appropriate and inappropriate connectives than were 8-year-olds. The 10-year-olds differed from adults only on the temporal conn... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857321 Sun, 22 May 2011 23:00:00 +0100 4857321 http://www.medworm.com/index.php?rid=4857317&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FVb8UvOvqlA8%2F367 In a series of 4 studies we investigated the relations of mastery goal structure and 4 dimensions of the classroom social climate (teacher academic support, teacher emotional support, classroom mutual respect, task-related interaction). We conducted multidimensional scaling with separate adolescent samples that differed considerably (i.e., by racial and demographic characteristics, grade level, and educational contexts). Studies 1, 2, and 3 (Ns = 537, 537, and 736, respectively) showed that mastery goal structure items occupied a central space among the climate items and overlapped partially with the areas formed by the respect and academic and emotional support items. In Study 4 (N = 789) we investigated the structural relations of mastery goal structure and the 4 social climate scales wi... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857317 Sun, 22 May 2011 23:00:00 +0100 4857317 http://www.medworm.com/index.php?rid=4857316&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fjxi-FvJuCsg%2F353 In 2 quasi-experimental field studies in a real-life physical education (PE) setting, the authors investigated whether the interest–enjoyment and vitality of Greek pupils (age range, 10–12 years) varied from class to class as a function of the class-to-class variation in the manipulated motivational environment (Studies 1 and 2) and pupils' relative autonomous motivation (Study 2). In Study 1, multilevel analyses showed at the within-student level that students (N = 138, 48.6% boys and 51.4% girls) reported, on average, more interest–enjoyment and vitality after a need-supportive, relative to a typical (i.e., control group), PE class. This main effect was replicated in Study 2 (N = 155, 53.6% boys and 46.4% girls), and Study 2 findings further showed at the between-student level that... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857316 Sun, 22 May 2011 23:00:00 +0100 4857316 http://www.medworm.com/index.php?rid=4857312&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FMPkWZ16QETg%2F296 Spatial reasoning and numerical predictors of measurement performance were investigated in 4th graders from low-income and affluent communities. Predictors of 2 subtypes of measurement performance (spatial–conceptual and formula based) were assessed while controlling for verbal and spatial working memory. Consistent with prior findings, students from the affluent community outperformed students from the low-income community on all measures examined. More importantly, the study revealed different patterns of relations between cognitive skills and academic performance in the 2 communities. Specifically, spatial skills were related to measurement performance in the affluent but not in the low-income community. These findings demonstrate that socioeconomic context impacts not only children's... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857312 Sun, 22 May 2011 23:00:00 +0100 4857312 http://www.medworm.com/index.php?rid=4857311&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FvKofHqjQRrg%2F282 The unique effects of peer rejection and unpopularity on student GPAs across the transition from elementary school to middle school were investigated with a sample of 901 students followed longitudinally from 4th grade through 8th grade. Two types of longitudinal models, a cross-lagged panel model and a piecewise growth model, were used, with peer-nominated rejection and unpopularity and GPAs derived from school records. The cross-lagged panel model assessed the over-time directionality of the association between GPAs and peer status. It revealed that peer rejection preceded lower GPAs within 4th grade and across the transition from elementary to middle school, whereas lower GPAs predicted greater peer rejection from 4th to 5th grade. In contrast, unpopularity predicted higher GPAs across ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857311 Sun, 22 May 2011 23:00:00 +0100 4857311 http://www.medworm.com/index.php?rid=4857309&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fdm-CciRvlfY%2F268 Reports an error in "Varying tutorial modality and interface restriction to maximize transfer in a complex simulation environment" by Michael C. Mayrath, Priya K. Nihalani and Daniel H. Robinson (Journal of Educational Psychology, , , np). The name of the author Laura G. Torres was omitted. (The following abstract of the original article appeared in record 2011-01107-001.) In 2 experiments, 241 undergraduates with low domain knowledge viewed a tutorial on how to use Packet Tracer (PT), a computer-networking training simulation developed by the Cisco Networking Academy. Participants were then tested on retention of tutorial content and transfer using PT. Tutorial modality (text, narration, or narration plus text) was varied betweens subjects in both experiments, and simulation interface res... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857309 Sun, 22 May 2011 23:00:00 +0100 4857309 http://www.medworm.com/index.php?rid=4857322&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F7lFVZYa5w04%2F442 This study documented 2nd-grade students' oral reading rates on the basis of fall, winter, and spring assessments. Using growth curve analysis, we identified models for a sample (n = 5,796) of students in 79 schools in a large urban school district in the United States. We found that, although school characteristics were significant predictors of the children's initial oral reading status, they were mostly not significant predictors of their reading rate over time. At the individual level, girls had a better performance than did boys in reading achievement testing, and no statistically significant difference was noted between boys and girls in their growth rates during the 2nd grade. On the other hand, special education children not only achieved less than did non-special education childre... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857322 Sun, 27 Mar 2011 23:00:00 +0100 4857322 http://www.medworm.com/index.php?rid=4857320&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FQlkxJ4nW1TM%2F415 Two experiments examined whether text quality is related to online management of the writing processes. Experiment 1 focused on the relationship between online management and text quality in narrative and argumentative texts. Experiment 2 investigated how this relationship might be affected by a goal emphasizing text quality. In both experiments, psychology students were instructed to think aloud while composing their texts. Reaction times to auditory probes were also collected to reflect writers' cognitive effort. Two sets of variables were measured: general temporal indicators (fluency, prewriting pause) and online management of writing processes (number, mean length of episodes). Finally, text quality was assessed. As expected, results confirmed that narrative and argumentative texts ar... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857320 Sun, 27 Mar 2011 23:00:00 +0100 4857320 http://www.medworm.com/index.php?rid=4857315&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FNBtpfc40qPI%2F336 Bullying is a major concern in schools, yet there has been limited research examining the ways in which students respond to frequent victimization by their peers. The current study explored whether there are discrete groups of children who display similar patterns of responses to frequent bullying. We also examined the associations between the patterns of responding, characteristics of the victimization (form, chronicity, and perpetration of bullying), and co-occurring internalizing and externalizing symptoms. Latent class analysis regarding response strategies was conducted on data from 4,312 frequently victimized middle and high school students. The results revealed 4 common patterns of responses, including passive/low, active/support-seeking, aggressive and an undifferentiated/high patt... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857315 Sun, 27 Mar 2011 23:00:00 +0100 4857315 http://www.medworm.com/index.php?rid=4857310&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FodqjaB-Xgog%2F269 We examined whether children's developing proficiency in solving algebraic word problems is related to their proficiencies in patterns, computational, and working memory tasks. Children (N = 151 10-year-olds) were tested twice, 1 year apart, and were administered tests of updating capacities (2 complex span and 1 running span task), computation (from the Wechsler Individual Achievement Test), patterns (function machine, number patterns), and algebraic word problems. Proficiencies on the patterns and computational tasks predicted algebraic proficiency. Proficiencies on the computational and patterns tasks are, in turn, predicted by updating capacity. These findings suggest that algebraic reasoning may be difficult if the child has poor updating capacity and either poor facility with computa... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857310 Sun, 27 Mar 2011 23:00:00 +0100 4857310 http://www.medworm.com/index.php?rid=4857314&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fwjxd1DWrM6A%2F324 A growing number of researchers encourage parents to notify the school when their children are bullied and work collaboratively with the school to resolve the situation. However, there is limited research on factors that are associated with parents' responses to their child's victimization. Using data from an online survey of 773 parents of victimized students enrolled in 93 schools (elementary, middle, and high), the current study employed structural equation modeling to examine the association between parents' perceptions of the school's climate and parents' responses to their child's victimization. The results indicated that the more favorable parents' perceptions of the climate were, the less likely they were to contact their child's school or talk to their child in response to the vic... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857314 Mon, 14 Mar 2011 00:00:00 +0100 4857314 http://www.medworm.com/index.php?rid=4857313&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FuerAfMHOweI%2F312 This study investigated patterns of evolution in achievement trajectories for 1,522 high school students in relation to initial achievement, student motivation, and key demographic characteristics. Growth mixture modeling identified 2 classes of longitudinal achievement patterns representing different trajectories toward leaving school either with or without qualifications. Negative motivation patterns on the factors Doing My Best and Doing Just Enough combined with initial student achievement were predictive of underachievement across the final 3 years of senior secondary school. These findings provide empirical support for the use of a simple motivation measure that can enhance identification of risk for school failure and inform interventions for different risk patterns. Boys who were n... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857313 Mon, 14 Mar 2011 00:00:00 +0100 4857313 http://www.medworm.com/index.php?rid=4857325&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fv9UdTKB02Cg%2F470 Developing spelling skills in English is a particularly demanding task for Chinese speakers because, unlike many other bilinguals learning English as a second language, they must learn two languages with different orthography as well as phonology. To disentangle socioeconomic and pedagogical factors from the underlying cognitive–linguistic processes that predict the development of spelling, we used a 6-month longitudinal design and compared children with English as their first language (English-L1; n = 50) and children with Mandarin as their first language (Mandarin-L1; n = 50) from the same kindergarten. Both groups were tested on parallel versions of English and Mandarin tasks as predictors at Time 1, and their spelling sophistication scores were then computed from a 52-item experiment... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857325 Mon, 21 Feb 2011 00:00:00 +0100 4857325 http://www.medworm.com/index.php?rid=4857319&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FUgqBjHHiVlQ%2F399 Typically, teachers use tests to evaluate students' knowledge acquisition. In a novel experimental study, we examined whether low-stakes testing (quizzing) can be used to foster students' learning of course content in 8th grade science classes. Students received multiple-choice quizzes (with feedback); in the quizzes, some target content that would be included on the class summative assessments was tested, and some of the target content was not tested. In Experiment 1, three quizzes on the content were spaced across the coverage of a unit. Quizzing produced significant learning benefits, with between 13% and 25% gains in performance on summative unit examinations. In Experiments 2a and 2b, we manipulated the placement of the quizzing, with students being quizzed on some content prior to th... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857319 Mon, 21 Feb 2011 00:00:00 +0100 4857319 http://www.medworm.com/index.php?rid=4857318&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FeOo3GcBJFeA%2F383 Many instructional strategies that appear to improve learners' performance during training may not realize adequate posttest performance or transfer to a job. The converse has been found to be true as well: Instructional strategies that appear to slow the learner's progress during training often lead to better posttraining or transfer performance. For example, many studies have shown beneficial effects of random over blocked practice on transfer of learning, even though blocked practice often leads to better performance during the training session. In a 2 × 3 factorial experiment (N = 120), with the factors practice schedule (random, blocked) and critical thinking prompts (before task, after task, none), this study investigates whether this also applies to complex judgment tasks and wheth... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857318 Mon, 21 Feb 2011 00:00:00 +0100 4857318 http://www.medworm.com/index.php?rid=4486107&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FUGW7CwVB_s8%2F169 In this 1-year longitudinal study, we examined the central component processes of reading fluency, spelling accuracy, reading comprehension, and narrative text writing skills of 103 Turkish Cypriot children. Two cohorts of children from 2nd and 4th grades were followed into 3rd and 5th grades, respectively. The testing battery included the measures of phonological awareness, rapid automatized naming (RAN), vocabulary, listening comprehension, and working memory. In line with previous research evidence from other transparent orthographies, such as German (Wimmer & Mayringer, 2002), we have also found that whereas phonological awareness was the strongest predictor of spelling, RAN was a powerful predictor of reading fluency. The overall pattern of relationships were broadly in line with the ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486107 Mon, 14 Feb 2011 00:00:00 +0100 4486107 http://www.medworm.com/index.php?rid=4486106&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FTVdeODqk2oI%2F140 In the study, we investigated effects of 2 different versions of a web-based tutoring system to provide 5th-grade students with strategy instruction about text structure, which was an intervention to improve reading comprehension. The design feature assessed varied in individualization of instruction (individualized or standard). The more individually tailored version was developed to provide remediation or enrichment lessons matched to the individual needs of each student. Stratified random assignment was used to compare the effects of 2 versions of the 6-month web-based intervention. Students in the individualized condition made greater improvements from pretest to posttest on a standardized reading comprehension test (d = 0.55) than did students in the standard condition (d = 0.30). Stu... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486106 Mon, 14 Feb 2011 00:00:00 +0100 4486106 http://www.medworm.com/index.php?rid=4486099&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FkTm7FB0YmeY%2F32 In 3 experiments, we examined the effects of using concrete and/or abstract visual problem representations during instruction on students' problem-solving practice, near transfer, problem representations, and learning perceptions. In Experiments 1 and 2, novice students learned about electrical circuit analysis with an instructional program that included worked-out and practice problems represented with abstract (Group A), concrete (Group C), or abstract and concrete diagrams (Group AC), whereby the cover stories were abstract in Group A and concrete in Groups C and AC. Experiment 3 added a 4th condition (C-A) with a concrete cover story and abstract diagrams. Group AC outperformed Groups A and C on problem-solving practice in Experiments 1 and 2 and outperformed Group C on transfer across... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486099 Mon, 14 Feb 2011 00:00:00 +0100 4486099 http://www.medworm.com/index.php?rid=4486098&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FIyfvUZglMeY%2F19 A longitudinal experiment was conducted to evaluate the effectiveness of new methods for learning neuroanatomy with computer-based instruction. Using a three-dimensional graphical model of the human brain and sections derived from the model, tools for exploring neuroanatomy were developed to encourage adaptive exploration. This is an instructional method that incorporates graphical exploration in the context of repeated testing and feedback. With this approach, 72 participants learned either sectional anatomy alone or whole anatomy followed by sectional anatomy. Sectional anatomy was explored either with perceptually continuous navigation through the sections or with discrete navigation (as in the use of an anatomical atlas). Learning was measured longitudinally to a high performance crite... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486098 Mon, 14 Feb 2011 00:00:00 +0100 4486098 http://www.medworm.com/index.php?rid=4486112&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FVt5XyS_wo4k%2F256 Reports an error in "Toward a model of social influence that explains minority student integration into the scientific community" by Mica Estrada-Hollenbeck, Anna Woodcock, Paul R. Hernandez and P. Wesley Schultz (Journal of Educational Psychology, np). The name of the author Mica Estrada-Hollenbeck should have read Mica Estrada. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2010-22529-001.) Students from several ethnic minority groups are underrepresented in the sciences, indicating that minority students more frequently drop out of the scientific career path than nonminority students. Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific commun... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486112 Mon, 31 Jan 2011 00:00:00 +0100 4486112 http://www.medworm.com/index.php?rid=4857308&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F2OfGVk6KuDM%2F257 [Correction Notice: An erratum for this article was reported in Vol 103(2) of Journal of Educational Psychology (see record 2011-10421-001). The name of the author Laura G. Torres was omitted.] In 2 experiments, 241 undergraduates with low domain knowledge viewed a tutorial on how to use Packet Tracer (PT), a computer-networking training simulation developed by the Cisco Networking Academy. Participants were then tested on retention of tutorial content and transfer using PT. Tutorial modality (text, narration, or narration plus text) was varied betweens subjects in both experiments, and simulation interface restriction (restricted or unrestricted) was varied between subjects only in Experiment 1. When PT's interface was unrestricted, students who received the narration tutorial performed b... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4857308 Mon, 24 Jan 2011 00:00:00 +0100 4857308 http://www.medworm.com/index.php?rid=4486108&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FTcR_VNXKG90%2F190 Two experiments using a variation of the clue word analogy task (Goswami, 1986) explored whether children can make orthographic analogies when given multiple clue words, beyond the known effects of purely phonological activation. In Experiment 1, 42 children (mean age 6 years and 8 months) were first taught 3 “clue” words (e.g., fail, mail, jail) and then shown target words sharing orthographic and phonological rimes (e.g., hail), phonological rimes (e.g., veil), orthographic and phonological vowel digraphs (e.g., wait), phonological vowel digraphs (e.g., vein), or unrelated controls (e.g., bard). All word types were advantaged at posttest over unrelated controls. A small additional advantage for orthographic and phonological rimes over phonological rimes was evident in by-participant ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486108 Mon, 24 Jan 2011 00:00:00 +0100 4486108 http://www.medworm.com/index.php?rid=4486104&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FgHxSX9DX8YM%2F105 Two multivariate studies examined the applicability of the theory of planned behavior in gauging students' attitudes toward mathematics, as well as the predictive power of mathematics attitudes in explaining students' grades in mathematics. Middle-school students from the United States (N = 382) and Belarus (N = 339) participated. Confirmatory factor analysis supported the viability of the theory for both samples. The analyses revealed that between 25% and 32% of the variance in mathematics grades could be explained by the theory of planned behavior components. In fact, 17% of the variation in test grades could be explained by the theory of planned behavior over and above the effects of mathematics ability test scores. Mean score differences between countries were small (ds = .15 to .27), ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486104 Mon, 24 Jan 2011 00:00:00 +0100 4486104 http://www.medworm.com/index.php?rid=4486102&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FW_dHd4jClmQ%2F73 Peer review of writing provides an alternative to the traditional approach of practicing writing with feedback from an instructor. Most of the limited research on peer review has examined the general effects or focused on the effects of receiving feedback from peers. The current study focused on the effects of giving feedback, that is, on whether students learn to write better by reviewing peer writing. Sixty-one undergraduate students were randomly assigned to reviewing, reading, or no-treatment control conditions. Reviewers rated and commented on papers written by peers. Readers read the same papers without commenting. All students then wrote a paper in the same genre but on a different topic. Students in the reviewing condition significantly outperformed those in both other conditions o... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486102 Mon, 24 Jan 2011 00:00:00 +0100 4486102 http://www.medworm.com/index.php?rid=4486101&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fxv26V_6kLXQ%2F60 Learning requires applying limited working memory and attentional resources to intrinsic, germane, and extraneous aspects of the learning task. To reduce the especially undesirable extraneous load aspects of learning environments, cognitive load theorists suggest that spatially integrated learning materials should be used instead of spatially separated materials, thereby reducing the split-attention effect (Sweller & Chandler, 1994). Recent work, however, has suggested a new distinction between two common formats of spatially separated displays: spatially distributed versus spatially stacked (Jang & Schunn, 2010). Moreover, a distinction between instructions and learning task materials has rarely been made. Across two studies with 106 college students (56 in Study 1 and 50 in Study 2), we ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486101 Mon, 24 Jan 2011 00:00:00 +0100 4486101 http://www.medworm.com/index.php?rid=4486100&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FXBRr-hYDAHE%2F48 Taking a test has been shown to produce enhanced retention of the retrieved information. On tests, however, students often encounter questions the answers for which they are unsure. Should they guess anyway, even if they are likely to answer incorrectly? Or are errors engrained, impairing subsequent learning of the correct answer? We sought to answer this question in 3 experiments. In Experiments 1 and 2, subjects read 80 obscure facts (e.g., “Where is Disko Island? Greenland”) and then took a cued recall test. When a subject reported being unable to answer a question, on a randomly chosen half of those questions the computer program insisted upon a guess. Corrective feedback was provided either immediately (Experiment 1) or after a delay (Experiment 2). Forced guessing did not affect ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486100 Mon, 24 Jan 2011 00:00:00 +0100 4486100 http://www.medworm.com/index.php?rid=4486111&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FHJjyh4N3q7E%2F238 In the literature on achievement goals, performance-approach goals (striving to do better than others) and performance-avoidance goals (striving to avoid doing worse than others) tend to exhibit a moderate to high correlation, raising questions about whether the 2 goals represent distinct constructs. In the current article, we sought to examine the separability of these 2 goals using a broad factor-analytic approach that attended to issues that have been overlooked or underexamined in prior research. Five studies provided strong evidence for the separation of these 2 goal constructs: Separation was observed not only with exploratory factor analysis across different age groups and countries (Studies 1a and 1b) but also with change analysis (Study 2), ipsative factor analysis (Study 3), with... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486111 Mon, 17 Jan 2011 00:00:00 +0100 4486111 http://www.medworm.com/index.php?rid=4486110&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F7DNzZCCFI04%2F223 The focus of this study was to prospectively investigate the effect of aggressive behavior and of classroom behavioral context, as measured in the fall of 1st grade, on the timing of 1st school removal across Grades 1–7 in a sample of predominately urban minority youths from Baltimore, Maryland. Using a multilevel discrete-time survival framework, we found that demographic characteristics of the students as well as early individual- and classroom-level of aggression contribute to the onset of school removal. Although early individual aggression was positively associated with the risk of school removal, initially higher levels of classroom aggression corresponded to lower risk of school removal. (PsycINFO Database Record (c) 2011 APA, all rights reserved) (Source: Journal of Educational P... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486110 Mon, 17 Jan 2011 00:00:00 +0100 4486110 http://www.medworm.com/index.php?rid=4486103&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FflxVm6IZSQU%2F85 This study provides insights into the order in which students typically learn different aspects of equivalence knowledge. It also illustrates a powerful but underutilized approach to measurement development that is particularly useful for developing measures meant to detect changes in knowledge over time or after intervention. (PsycINFO Database Record (c) 2011 APA, all rights reserved) (Source: Journal of Educational Psychology) Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486103 Mon, 20 Dec 2010 00:00:00 +0100 4486103 http://www.medworm.com/index.php?rid=4194243&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FfVhB_W0oGBQ%2F916 The aims of the present study are to investigate whether and how teachers change in their observed classroom quality (emotional and instructional support, classroom organization, and students' engagement; measured with the Classroom Assessment Scoring System observation measure for secondary school [CLASS-S]; Pianta, La Paro, & Hamre, 2006) during their teacher education year and the first 2 years of professional practice, as well as the effects of personal characteristics and contextual factors on observed classroom quality. Confirmatory factor analyses (CFAs) with a reduced number of indicators per a priori construct fitted the data well. Using factor scores in 3-level multilevel models for change (376 lesson segments 20 min in duration nested within 10 time points, within 17 teachers), ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194243 Mon, 22 Nov 2010 00:00:00 +0100 4194243 http://www.medworm.com/index.php?rid=4194240&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FA7xzt3q8Ucw%2F872 In this study, 9th-grade students (N = 196) with a mean age of 14.7 years read a scientific text explaining the chemical process of doing laundry with soap and water and then took 3 tests. Students who were instructed to generate drawings during learning scored higher than students who only read on subsequent tests of transfer (d = 0.91), retention (d = 0.87), and drawing (d = 2.00). For students who were instructed to generate drawings during learning, those who generated high-accuracy drawings (according to a median split) scored higher than students who generated low-accuracy drawings on subsequent tests of transfer (d = 0.99), retention (d = 0.79), and drawing (d = 1.87); furthermore, drawing-accuracy scores during learning correlated with learning-outcome scores on transfer (r = .57),... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194240 Mon, 22 Nov 2010 00:00:00 +0100 4194240 http://www.medworm.com/index.php?rid=4486097&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FNW8M3kn1meo%2F1 Discovery learning approaches to education have recently come under scrutiny (Tobias & Duffy, 2009), with many studies indicating limitations to discovery learning practices. Therefore, 2 meta-analyses were conducted using a sample of 164 studies: The 1st examined the effects of unassisted discovery learning versus explicit instruction, and the 2nd examined the effects of enhanced and/or assisted discovery versus other types of instruction (e.g., explicit, unassisted discovery). Random effects analyses of 580 comparisons revealed that outcomes were favorable for explicit instruction when compared with unassisted discovery under most conditions (d = –0.38, 95% CI [−.44, −.31]). In contrast, analyses of 360 comparisons revealed that outcomes were favorable for enhanced discovery when c... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486097 Mon, 15 Nov 2010 00:00:00 +0100 4486097 http://www.medworm.com/index.php?rid=4486109&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FaXWJp23uKlM%2F206 [Correction Notice: An erratum for this article was reported in Vol 103(1) of Journal of Educational Psychology (see record 2011-01898-001). The name of the author Mica Estrada-Hollenbeck should have read Mica Estrada. All versions of this article have been corrected.] Students from several ethnic minority groups are underrepresented in the sciences, indicating that minority students more frequently drop out of the scientific career path than nonminority students. Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific community at the same rate as nonminority students. Kelman (1958, 2006) described a tripartite integration model of social influence by which a person orients to a social system. To test whether this mo... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486109 Mon, 01 Nov 2010 00:00:00 +0100 4486109 http://www.medworm.com/index.php?rid=4194247&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FukfEtr-goPw%2F982 Robinson, Levin, Thomas, Pituch, and Vaughn (2007) examined 74 articles reporting nonintervention studies (i.e., studies with no researcher-manipulated variables) that appeared in 5 educational journals in 1994. Of these articles, 22 contained prescriptive statements (e.g., if teachers or students did X, then student outcome Y would result). In the present study, we examined 243 journal articles published between 1995 and 2005 that cited any of the 22 earlier studies and found that (a) 25 articles (10%) repeated the prescriptive statement and (b) 411 subsequent articles between 2005 and mid-2008 cited the 25 articles that contained repeated prescriptions, with 1 article alone cited 132 times. Thus, recommendations based on nonintervention research were found, to some extent, to be perpetua... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194247 Mon, 25 Oct 2010 00:00:00 +0100 4194247 http://www.medworm.com/index.php?rid=4486105&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fbxg1cST_tQI%2F119 English language predictors of English and French reading development were investigated in a group of 140 children who were enrolled in French immersion programs. Children were first tested in kindergarten, and their reading achievement was tested yearly in both English and French from Grades 1 to 3, with word-level and passage-level measures that assessed accuracy as well as fluency. Hierarchical linear modeling was used to examine which English variables predicted Grade 3 outcomes and growth rates in English and French, and to determine the set of predictors that accounted for the most variance in outcomes and growth rates in English and French reading. The variables that predicted English reading development were consistent with studies of monolingual English children, even though parti... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4486105 Mon, 11 Oct 2010 00:00:00 +0100 4486105 http://www.medworm.com/index.php?rid=4194241&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FiaWrLFrrrPc%2F880 We tested whether a utility value intervention (via manipulated relevance) influenced interest and performance on a task and whether this intervention had different effects depending on an individual's performance expectations or prior performance. Interest was defined as triggered situational interest (i.e., affective and emotional task reactions) and maintained situational interest (i.e., inclination to engage in the task in the future). In 2 randomized experiments, 1 conducted in the laboratory and the other in a college classroom, utility value was manipulated through a writing task in which participants were asked to explain how the material they were learning (math or psychology) was relevant to their lives (or not). The intervention increased perceptions of utility value and interes... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194241 Mon, 11 Oct 2010 00:00:00 +0100 4194241 http://www.medworm.com/index.php?rid=4194237&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FrGLMEbbMLP0%2F827 Although the transparency of a writing system is hypothesized to systematically influence the cognitive skills associated with reading development, results of cross-language investigations are inconsistent and usually do not address this issue in a developmental context. We therefore investigated the cognitive dynamics of reading fluency of different word types in Grades 1–4 in three orthographies differing in degree of transparency (Hungarian, Dutch, and Portuguese). The overall results showed that the relative strength of the contributions of phonological awareness and rapid naming to word reading fluency shifted as a function of reading expertise: The contribution of phonological awareness remained significant in all grades but decreased as a function of grade, whereas the contributio... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194237 Mon, 11 Oct 2010 00:00:00 +0100 4194237 http://www.medworm.com/index.php?rid=4194234&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FN2pwbAf_y80%2F786 This study tested the efficacy of supplemental phonics instruction for 84 low-skilled language minority (LM) kindergarteners and 64 non-LM kindergarteners at 10 urban public schools. Paraeducators were trained to provide the 18-week (January–May) intervention. Students performing in the bottom half of their classroom language group (LM and non-LM) were randomly assigned either to individual supplemental instruction (treatment) or to classroom instruction only (control). Irrespective of their language status, treatment students (n = 67) significantly outperformed controls (n = 81) at posttest in alphabetics, word reading, spelling, passage reading fluency, and comprehension (average treatment d = 0.83); nevertheless, LM students tended to have lower posttest performance than non-LM studen... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194234 Mon, 11 Oct 2010 00:00:00 +0100 4194234 http://www.medworm.com/index.php?rid=4194233&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fx9OhkKrhjiQ%2F773 The purpose in this study was to examine the longitudinal relationships of intrinsic and extrinsic motivation with reading literacy development. In particular, the authors (a) investigated reading amount as mediator between motivation and reading literacy and (b) probed for bidirectional relationships between reading motivation and reading literacy, controlling for previous reading literacy. A total of 740 students participated in a longitudinal assessment starting in Grade 3, with further points of measurement in Grades 4 and 6. Structural equation models with latent variables showed that the relationship between intrinsic reading motivation and later reading literacy was mediated by reading amount but not when previous reading literacy was included in the model. A bidirectional relations... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194233 Mon, 11 Oct 2010 00:00:00 +0100 4194233 http://www.medworm.com/index.php?rid=4194235&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FiAVp9vWjdKk%2F804 In this study, we extend previous work by looking at the heterogeneity of children's motivational changes in literacy across Grades 1–12. We used a cross-sequential design based on 3 different cohorts of children (N = 655) coming from 10 public elementary schools. Data were collected over an 8-year period (1988–1996) starting when children were in 1st, 2nd, and 4th grades. Using multiple-process growth mixture modeling, we identified 7 groups of children showing distinct trajectories of change in literacy subjective task value and ability self-concept across school years. For all children, ability self-concept and subjective task value decreased between Grade 1 and Grade 12; however, this decline was more apparent for some youths than for others. Our findings suggest the importance of ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194235 Mon, 04 Oct 2010 00:00:00 +0100 4194235 http://www.medworm.com/index.php?rid=4194248&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FhyfeStvQMIc%2F989 Null hypothesis significance testing has dominated quantitative research in education and psychology. However, the statistical significance of a test as indicated by a p-value does not speak to the practical significance of the study. Thus, reporting effect size to supplement p-value is highly recommended by scholars, journal editors, and academic associations. As a measure of practical significance, effect size quantifies the size of mean differences or strength of associations and directly answers the research questions. Furthermore, a comparison of effect sizes across studies facilitates meta-analytic assessment of the effect size and accumulation of knowledge. In the current comprehensive review, we investigated the most recent effect size reporting and interpreting practices in 1,243 ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194248 Mon, 20 Sep 2010 00:00:00 +0100 4194248 http://www.medworm.com/index.php?rid=4194246&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FmtpyTt-EXRs%2F964 The nested Marsh/Shavelson (NMS) model integrates structural characteristics of academic self-concepts that have proved empirically incompatible in previous studies. Specifically, it conceives of academic self-concepts to be subject specific, strongly separated across domains, and hierarchically organized, with general academic self-concept at the top of the hierarchy. In Part 1 of the present study, data from a representative sample of eighth graders (N = 4,847) from Luxembourg showed that the NMS model captures the structure of self-concepts in six core subjects. In Part 2, the NMS model was integrated into a longitudinal extended internal/external frame-of-reference model. The developmental dynamics between general and subject-specific achievement, as measured in Grade 6, and the corres... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194246 Mon, 20 Sep 2010 00:00:00 +0100 4194246 http://www.medworm.com/index.php?rid=4194245&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FvWuNHjicwrc%2F947 Many models assume that habitual human behavior is guided by spontaneous, automatic, or implicit processes rather than by deliberate, rule-based, or explicit processes. Thus, math-ability self-concepts and math performance could be related to implicit math-gender stereotypes in addition to explicit stereotypes. Two studies assessed at what age implicit math-gender stereotyping can be observed and what the relations between these stereotypes and math-related outcomes are in children and adolescents. Implicit math-gender stereotypes could already be detected with Implicit Association Tests (Greenwald, McGhee, & Schwartz, 1998) among 9-year-old girls. Adolescent girls showed stronger implicit gender stereotypes than adolescent boys, who, on average, did not reveal implicit gender-stereotypic ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194245 Mon, 20 Sep 2010 00:00:00 +0100 4194245 http://www.medworm.com/index.php?rid=4194244&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F4ZuDZZ9Rurk%2F933 To determine whether larger high schools have more student victimization than smaller schools, this study examined a statewide sample of approximately 7,431 ninth-grade students and 2,353 teachers in 290 Virginia high schools participating in the Virginia High School Safety Study. School size was distinguished from the proportion of students receiving free or reduced-price meals, percentage of minority students, ethnic diversity (heterogeneity), and urbanicity. In larger schools, teachers and students reported that they perceived more bullying and teasing taking place, but student self-reports of being a victim of bullying were not associated with school size. Additionally, school discipline records showed that although the total number of incidents was higher, the rate of bullying offense... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194244 Mon, 20 Sep 2010 00:00:00 +0100 4194244 http://www.medworm.com/index.php?rid=4194242&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F8ZFfCFr2_ck%2F896 This investigation examined the effects of providing choices among homework assignments on motivation and subsequent academic performance. Students were randomly assigned within classrooms either to receive a choice of homework options or to be assigned an option for all homework in one instructional unit. Conditions were reversed for a second instructional unit. Results revealed that when students received a choice of homework they reported higher intrinsic motivation to do homework, felt more competent regarding the homework, and performed better on the unit test compared with when they did not have a choice. In addition, a trend suggested that having choices enhanced homework completion rates compared with when no choices were given. In a second analysis involving the same students, the... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194242 Mon, 20 Sep 2010 00:00:00 +0100 4194242 http://www.medworm.com/index.php?rid=4194239&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FbxLNOVaIon8%2F860 Two studies examined the relationship between precollegiate advanced/enriched educational experiences and adult accomplishments in science, technology, engineering, and mathematics (STEM). In Study 1, 1,467 13-year-olds were identified as mathematically talented on the basis of scores ≥ 500 (top 0.5%) on the math section of the Scholastic Assessment Test; subsequently, their developmental trajectories were studied over 25 years. Particular attention was paid to high-level STEM accomplishments with low base rates in the general population (STEM PhDs, STEM publications, STEM tenure, STEM patents, and STEM occupations). Study 2 retrospectively profiled the adolescent advanced/enriched educational experiences of 714 top STEM graduate students (mean age = 25), and related these experiences to... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194239 Mon, 20 Sep 2010 00:00:00 +0100 4194239 http://www.medworm.com/index.php?rid=4194238&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F82yeF9u6LVE%2F843 Results from a 2-year longitudinal study of 181 children from 4th through 5th grade are reported. Levels of growth in children's computation, word problem, and estimation skills by means of common fractions were predicted by working memory, attentive classroom behavior, conceptual knowledge about fractions, and simple arithmetic fluency. Comparisons of 55 participants identified as having mathematical difficulties to those without mathematical difficulties revealed that group differences in emerging fraction skills were consistently mediated by attentive classroom behavior and conceptual knowledge about fractions. Neither working memory nor arithmetic fluency mediated group differences in growth in fraction skills. It was also found that the development of basic fraction skills and concept... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194238 Mon, 20 Sep 2010 00:00:00 +0100 4194238 http://www.medworm.com/index.php?rid=4194236&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fk29pXSypYvg%2F817 The goal of this study is to analyze the self-regulation processes present in task-oriented reading activities. In the 1st experiment, we examined the following self-regulation processes in the context of answering questions about an available text: (a) monitoring the comprehension of the question, (b) self-regulating the search process, and (c) monitoring the decision to search. Skilled and less skilled comprehenders from 7th and 8th grades read 2 texts and answered 16 questions while all their actions were recorded on a computer. We hypothesized that skilled comprehenders would differ from less skilled comprehenders on the 1st 2 processes on the basis of their general comprehension skills but that their superiority in the 3rd process would be based on specific characteristics of the inte... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4194236 Mon, 20 Sep 2010 00:00:00 +0100 4194236 http://www.medworm.com/index.php?rid=4147086&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FALHJyvHHEMs%2F757 In this study, the authors examined the racial and gender gap in the academic development of African American and White children from kindergarten to 5th grade. Their main goal was to determine the extent to which social and behavioral factors, including learning-related skills, problem behaviors, and interpersonal skills, explain these gaps and shed light on the academic difficulties specifically experienced by African American boys. The authors utilized the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K) sample and applied growth curve modeling. Learning-related skills explained the literacy development of African American boys over and above the effects of problem behaviors, socioeconomic status, and home literacy environment. Results suggest that emphasis placed on th... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147086 Mon, 02 Aug 2010 00:00:00 +0100 4147086 http://www.medworm.com/index.php?rid=4147085&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FBA97sx3YE-Q%2F741 The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample of 1,430 practicing teachers using factor analysis, item response modeling, systems of equations, and a structural equation model. Teachers' years of experience showed nonlinear relationships with all three self-efficacy factors, increasing from early career to mid-career and then falling afterwards. Female teachers had greater workload stress, greater classroom stress from student behaviors, and lower classroom management self-efficacy. Teachers ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147085 Mon, 02 Aug 2010 00:00:00 +0100 4147085 http://www.medworm.com/index.php?rid=4147084&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FS6UO5QZduZc%2F729 We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented, challenging, and caring. Individual student scores on the California Standards Test for Mathematics were also collected. A series of 2-level models revealed that students who perceived their classroom environments as more caring, challenging, and mastery oriented had significantly higher levels of math self-efficacy, and higher levels of math self-efficacy positively predicted math performance. Analysis of the indirect effects of classroom variables on... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147084 Mon, 02 Aug 2010 00:00:00 +0100 4147084 http://www.medworm.com/index.php?rid=4147083&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FUqGZafWiQP4%2F712 The present investigation consists of two studies examining the effects of cross-language transfer on the development of phonological awareness and literacy skills among Chinese children who received different amounts of English instruction. Study 1 compared Chinese students in regular English programs (92 first graders and 93 third graders) with peers who did not receive English instruction (86 first graders and 91 third graders). Study 2 was a 2-year longitudinal study that followed Chinese children from the beginning of Grade 1 to the end of Grade 2; the children attended either an intensive English program (79 children) or a regular English program (80 children). In both studies, children received phonological awareness tasks in English and Chinese, and literacy measures in Chinese. Re... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147083 Mon, 02 Aug 2010 00:00:00 +0100 4147083 http://www.medworm.com/index.php?rid=4147082&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F106t6aTRoBw%2F701 This longitudinal study examined the process of English reading comprehension at age 11 years for 173 low-achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5 years) to pre-adolescence (age 11 years), in vocabulary and word reading skills on this complex process were evaluated with structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11 years. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147082 Mon, 02 Aug 2010 00:00:00 +0100 4147082 http://www.medworm.com/index.php?rid=4147081&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FrIb4SG_aT9s%2F687 Reading comprehension is strongly associated with academic achievement, including science achievement. A better understanding of reading comprehension processes in science text might hold promise for improving science achievement in the long run. We tested the fit of the direct and inferential mediation (DIME) model of reading comprehension (Cromley & Azevedo, 2007) with 737 students in an introductory biology course required for majors. Participants completed multiple choice measures of biology-specific prior-topic knowledge, inference, reading strategy use, reading vocabulary, word reading fluency, and reading comprehension in small groups in our laboratory. Using structural equation modeling to test the fit of the DIME model to the data, we found excellent fit indices for all models. Ho... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147081 Mon, 02 Aug 2010 00:00:00 +0100 4147081 http://www.medworm.com/index.php?rid=4147080&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fh8YHU9RFl40%2F668 This study estimated normative reading trajectories for the population of English-proficient language minority students attending U.S. public elementary schools. Achievement of English-language learners (ELLs) was evaluated in terms of native English speakers' progress, and estimates were adjusted for the effects of socioeconomic status (SES). The ELL group was disaggregated into native Spanish speakers and native speakers of Asian languages. Multilevel latent variable growth modeling indicated that achievement trends of Asian-language ELLs are more similar to those of native English speakers than to those of Spanish ELL groups. Spanish ELLs had lower initial reading achievement than both Asian-language ELLs and native English speakers, and Asian students had higher initial achievement tha... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147080 Mon, 02 Aug 2010 00:00:00 +0100 4147080 http://www.medworm.com/index.php?rid=4147079&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FhITrocUq8Hs%2F652 In this study, we examined the relationship of growth trajectories of oral reading fluency, vocabulary, phonological awareness, letter-naming fluency, and nonsense word reading fluency from 1st grade to 3rd grade with reading comprehension in 1st, 2nd, and 3rd grades. Data from 12,536 children who were followed from kindergarten to 3rd grade longitudinally were used. These children were administered Dynamic Indicators of Basic Early Literacy Skills subtests, Peabody Picture Vocabulary Test—Third Edition, and reading comprehension (Stanford Achievement Test, 10th ed.) tasks multiple times in each year. Students' initial status and rate of growth in each predictor within each grade were estimated using individual growth modeling. These estimates were then used as predictors in dominance re... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147079 Mon, 02 Aug 2010 00:00:00 +0100 4147079 http://www.medworm.com/index.php?rid=4147078&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FV21H5_B6E74%2F635 Age-normed tests of listening comprehension, oral expression, reading comprehension, and written expression were administered in Grades 1 (n = 128), 3, and 5, or 3 (n = 113), 5, and 7. Confirmatory factor analyses compared 1- and 4-factor models at each grade level and supported a 4-factor model of language by ear, mouth, eye, and hand. Multiple regressions identified which of the 3 other language skills explained unique variance in each of the 4 language skill outcomes and provided additional evidence that language is not a single skill. Individuals' ipsative scores (amount that the standard score for age on each language measure deviated from individual's mean for all 4 measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses (±1 SD) in specific language s... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147078 Mon, 02 Aug 2010 00:00:00 +0100 4147078 http://www.medworm.com/index.php?rid=4147077&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FwT-Ro_OAzSQ%2F625 This study examined how literal symbols affect students' understanding of algebraic expressions. Middle school students (N = 322) were randomly assigned to 1 of 3 conditions in which they were asked to interpret an expression (e.g., 4c + 3b) in a story problem. Each literal symbol represented the price of an item. In the c-and-b condition, the symbols used were the 1st letters of the items (e.g., price of a cake in dollars = c; price of a brownie in dollars = b). In the other 2 conditions, c and b were replaced with nonmnemonic English letters (x and y) or Greek letters (Φ and Ψ). Incorrect interpretations of the expression were most common among students in the c-and-b condition. Moreover, students in this condition were more likely than students in the other conditions to misinterpret ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147077 Mon, 02 Aug 2010 00:00:00 +0100 4147077 http://www.medworm.com/index.php?rid=4147076&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F4R5dUwLNF98%2F615 This study examines one of the design principles of multimedia learning in a context dissimilar to the one in which it was originally tested. Personalization principle states that the amount of learning increases when the style of language is informal and conversational. In an attempt to uncover the relationship between learning and language styles with varying degrees of personalization and formality, 89 college students were tested with computerized instructional content composed in 1 of the 3 styles: personalized informal, personalized formal, and neutral–formal. The materials consisted of a short text on stellar death with illustrative pictures and animation. The visuals and text were identical for all groups except for additional expressions for personalization and minimal structura... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147076 Mon, 02 Aug 2010 00:00:00 +0100 4147076 http://www.medworm.com/index.php?rid=4147075&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FYLqwRHyMbco%2F601 This study used self-report and observation techniques to investigate how students study computer-based materials. In addition, it examined if a study method called SOAR can facilitate computer-based learning. SOAR is an acronym that stands for the method's 4 theoretically driven and empirically supported components: select (S), organize (O), associate (A), and regulate (R). There were 2 experiments. In Experiment 1, 114 undergraduates completed a questionnaire about how they study computer-based materials. Students reported using more ineffective study strategies than effective SOAR strategies. In Experiment 2, 108 different undergraduates read an online text about wildcats and then created materials that reflected their preferred study method, the full SOAR method, or parts of the SOAR m... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147075 Mon, 02 Aug 2010 00:00:00 +0100 4147075 http://www.medworm.com/index.php?rid=4147074&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F4HlG882ngKM%2F588 We investigated 2 engagement-fostering aspects of teachers' instructional styles—autonomy support and structure—and hypothesized that students' engagement would be highest when teachers provided high levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9–11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students' behavioral engagement, and (c) only autonomy support was a unique predictor of students' self-reported engagement. We discuss, first, how these findings help illumin... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147074 Mon, 02 Aug 2010 00:00:00 +0100 4147074 http://www.medworm.com/index.php?rid=4147073&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FVZnwa3EiO_c%2F577 We examined (a) whether motivational orientation can spread from teachers to students during 2 consecutive teaching–learning sessions and (b) mechanisms underlying this phenomenon in a special physical education session delivered to high school students. Participants who were taught a sport activity by an allegedly paid instructor reported lower interest in learning and exhibited less persistence in a free-choice period than students taught by a supposedly volunteer instructor, despite receiving the same standardized lesson across experimental conditions. When participants taught the activity to their peers in a subsequent unconstrained learning session, lower levels of interest and behavioral persistence were also exhibited by learners who received the second lesson. A structural equati... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147073 Mon, 02 Aug 2010 00:00:00 +0100 4147073 http://www.medworm.com/index.php?rid=4147072&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FIItZxC24OfM%2F561 Increasingly, school leavers are taking time out from study or formal work after completing high school—often referred to as a “gap year” (involving structured activities such as “volunteer tourism” and unstructured activities such as leisure). Although much opinion exists about the merits—or otherwise—of taking time out after completing school, relatively little research has sought to understand the gap year from a psychoeducational perspective. Harnessing the theories of planned behavior and reasoned action and using structural equation modeling, the author examines the academic factors that predict gap year intentions among 2,502 high school students (Study 1) and the academic profile in respect to gap year participation of 338 students in university or college (Study 2). ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147072 Mon, 02 Aug 2010 00:00:00 +0100 4147072 http://www.medworm.com/index.php?rid=4147071&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FJJTnfQhFGNk%2F550 The relations between effortful control, emotionality (anger, sadness, and shyness), and academic achievement were examined in a short-term longitudinal study of 291 kindergartners. Teachers and parents reported on students' effortful control and emotionality. Students completed the Continuous Performance Task and the Letter-Word, Passage Comprehension, and Applied Problems subtests of the Woodcock–Johnson tests of achievement. Effortful control was positively related to achievement. Parent- and teacher-reported anger and teacher-reported sadness and shyness were negatively related to achievement, but many of the main effects were qualified by interactions with effortful control. At low levels of anger or sadness, students high in effortful control performed best, but at high levels of t... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147071 Mon, 02 Aug 2010 00:00:00 +0100 4147071 http://www.medworm.com/index.php?rid=4147070&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F17cw_JmCdSA%2F531 The linkages of achievement-related boredom with students' appraisals and performance outcomes were examined in a series of 5 exploratory, cross-sectional, and predictive investigations. Studies 1 and 2 assessed students' boredom in a single achievement episode (i.e., state achievement boredom); Studies 3, 4, and 5 focused on their habitual boredom (i.e., trait achievement boredom). Samples consisted of university students from two different cultural contexts (North America and Germany). In line with hypotheses derived from Pekrun's (2006) control–value theory of achievement emotions, achievement-related subjective control and value negatively predicted boredom. In turn, boredom related positively to attention problems and negatively to intrinsic motivation, effort, use of elaboration st... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4147070 Mon, 02 Aug 2010 00:00:00 +0100 4147070 http://www.medworm.com/index.php?rid=3814858&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fz3-18mZtAHY%2F550 The relations between effortful control, emotionality (anger, sadness, and shyness), and academic achievement were examined in a short-term longitudinal study of 291 kindergartners. Teachers and parents reported on students' effortful control and emotionality. Students completed the Continuous Performance Task and the Letter-Word, Passage Comprehension, and Applied Problems subtests of the Woodcock–Johnson tests of achievement. Effortful control was positively related to achievement. Parent- and teacher-reported anger and teacher-reported sadness and shyness were negatively related to achievement, but many of the main effects were qualified by interactions with effortful control. At low levels of anger or sadness, students high in effortful control performed best, but at high levels of t... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814858 Sun, 01 Aug 2010 23:00:00 +0100 3814858 http://www.medworm.com/index.php?rid=3814857&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FQh5qQsIbMH0%2F561 Increasingly, school leavers are taking time out from study or formal work after completing high school—often referred to as a “gap year” (involving structured activities such as “volunteer tourism” and unstructured activities such as leisure). Although much opinion exists about the merits—or otherwise—of taking time out after completing school, relatively little research has sought to understand the gap year from a psychoeducational perspective. Harnessing the theories of planned behavior and reasoned action and using structural equation modeling, the author examines the academic factors that predict gap year intentions among 2,502 high school students (Study 1) and the academic profile in respect to gap year participation of 338 students in university or college (Study 2). ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814857 Sun, 01 Aug 2010 23:00:00 +0100 3814857 http://www.medworm.com/index.php?rid=3814856&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F4A1jddugkLs%2F577 We examined (a) whether motivational orientation can spread from teachers to students during 2 consecutive teaching–learning sessions and (b) mechanisms underlying this phenomenon in a special physical education session delivered to high school students. Participants who were taught a sport activity by an allegedly paid instructor reported lower interest in learning and exhibited less persistence in a free-choice period than students taught by a supposedly volunteer instructor, despite receiving the same standardized lesson across experimental conditions. When participants taught the activity to their peers in a subsequent unconstrained learning session, lower levels of interest and behavioral persistence were also exhibited by learners who received the second lesson. A structural equati... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814856 Sun, 01 Aug 2010 23:00:00 +0100 3814856 http://www.medworm.com/index.php?rid=3814855&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fu3YOBiz_A7c%2F588 We investigated 2 engagement-fostering aspects of teachers' instructional styles—autonomy support and structure—and hypothesized that students' engagement would be highest when teachers provided high levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9–11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students' behavioral engagement, and (c) only autonomy support was a unique predictor of students' self-reported engagement. We discuss, first, how these findings help illumin... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814855 Sun, 01 Aug 2010 23:00:00 +0100 3814855 http://www.medworm.com/index.php?rid=3814854&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FBK_4hAEsKMY%2F601 This study used self-report and observation techniques to investigate how students study computer-based materials. In addition, it examined if a study method called SOAR can facilitate computer-based learning. SOAR is an acronym that stands for the method's 4 theoretically driven and empirically supported components: select (S), organize (O), associate (A), and regulate (R). There were 2 experiments. In Experiment 1, 114 undergraduates completed a questionnaire about how they study computer-based materials. Students reported using more ineffective study strategies than effective SOAR strategies. In Experiment 2, 108 different undergraduates read an online text about wildcats and then created materials that reflected their preferred study method, the full SOAR method, or parts of the SOAR m... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814854 Sun, 01 Aug 2010 23:00:00 +0100 3814854 http://www.medworm.com/index.php?rid=3814853&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fcrg8I7vDSls%2F615 This study examines one of the design principles of multimedia learning in a context dissimilar to the one in which it was originally tested. Personalization principle states that the amount of learning increases when the style of language is informal and conversational. In an attempt to uncover the relationship between learning and language styles with varying degrees of personalization and formality, 89 college students were tested with computerized instructional content composed in 1 of the 3 styles: personalized informal, personalized formal, and neutral–formal. The materials consisted of a short text on stellar death with illustrative pictures and animation. The visuals and text were identical for all groups except for additional expressions for personalization and minimal structura... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814853 Sun, 01 Aug 2010 23:00:00 +0100 3814853 http://www.medworm.com/index.php?rid=3814852&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FDbnVL6dbeF0%2F625 This study examined how literal symbols affect students' understanding of algebraic expressions. Middle school students (N = 322) were randomly assigned to 1 of 3 conditions in which they were asked to interpret an expression (e.g., 4c + 3b) in a story problem. Each literal symbol represented the price of an item. In the c-and-b condition, the symbols used were the 1st letters of the items (e.g., price of a cake in dollars = c; price of a brownie in dollars = b). In the other 2 conditions, c and b were replaced with nonmnemonic English letters (x and y) or Greek letters (Φ and Ψ). Incorrect interpretations of the expression were most common among students in the c-and-b condition. Moreover, students in this condition were more likely than students in the other conditions to misinterpret ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814852 Sun, 01 Aug 2010 23:00:00 +0100 3814852 http://www.medworm.com/index.php?rid=3814851&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FULspz__6lIw%2F635 Age-normed tests of listening comprehension, oral expression, reading comprehension, and written expression were administered in Grades 1 (n = 128), 3, and 5, or 3 (n = 113), 5, and 7. Confirmatory factor analyses compared 1- and 4-factor models at each grade level and supported a 4-factor model of language by ear, mouth, eye, and hand. Multiple regressions identified which of the 3 other language skills explained unique variance in each of the 4 language skill outcomes and provided additional evidence that language is not a single skill. Individuals' ipsative scores (amount that the standard score for age on each language measure deviated from individual's mean for all 4 measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses (±1 SD) in specific language s... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814851 Sun, 01 Aug 2010 23:00:00 +0100 3814851 http://www.medworm.com/index.php?rid=3814850&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FbGfbexgT9DA%2F652 In this study, we examined the relationship of growth trajectories of oral reading fluency, vocabulary, phonological awareness, letter-naming fluency, and nonsense word reading fluency from 1st grade to 3rd grade with reading comprehension in 1st, 2nd, and 3rd grades. Data from 12,536 children who were followed from kindergarten to 3rd grade longitudinally were used. These children were administered Dynamic Indicators of Basic Early Literacy Skills subtests, Peabody Picture Vocabulary Test—Third Edition, and reading comprehension (Stanford Achievement Test, 10th ed.) tasks multiple times in each year. Students' initial status and rate of growth in each predictor within each grade were estimated using individual growth modeling. These estimates were then used as predictors in dominance re... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814850 Sun, 01 Aug 2010 23:00:00 +0100 3814850 http://www.medworm.com/index.php?rid=3814849&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FQpyZYFPFiUQ%2F668 This study estimated normative reading trajectories for the population of English-proficient language minority students attending U.S. public elementary schools. Achievement of English-language learners (ELLs) was evaluated in terms of native English speakers' progress, and estimates were adjusted for the effects of socioeconomic status (SES). The ELL group was disaggregated into native Spanish speakers and native speakers of Asian languages. Multilevel latent variable growth modeling indicated that achievement trends of Asian-language ELLs are more similar to those of native English speakers than to those of Spanish ELL groups. Spanish ELLs had lower initial reading achievement than both Asian-language ELLs and native English speakers, and Asian students had higher initial achievement tha... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814849 Sun, 01 Aug 2010 23:00:00 +0100 3814849 http://www.medworm.com/index.php?rid=3814848&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F3B-rtrP3x_w%2F687 Reading comprehension is strongly associated with academic achievement, including science achievement. A better understanding of reading comprehension processes in science text might hold promise for improving science achievement in the long run. We tested the fit of the direct and inferential mediation (DIME) model of reading comprehension (Cromley & Azevedo, 2007) with 737 students in an introductory biology course required for majors. Participants completed multiple choice measures of biology-specific prior-topic knowledge, inference, reading strategy use, reading vocabulary, word reading fluency, and reading comprehension in small groups in our laboratory. Using structural equation modeling to test the fit of the DIME model to the data, we found excellent fit indices for all models. Ho... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814848 Sun, 01 Aug 2010 23:00:00 +0100 3814848 http://www.medworm.com/index.php?rid=3814847&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FramqPbpCfPI%2F701 This longitudinal study examined the process of English reading comprehension at age 11 years for 173 low-achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5 years) to pre-adolescence (age 11 years), in vocabulary and word reading skills on this complex process were evaluated with structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11 years. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814847 Sun, 01 Aug 2010 23:00:00 +0100 3814847 http://www.medworm.com/index.php?rid=3814846&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FBl5pBF7G_20%2F712 The present investigation consists of two studies examining the effects of cross-language transfer on the development of phonological awareness and literacy skills among Chinese children who received different amounts of English instruction. Study 1 compared Chinese students in regular English programs (92 first graders and 93 third graders) with peers who did not receive English instruction (86 first graders and 91 third graders). Study 2 was a 2-year longitudinal study that followed Chinese children from the beginning of Grade 1 to the end of Grade 2; the children attended either an intensive English program (79 children) or a regular English program (80 children). In both studies, children received phonological awareness tasks in English and Chinese, and literacy measures in Chinese. Re... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814846 Sun, 01 Aug 2010 23:00:00 +0100 3814846 http://www.medworm.com/index.php?rid=3814845&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F2y6zrEiYbQg%2F729 We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented, challenging, and caring. Individual student scores on the California Standards Test for Mathematics were also collected. A series of 2-level models revealed that students who perceived their classroom environments as more caring, challenging, and mastery oriented had significantly higher levels of math self-efficacy, and higher levels of math self-efficacy positively predicted math performance. Analysis of the indirect effects of classroom variables on... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814845 Sun, 01 Aug 2010 23:00:00 +0100 3814845 http://www.medworm.com/index.php?rid=3814844&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FmW21yGQ0L5E%2F741 The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample of 1,430 practicing teachers using factor analysis, item response modeling, systems of equations, and a structural equation model. Teachers' years of experience showed nonlinear relationships with all three self-efficacy factors, increasing from early career to mid-career and then falling afterwards. Female teachers had greater workload stress, greater classroom stress from student behaviors, and lower classroom management self-efficacy. Teachers ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814844 Sun, 01 Aug 2010 23:00:00 +0100 3814844 http://www.medworm.com/index.php?rid=3814843&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FH8G36gIiepg%2F757 In this study, the authors examined the racial and gender gap in the academic development of African American and White children from kindergarten to 5th grade. Their main goal was to determine the extent to which social and behavioral factors, including learning-related skills, problem behaviors, and interpersonal skills, explain these gaps and shed light on the academic difficulties specifically experienced by African American boys. The authors utilized the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K) sample and applied growth curve modeling. Learning-related skills explained the literacy development of African American boys over and above the effects of problem behaviors, socioeconomic status, and home literacy environment. Results suggest that emphasis placed on th... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3814843 Sun, 01 Aug 2010 23:00:00 +0100 3814843 http://www.medworm.com/index.php?rid=3792863&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FDguATtRntAY%2F521 The role of African American mothers' academic gender stereotype endorsement in shaping achievement-related expectations for and perceptions of their own children was examined. Mothers (N = 334) of 7th and 8th graders completed measures of expectations for their children's future educational attainment, perceptions of their children's academic competence, and academic gender stereotypes. Consistent with hypotheses, mothers held less favorable expectations for sons and perceived sons to be less academically competent than daughters. In addition, mothers reported stereotypes favoring girls over boys in academic domains; stereotype endorsement, in turn, was related to mothers' educational expectations for and beliefs about the academic competence of their own children, even with youths' actua... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792863 Sun, 09 May 2010 23:00:00 +0100 3792863 http://www.medworm.com/index.php?rid=3792862&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Ftqyym_bXi2Q%2F508 Although there is increasing awareness of the overrepresentation of ethic minority students—particularly Black students—in disciplinary actions, the extant research has rarely empirically examined potential factors that may contribute to these disparities. The current study used a multilevel modeling approach to examine factors at the child (e.g., teacher-rated disruptive behavior problems) and classroom or teacher levels (e.g., teacher ethnicity, level of disruptive behavior in classroom) that may contribute to the overrepresentation of minority students in office disciplinary referrals (ODRs). Data come from 6,988 children in 381 classrooms at 21 elementary schools. The analyses indicated that even after controlling for the student's level of teacher-rated behavior problems, teacher ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792862 Sun, 09 May 2010 23:00:00 +0100 3792862 http://www.medworm.com/index.php?rid=3792861&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F0nTmPvHPTw8%2F497 Recent literature on the determinants of academic motivation has shown that parenting and emotions are central elements in understanding students' achievement goals. The authors of this study set out to examine the predictive relationship between parental behaviors during the last year of elementary school and adolescents' achievement goals at the end of their first year of middle school. Manifestations of anxiety and depression in Grade 6 were examined as explanatory mechanisms for this relationship. A total of 498 early adolescents participated in the study. The results of structural equation modeling analyses demonstrated that parental involvement predicted mastery goals, whereas parental control predicted performance goals among these adolescents. This relationship was mediated by the ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792861 Sun, 09 May 2010 23:00:00 +0100 3792861 http://www.medworm.com/index.php?rid=3792860&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FFDLLj9a3pEA%2F483 In this study we examined authoritative discipline theory, which posits that 2 complementary aspects of school climate—structure and support—are important for adolescents' safety in school. Using a statewide sample of over 7,300 ninth-grade students and 2,900 teachers randomly selected from 290 high schools, we showed, using hierarchical linear modeling, that consistent enforcement of school discipline (structure) and availability of caring adults (support) were associated with school safety. Structure and support were associated with less bullying and victimization after we controlled for size of school enrollment and the proportion of ethnic minority and low-income students. These findings suggest that discipline practices should not be polarized into a “get tough” versus “give... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792860 Sun, 09 May 2010 23:00:00 +0100 3792860 http://www.medworm.com/index.php?rid=3792859&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FtOwiYmACm6k%2F467 The present study examined the associations of 2 indicators of homework quality (homework selection and homework challenge) with homework motivation, homework behavior, and mathematics achievement. Multilevel modeling was used to analyze longitudinal data from a representative national sample of 3,483 students in Grades 9 and 10; homework effects were analyzed at the student and the class level simultaneously. Students who perceived their homework assignments to be well selected reported higher homework motivation, and homework behavior at both the student and the class level predicted later achievement at the class level. Homework assignments perceived to be cognitively challenging were differentially associated with achievement at the student and the class level. Students who perceived t... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792859 Sun, 09 May 2010 23:00:00 +0100 3792859 http://www.medworm.com/index.php?rid=3792858&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FUHoB1qlvX-I%2F453 Reciprocal determinism is a central premise of Bandura's (1986) social cognitive theory. Studies of the relationship between self-beliefs and performance tend to draw on this or related theories and usually endorse the notion of reciprocal determinism at a substantive–theoretical level. However, attempts to model this postulated mutual influence of self-beliefs and performance are few and are focused on the relationship between self-concept and performance. The reciprocal determinism of self-efficacy and performance seems to be without direct empirical support, probably because the longitudinal, repeated-measures data often considered necessary for this purpose are not available. It is possible, though, to model reciprocal effects with cross-sectional data. In the analyses reported in th... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792858 Sun, 09 May 2010 23:00:00 +0100 3792858 http://www.medworm.com/index.php?rid=3792857&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FEaIPBnOR3eU%2F438 Individual differences in strategy use (choice and accuracy) were analyzed. A sample of 362 Grade 6 students solved complex division problems under 2 different conditions. In the choice condition students were allowed to use either a mental or a written strategy. In the subsequent no-choice condition, they were required to use a written strategy. Latent class analysis showed that there were 3 subgroups of students with respect to pattern of strategy choices: primarily using a written strategy (more girls than boys); primarily using a mental strategy (more boys than girls); and using a written strategy on more difficult items but a mental strategy on the easier ones (almost no weak mathematical achievers). Strategy accuracies were analyzed with explanatory item response theory modeling. A b... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792857 Sun, 09 May 2010 23:00:00 +0100 3792857 http://www.medworm.com/index.php?rid=3792856&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FsEFdENV1P74%2F418 Our goal was to identify how students' perceptions of their parents shape the kind and degree of motivational goal orientations that they adopt in their mathematics classroom, broadening the application of achievement goal orientation theory and self-determination theory to students in Korea. Two groups of students participated, one from a middle school located in a large metropolitan area and the other from a small city high school. Multisample path analysis of data from both groups revealed that Korean students' different goal orientations were predicted by their perceptions of parental goals and motivating styles and by their perceptions of classroom goal structures, mediated by different types of self-regulated motivations. Particularly interesting was the finding that Korean students'... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792856 Sun, 09 May 2010 23:00:00 +0100 3792856 http://www.medworm.com/index.php?rid=3792855&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fkd11IExMGFk%2F407 Children enter elementary school with widely different skill levels in core subjects. Whether because of differences in aptitude or in preparedness, these initial skill differences often translate into systematic disparities in achievement over time. How can teachers reduce these disparities? Three possibilities are to offer basic skills training, to expose students to higher order instruction, or to provide socioemotional support. Repeated measures analyses of longitudinal data from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development revealed that children with low, average, or high math skills prior to elementary school followed different but parallel trajectories of math achievement up through fifth grade. W... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792855 Sun, 09 May 2010 23:00:00 +0100 3792855 http://www.medworm.com/index.php?rid=3792854&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FaIS5lNw3lLM%2F395 Previous research on children's conceptual and procedural understanding of fractions, and other arithmetic skills, has led to contradictory conclusions. Some research suggests that children learn conceptual knowledge before procedural knowledge, some suggests that they learn procedural knowledge before conceptual knowledge, and other research suggests that they learn conceptual knowledge and procedural knowledge in tandem. We propose that these contradictory findings may be explained by considering individual differences in the way that children combine conceptual and procedural knowledge. A total of 318 Grade 4 and 5 students in the United Kingdom (mean age = 9.0 years) completed a measure of fractions understanding, which included subscales of conceptual and procedural knowledge. A clust... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792854 Sun, 09 May 2010 23:00:00 +0100 3792854 http://www.medworm.com/index.php?rid=3792853&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FfyvSi-2DUWI%2F381 Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for the development of higher order mathematics skills, including solving word problems. Research indicates equal-sign instruction can alter how typically developing students use the equal sign, but no study has been conducted on the effects of such instruction for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem-solving skill for students with or without MD. In the present study, the authors assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to wor... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792853 Sun, 09 May 2010 23:00:00 +0100 3792853 http://www.medworm.com/index.php?rid=3792852&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FazNnINufDyc%2F367 In this study, we examined the intercorrelations among speech perception, metalinguistic (i.e., phonological and morphological) awareness, word reading, and vocabulary in a 1st language (L1) and a 2nd language (L2). Results from 3 age groups of Chinese–English bilingual children showed that speech perception was more predictive of reading and vocabulary in the L1 than L2. While morphological awareness uniquely predicted reading and vocabulary in both languages, phonological awareness played such a role after we controlled for morphological awareness only in the L2, which was alphabetic. L1 speech perception and metalinguistic awareness predicted L2 word reading but not vocabulary, after we controlled for the corresponding L2 variables. Hence, there are both similarities and differences b... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792852 Sun, 09 May 2010 23:00:00 +0100 3792852 http://www.medworm.com/index.php?rid=3792851&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FriSHS0XpM2k%2F356 There is a growing literature demonstrating that speech rhythm sensitivity is related to children's reading development, independent of phonological awareness. However, the precise nature of this relationship is less well understood, and further research is warranted to investigate whether speech rhythm sensitivity predicts the different components of reading over time. In this 1-year longitudinal study, 69 five- to 8-year-old English-speaking children completed a speech rhythm assessment at Time 1 along with other cognitive assessments and then completed a variety of reading assessments at Time 2 (1 year later). A series of hierarchical regression analyses revealed that after controlling for individual differences in age, vocabulary, and phonological awareness, speech rhythm sensitivity w... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792851 Sun, 09 May 2010 23:00:00 +0100 3792851 http://www.medworm.com/index.php?rid=3792850&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FSyPiohFoJzE%2F341 This study of 1,338 Spanish-speaking 1st graders examined contextual effects of bilingual programs on reading comprehension and the effect of language of instruction within these contexts. The study included 128 classrooms in 32 schools located in border Texas and in urban Texas and California. These classrooms used either English immersion or Spanish maintenance bilingual programs. Detailed observations of teachers' instructional language were made, sampled within the year. The analyses allowed classroom-level differences to be separated from student-level differences, and for Spanish and English passage comprehension to be considered simultaneously. While mean differences between programs were reduced for English passage comprehension, maintenance programs still outperformed immersion pr... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792850 Sun, 09 May 2010 23:00:00 +0100 3792850 http://www.medworm.com/index.php?rid=3792849&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F9tcoPIKnlBo%2F327 The purposes of this study were (a) to identify measures that when added to a base 1st-grade screening battery help eliminate false positives and (b) to investigate gains in efficiency associated with a 2-stage gated screening procedure. We tested 355 children in the fall of 1st grade and assessed for reading difficulty at the end of 2nd grade. The base screening model included measures of phonemic awareness, rapid naming skill, oral vocabulary, and initial word identification fluency (WIF). Short-term WIF progress monitoring (intercept and slope), dynamic assessment, running records, and oral reading fluency were each considered as an additional screening measure in contrasting models. Results indicated that the addition of WIF progress monitoring and dynamic assessment, but not running r... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792849 Sun, 09 May 2010 23:00:00 +0100 3792849 http://www.medworm.com/index.php?rid=3792848&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FD84FEB3xOFA%2F313 We examined (a) the contribution of phonological awareness to facilitating letter-sound acquisition from letter names and (b) the probabilities of letter-sound acquisition as a function of letter characteristics (i.e., consonant–vowel letters, vowel–consonant letters, letters with no sound cues, and vowel letters). The results show that letter-name knowledge had a large impact on letter-sound acquisition. Phonological awareness had a larger effect on letter-sound knowledge when letter names were known than when letter names were unknown. Furthermore, students were more likely to know the sounds of consonant–vowel letters (e.g., b and d) than vowel–consonant letters (e.g., l and m) and letters with no sound cues (e.g., h and y) when the letter name was known and phonological awarene... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792848 Sun, 09 May 2010 23:00:00 +0100 3792848 http://www.medworm.com/index.php?rid=3792847&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FJ2Tdx2trVtE%2F299 Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. Differential effects of technologically mediated (remote) versus in-person (on-site) delivery of individualized coaching with teachers also were examined in a random assignment design. Hierarchical linear model analyses revealed positive PD intervention effects on general classroom environment (d = 0.99) and classroom supports for early literacy and language development (d = 0.92), and on children's letter knowledge (d = 0.29), blending skills (d = 0.18), writing (d = 0.17), and concepts about print (d = 0.22). No significant intervention effects on teaching practices and children's ou... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792847 Sun, 09 May 2010 23:00:00 +0100 3792847 http://www.medworm.com/index.php?rid=3792846&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FMDkR7Jcuy6k%2F281 Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and reading and text composing and comprehending). Significant longitudinal relationships were observed within and across levels of language: spelling to spelling and spelling to composing (Grades 1 to 7), Models 1 and 3, and composing to spelling (Grades 3 to 6, Model 1; Grades 4 to 6, Model 3); spelling to word reading and word reading to spelling (Grades 2 to 7), Models 2 and 3; spelling to word reading (Grade 1), Model 2, and word reading to spelling (G... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792846 Sun, 09 May 2010 23:00:00 +0100 3792846 http://www.medworm.com/index.php?rid=3792845&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FKA-wkFVt9mU%2F257 This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment–control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction in 6 LSC strategies and 290 students who did not receive intervention instruction. After 1 school year, 6th-grade students who received intervention instruction significantly outperformed students in the control group on a standardized measure of reading comprehension and reported using problem-solving strategies in reading to a greater extent than students in the control group. There were no significant differences between 9th grade intervention... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3792845 Sun, 09 May 2010 23:00:00 +0100 3792845 http://www.medworm.com/index.php?rid=3789106&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FgwOUl9KAxEQ%2F521 The role of African American mothers' academic gender stereotype endorsement in shaping achievement-related expectations for and perceptions of their own children was examined. Mothers (N = 334) of 7th and 8th graders completed measures of expectations for their children's future educational attainment, perceptions of their children's academic competence, and academic gender stereotypes. Consistent with hypotheses, mothers held less favorable expectations for sons and perceived sons to be less academically competent than daughters. In addition, mothers reported stereotypes favoring girls over boys in academic domains; stereotype endorsement, in turn, was related to mothers' educational expectations for and beliefs about the academic competence of their own children, even with youths' actua... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789106 Sun, 09 May 2010 23:00:00 +0100 3789106 http://www.medworm.com/index.php?rid=3789105&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fej-xFTFsXwc%2F508 Although there is increasing awareness of the overrepresentation of ethic minority students—particularly Black students—in disciplinary actions, the extant research has rarely empirically examined potential factors that may contribute to these disparities. The current study used a multilevel modeling approach to examine factors at the child (e.g., teacher-rated disruptive behavior problems) and classroom or teacher levels (e.g., teacher ethnicity, level of disruptive behavior in classroom) that may contribute to the overrepresentation of minority students in office disciplinary referrals (ODRs). Data come from 6,988 children in 381 classrooms at 21 elementary schools. The analyses indicated that even after controlling for the student's level of teacher-rated behavior problems, teacher ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789105 Sun, 09 May 2010 23:00:00 +0100 3789105 http://www.medworm.com/index.php?rid=3789104&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F_v0WFQlEMRg%2F497 Recent literature on the determinants of academic motivation has shown that parenting and emotions are central elements in understanding students' achievement goals. The authors of this study set out to examine the predictive relationship between parental behaviors during the last year of elementary school and adolescents' achievement goals at the end of their first year of middle school. Manifestations of anxiety and depression in Grade 6 were examined as explanatory mechanisms for this relationship. A total of 498 early adolescents participated in the study. The results of structural equation modeling analyses demonstrated that parental involvement predicted mastery goals, whereas parental control predicted performance goals among these adolescents. This relationship was mediated by the ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789104 Sun, 09 May 2010 23:00:00 +0100 3789104 http://www.medworm.com/index.php?rid=3789103&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FjOWbQCDqyfg%2F483 In this study we examined authoritative discipline theory, which posits that 2 complementary aspects of school climate—structure and support—are important for adolescents' safety in school. Using a statewide sample of over 7,300 ninth-grade students and 2,900 teachers randomly selected from 290 high schools, we showed, using hierarchical linear modeling, that consistent enforcement of school discipline (structure) and availability of caring adults (support) were associated with school safety. Structure and support were associated with less bullying and victimization after we controlled for size of school enrollment and the proportion of ethnic minority and low-income students. These findings suggest that discipline practices should not be polarized into a “get tough” versus “give... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789103 Sun, 09 May 2010 23:00:00 +0100 3789103 http://www.medworm.com/index.php?rid=3789102&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F_Znb4PvRlhk%2F467 The present study examined the associations of 2 indicators of homework quality (homework selection and homework challenge) with homework motivation, homework behavior, and mathematics achievement. Multilevel modeling was used to analyze longitudinal data from a representative national sample of 3,483 students in Grades 9 and 10; homework effects were analyzed at the student and the class level simultaneously. Students who perceived their homework assignments to be well selected reported higher homework motivation, and homework behavior at both the student and the class level predicted later achievement at the class level. Homework assignments perceived to be cognitively challenging were differentially associated with achievement at the student and the class level. Students who perceived t... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789102 Sun, 09 May 2010 23:00:00 +0100 3789102 http://www.medworm.com/index.php?rid=3789101&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FvuX9i6iHYUc%2F453 Reciprocal determinism is a central premise of Bandura's (1986) social cognitive theory. Studies of the relationship between self-beliefs and performance tend to draw on this or related theories and usually endorse the notion of reciprocal determinism at a substantive–theoretical level. However, attempts to model this postulated mutual influence of self-beliefs and performance are few and are focused on the relationship between self-concept and performance. The reciprocal determinism of self-efficacy and performance seems to be without direct empirical support, probably because the longitudinal, repeated-measures data often considered necessary for this purpose are not available. It is possible, though, to model reciprocal effects with cross-sectional data. In the analyses reported in th... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789101 Sun, 09 May 2010 23:00:00 +0100 3789101 http://www.medworm.com/index.php?rid=3789100&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FLhelqr7-jdM%2F438 Individual differences in strategy use (choice and accuracy) were analyzed. A sample of 362 Grade 6 students solved complex division problems under 2 different conditions. In the choice condition students were allowed to use either a mental or a written strategy. In the subsequent no-choice condition, they were required to use a written strategy. Latent class analysis showed that there were 3 subgroups of students with respect to pattern of strategy choices: primarily using a written strategy (more girls than boys); primarily using a mental strategy (more boys than girls); and using a written strategy on more difficult items but a mental strategy on the easier ones (almost no weak mathematical achievers). Strategy accuracies were analyzed with explanatory item response theory modeling. A b... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789100 Sun, 09 May 2010 23:00:00 +0100 3789100 http://www.medworm.com/index.php?rid=3789099&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fm8_cKx3X7MQ%2F418 Our goal was to identify how students' perceptions of their parents shape the kind and degree of motivational goal orientations that they adopt in their mathematics classroom, broadening the application of achievement goal orientation theory and self-determination theory to students in Korea. Two groups of students participated, one from a middle school located in a large metropolitan area and the other from a small city high school. Multisample path analysis of data from both groups revealed that Korean students' different goal orientations were predicted by their perceptions of parental goals and motivating styles and by their perceptions of classroom goal structures, mediated by different types of self-regulated motivations. Particularly interesting was the finding that Korean students'... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789099 Sun, 09 May 2010 23:00:00 +0100 3789099 http://www.medworm.com/index.php?rid=3789098&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FUPxeOPip0mw%2F407 Children enter elementary school with widely different skill levels in core subjects. Whether because of differences in aptitude or in preparedness, these initial skill differences often translate into systematic disparities in achievement over time. How can teachers reduce these disparities? Three possibilities are to offer basic skills training, to expose students to higher order instruction, or to provide socioemotional support. Repeated measures analyses of longitudinal data from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development revealed that children with low, average, or high math skills prior to elementary school followed different but parallel trajectories of math achievement up through fifth grade. W... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789098 Sun, 09 May 2010 23:00:00 +0100 3789098 http://www.medworm.com/index.php?rid=3789097&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F6OdLY30FbU0%2F395 Previous research on children's conceptual and procedural understanding of fractions, and other arithmetic skills, has led to contradictory conclusions. Some research suggests that children learn conceptual knowledge before procedural knowledge, some suggests that they learn procedural knowledge before conceptual knowledge, and other research suggests that they learn conceptual knowledge and procedural knowledge in tandem. We propose that these contradictory findings may be explained by considering individual differences in the way that children combine conceptual and procedural knowledge. A total of 318 Grade 4 and 5 students in the United Kingdom (mean age = 9.0 years) completed a measure of fractions understanding, which included subscales of conceptual and procedural knowledge. A clust... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789097 Sun, 09 May 2010 23:00:00 +0100 3789097 http://www.medworm.com/index.php?rid=3789096&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FlXlySgOf3Es%2F381 Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for the development of higher order mathematics skills, including solving word problems. Research indicates equal-sign instruction can alter how typically developing students use the equal sign, but no study has been conducted on the effects of such instruction for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem-solving skill for students with or without MD. In the present study, the authors assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to wor... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789096 Sun, 09 May 2010 23:00:00 +0100 3789096 http://www.medworm.com/index.php?rid=3789095&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FMi-n0WBFjhs%2F367 In this study, we examined the intercorrelations among speech perception, metalinguistic (i.e., phonological and morphological) awareness, word reading, and vocabulary in a 1st language (L1) and a 2nd language (L2). Results from 3 age groups of Chinese–English bilingual children showed that speech perception was more predictive of reading and vocabulary in the L1 than L2. While morphological awareness uniquely predicted reading and vocabulary in both languages, phonological awareness played such a role after we controlled for morphological awareness only in the L2, which was alphabetic. L1 speech perception and metalinguistic awareness predicted L2 word reading but not vocabulary, after we controlled for the corresponding L2 variables. Hence, there are both similarities and differences b... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789095 Sun, 09 May 2010 23:00:00 +0100 3789095 http://www.medworm.com/index.php?rid=3789094&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FjPhuUG1Qat8%2F356 There is a growing literature demonstrating that speech rhythm sensitivity is related to children's reading development, independent of phonological awareness. However, the precise nature of this relationship is less well understood, and further research is warranted to investigate whether speech rhythm sensitivity predicts the different components of reading over time. In this 1-year longitudinal study, 69 five- to 8-year-old English-speaking children completed a speech rhythm assessment at Time 1 along with other cognitive assessments and then completed a variety of reading assessments at Time 2 (1 year later). A series of hierarchical regression analyses revealed that after controlling for individual differences in age, vocabulary, and phonological awareness, speech rhythm sensitivity w... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789094 Sun, 09 May 2010 23:00:00 +0100 3789094 http://www.medworm.com/index.php?rid=3789093&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FPux7JsIZDAc%2F341 This study of 1,338 Spanish-speaking 1st graders examined contextual effects of bilingual programs on reading comprehension and the effect of language of instruction within these contexts. The study included 128 classrooms in 32 schools located in border Texas and in urban Texas and California. These classrooms used either English immersion or Spanish maintenance bilingual programs. Detailed observations of teachers' instructional language were made, sampled within the year. The analyses allowed classroom-level differences to be separated from student-level differences, and for Spanish and English passage comprehension to be considered simultaneously. While mean differences between programs were reduced for English passage comprehension, maintenance programs still outperformed immersion pr... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789093 Sun, 09 May 2010 23:00:00 +0100 3789093 http://www.medworm.com/index.php?rid=3789092&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2F8k4QSPT8ycE%2F327 The purposes of this study were (a) to identify measures that when added to a base 1st-grade screening battery help eliminate false positives and (b) to investigate gains in efficiency associated with a 2-stage gated screening procedure. We tested 355 children in the fall of 1st grade and assessed for reading difficulty at the end of 2nd grade. The base screening model included measures of phonemic awareness, rapid naming skill, oral vocabulary, and initial word identification fluency (WIF). Short-term WIF progress monitoring (intercept and slope), dynamic assessment, running records, and oral reading fluency were each considered as an additional screening measure in contrasting models. Results indicated that the addition of WIF progress monitoring and dynamic assessment, but not running r... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789092 Sun, 09 May 2010 23:00:00 +0100 3789092 http://www.medworm.com/index.php?rid=3789091&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FXlgxvwiJApc%2F313 We examined (a) the contribution of phonological awareness to facilitating letter-sound acquisition from letter names and (b) the probabilities of letter-sound acquisition as a function of letter characteristics (i.e., consonant–vowel letters, vowel–consonant letters, letters with no sound cues, and vowel letters). The results show that letter-name knowledge had a large impact on letter-sound acquisition. Phonological awareness had a larger effect on letter-sound knowledge when letter names were known than when letter names were unknown. Furthermore, students were more likely to know the sounds of consonant–vowel letters (e.g., b and d) than vowel–consonant letters (e.g., l and m) and letters with no sound cues (e.g., h and y) when the letter name was known and phonological awarene... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789091 Sun, 09 May 2010 23:00:00 +0100 3789091 http://www.medworm.com/index.php?rid=3789090&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FNukLM37BnoU%2F299 Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. Differential effects of technologically mediated (remote) versus in-person (on-site) delivery of individualized coaching with teachers also were examined in a random assignment design. Hierarchical linear model analyses revealed positive PD intervention effects on general classroom environment (d = 0.99) and classroom supports for early literacy and language development (d = 0.92), and on children's letter knowledge (d = 0.29), blending skills (d = 0.18), writing (d = 0.17), and concepts about print (d = 0.22). No significant intervention effects on teaching practices and children's ou... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789090 Sun, 09 May 2010 23:00:00 +0100 3789090 http://www.medworm.com/index.php?rid=3789089&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2FucfmvsNmHVM%2F281 Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and reading and text composing and comprehending). Significant longitudinal relationships were observed within and across levels of language: spelling to spelling and spelling to composing (Grades 1 to 7), Models 1 and 3, and composing to spelling (Grades 3 to 6, Model 1; Grades 4 to 6, Model 3); spelling to word reading and word reading to spelling (Grades 2 to 7), Models 2 and 3; spelling to word reading (Grade 1), Model 2, and word reading to spelling (G... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789089 Sun, 09 May 2010 23:00:00 +0100 3789089 http://www.medworm.com/index.php?rid=3789088&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Ffeedproxy.google.com%2F%7Er%2Fapa-journals-edu%2F%7E3%2Fj6GX_5gVyr8%2F257 This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment–control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction in 6 LSC strategies and 290 students who did not receive intervention instruction. After 1 school year, 6th-grade students who received intervention instruction significantly outperformed students in the control group on a standardized measure of reading comprehension and reported using problem-solving strategies in reading to a greater extent than students in the control group. There were no significant differences between 9th grade intervention... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3789088 Sun, 09 May 2010 23:00:00 +0100 3789088 http://www.medworm.com/index.php?rid=3252973&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Fcontent.apa.org%2Fjournals%2Fedu%2F102%2F1%2F234 Models of personal epistemology have not been sufficiently integrated despite conceptual similarities. We attempted to model both dimensional and positional aspects of personal epistemology, as well as examine the domain specificity of these phenomena. The conceptual framework for this study was a new model of epistemic and ontological cognitive development that addresses numerous concerns in the literature. A model-based quantitative instrument was created and administered to 740 students ranging from middle-school through graduate school. Results of confirmatory factor and factor-mixture model analyses provided evidence for the construct validity and reliability of scores from the instrument as well as support for many aspects of the underlying conceptual model. Implications for further ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3252973 Tue, 09 Feb 2010 15:18:55 +0100 3252973 http://www.medworm.com/index.php?rid=3252972&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Fcontent.apa.org%2Fjournals%2Fedu%2F102%2F1%2F223 Given the widespread use and high-stakes nature of educational standardized assessments, understanding factors that affect test-taking ability in young adults is vital. Although scholarly attention has often focused on demographic factors (e.g., gender and race), sufficiently prevalent acquired characteristics may also help explain widespread individual differences on standardized tests. In particular, this article focuses on the role that posttraumatic stress symptoms (PSS) potentially play in standardized academic assessments. Using a military sample measured before and after exposure to war-zone stressors, the authors sought to explain test-taking ability differences with respect to symptoms of PTSD on two cognitive tasks that closely match standardized test constructs. The primary meth... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3252972 Tue, 09 Feb 2010 15:18:55 +0100 3252972 http://www.medworm.com/index.php?rid=3252971&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Fcontent.apa.org%2Fjournals%2Fedu%2F102%2F1%2F212 Régner, Escribe, and Dupeyrat (2007) recently demonstrated that not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for social comparison information). In the present article, the possibility of a link between mastery goals and social comparison that depends on the level of performance-approach goals—a possibility supported by a multiple-goal perspective—was tested by examining the interaction effect between mastery and performance-approach goals. This is an important endeavor, as educational settings are rarely free from performance-approach goals, even when ma... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3252971 Tue, 09 Feb 2010 15:18:55 +0100 3252971 http://www.medworm.com/index.php?rid=3252970&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Fcontent.apa.org%2Fjournals%2Fedu%2F102%2F1%2F197 This study investigated prospective relations between older siblings' support and academic engagement and younger siblings' academic adjustment from 7th to post-8th grade. The study was unique in that it incorporated a sample of both African American and European American adolescents. Also investigated was the extent to which the gender constellation (same sex vs. mixed sex) of sibling dyads moderated prospective associations. Findings revealed that, in mixed-sex dyads only, younger siblings' perceptions of support received from the older sibling and their positive image of the older sibling predicted declines in the younger siblings' academic self-perceptions and performance over time, even after controlling for younger siblings' background characteristics and support from parents. Older ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3252970 Tue, 09 Feb 2010 15:18:55 +0100 3252970 http://www.medworm.com/index.php?rid=3252969&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Fcontent.apa.org%2Fjournals%2Fedu%2F102%2F1%2F180 The prospective relations of temperamental effortful control and anger/frustration to Chinese children's (N = 425, age range = 6.6–9.1 years) academic achievement (grade point average, or GPA) and social adjustment (externalizing problems and social competence) were examined in a 2-wave (3.8 years apart) longitudinal study. Parents and teachers rated children's temperament, and parents, teachers, and/or peers rated children's externalizing problems and social competence. Effortful control positively predicted children's GPA, controlling for prior level of GPA. Analyses examining the potential mechanisms underlying the temperament–achievement associations suggested that effortful control positively predicted social competence, and social competence positively predicted GPA. Moreover, an... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3252969 Tue, 09 Feb 2010 15:18:55 +0100 3252969 http://www.medworm.com/index.php?rid=3252968&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Fcontent.apa.org%2Fjournals%2Fedu%2F102%2F1%2F168 In this article, we address the relationship between teacher expectation bias and student characteristics, its effect on long-term student performance, and the development of this effect over time. Expectation bias was defined as the difference between observed and predicted teacher expectation. These predicted expectations were estimated from a multilevel model in which teacher expectations of students' future performance in secondary education were regressed on students' prior achievement, IQ, and achievement motivation. Multilevel analyses were performed on a data set of about 11,000 students who entered secondary school in 1999 and who were monitored for 5 years. We found relationships between teacher expectation bias and student characteristics as well as a clear effect of expectation... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3252968 Tue, 09 Feb 2010 15:18:54 +0100 3252968 http://www.medworm.com/index.php?rid=3252967&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Fcontent.apa.org%2Fjournals%2Fedu%2F102%2F1%2F153 This study capitalizes on recent advances in the reliable and valid measurement of classroom-level social processes known to influence children's social–emotional and academic development and addresses a number of limitations in our current understanding of teacher- and intervention-related impacts on elementary school classroom processes. A cluster randomized controlled trial design was employed to (a) examine whether teacher social–emotional functioning forecasts differences in the quality of 3rd-grade classrooms, (b) test the experimental impact of a school-based social–emotional learning and literacy intervention on the quality of classroom processes controlling for teacher social–emotional functioning, and (c) examine whether intervention impacts on classroom quality are moder... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3252967 Tue, 09 Feb 2010 15:18:54 +0100 3252967 http://www.medworm.com/index.php?rid=3252966&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Fcontent.apa.org%2Fjournals%2Fedu%2F102%2F1%2F135 In a 4-year longitudinal study, the authors investigated effects of retention in first grade on children's externalizing and internalizing behaviors; social acceptance; and behavioral, cognitive, and affective engagement. From a large multiethnic sample (n = 784) of children below the median on literacy at school entrance, 124 retained children were matched with 251 promoted children on the basis of propensity scores (probability of being retained in first grade estimated from 72 baseline variables). Relative to promoted children, retained children were found to benefit from retention in both the short and longer terms with respect to decreased teacher-rated hyperactivity, decreased peer-rated sadness and withdrawal, and increased teacher-rated behavioral engagement. Retained children had ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3252966 Tue, 09 Feb 2010 15:18:54 +0100 3252966 http://www.medworm.com/index.php?rid=3252965&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Fcontent.apa.org%2Fjournals%2Fedu%2F102%2F1%2F115 Arithmetic and cognitive skills of children with mathematical difficulties (MD-only), with comorbid reading difficulties (MD-RD), with reading difficulties (RD-only), and normally achieving children were examined at 3 points from Grades 3–4 to Grades 5–6 (age range, 9–13 years). Both MD groups displayed severe weaknesses in 4 domain-specific arithmetic components (factual, conceptual, procedural, and problem-solving skills) during all 3 measure points. Telling time and approximate arithmetic were also problematic for children with MD. Both MD groups displayed a small weakness related to visual–spatial working memory, and the MD-RD group also displayed small weaknesses related to verbal short-term memory, processing speed, and executive functions. The 4 groups developed at similar r... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3252965 Tue, 09 Feb 2010 15:18:54 +0100 3252965 http://www.medworm.com/index.php?rid=3252964&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Fcontent.apa.org%2Fjournals%2Fedu%2F102%2F1%2F102 This study examined the effects of change in teacher goal emphases on students' efficacy beliefs in mathematics across the transition to middle school. The sample (N = 929) included primarily White (65%) and Black (27%) students, and approximately one third received free or reduced-fee lunch. Analyses grouped children by cross-classification of teachers (N = 53 elementary and N = 34 middle school teachers). On average, students' efficacy beliefs remained stable and relatively high across the transition. Compared with their elementary school teacher, children reported declines in both perceived teacher mastery and performance goal emphases in middle school. A cross-classified hierarchical linear model was used to estimate the effects of perceived teacher and parent goal emphases during 6th ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3252964 Tue, 09 Feb 2010 15:18:54 +0100 3252964 http://www.medworm.com/index.php?rid=3252963&cid=s_27106_36_f&fid=27106&url=http%3A%2F%2Fcontent.apa.org%2Fjournals%2Fedu%2F102%2F1%2F90 Students (n = 797) from 36 4th-grade classrooms were taught the control of variables strategy for designing experiments. In the instruct condition, classes were taught in an interactive lecture format. In the manipulate condition, students worked in groups to design and run experiments to determine the effects of four variables. In the both condition, classes received the interactive lecture and also designed and ran experiments. We assessed students' understanding using a written test of their ability to distinguish valid from invalid experimental comparisons. Performance on this test improved from the pretest to the immediate posttest in all conditions, and gains were maintained at a 5-month delay. For students from both higher and lower achieving schools, gains ordered as follows: both ... Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3252963 Tue, 09 Feb 2010 15:18:54 +0100 3252963