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Development and validation of a measure of academic entitlement: Individual differences in students’ externalized responsibility and entitled expectations.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Four studies present the validation of a self-report scale capturing academic entitlement, which is defined as the tendency to possess an expectation of academic success without a sense of personal responsibility for achieving that success. The Academic Entitlement scale possesses a 2-factor structure (Study 1); 10 items measure students’ Externalized Responsibility for their academic success, and 5 items measure students’ self-serving Entitled Expectations about professors and course policies. In Study 2, the Externalized Responsibility subscale correlated positively with related measures of entitlement, grandiosity, ...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Chowning, Karolyn; Campbell, Nicole Judice Source Type: journals

Are SSATS and GPA enough? A theory-based approach to predicting academic success in secondary school.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Two studies were carried out to predict academic success in the highly competitive environment of a private preparatory school, Choate Rosemary Hall. The 1st study focused on the question of whether there are indicators beyond middle school grade-point average (GPA) and standardized test scores that might enhance the validity of measures for predicting success of students attending Choate. The results indicated the importance of taking into account aspects of self-regulated learning (SRL), such as academic self-efficacy, academic motivation, academic locus of control, and measures of the WICS (Wisdom, Intelligence, Creativ...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Grigorenko, Elena L.; Jarvin, Linda; Diffley, Ray; Goodyear, Julie; Shanahan, Edward J.; Sternberg, Robert J. Source Type: journals

A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Affect and emotions are frequently seen as outcomes of mastery and performance goals, but affective experiences may also predict goal adoption. In a predictive study (N = 669 first-year college students), the authors used structural equation modeling to estimate relationships from 2 initial affective experiences to mastery and performance-approach goals, from goals to discrete emotions, and from discrete emotions to final grades in a university course while controlling for prior achievement. Representing initial affective experiences, hopefulness positively predicted mastery and performance goals, whereas helplessness nega...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Daniels, Lia M.; Stupnisky, Robert H.; Pekrun, Reinhard; Haynes, Tara L.; Perry, Raymond P.; Newall, Nancy E. Source Type: journals

Syllable and letter knowledge in early Korean Hangul reading.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined the development of Korean consonant–vowel (CV) syllable identification, consonant and vowel letter knowledge, and their relationships to phonological awareness and the reading of regular Hangul words among Korean kindergartners as a 6-month longitudinal study. Results showed that Korean children identified CV syllables better than consonant and vowel letters. In regression analyses, CV syllable identification at Time 1 strongly contributed to Hangul word recognition concurrently over and above letter knowledge, as well as longitudinally after controlling for letter knowledge and reading at Time 1. How...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Cho, Jeung-Ryeul Source Type: journals

Longitudinal impact of two universal preventive interventions in first grade on educational outcomes in high school.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined the longitudinal effects of 2 first-grade universal preventive interventions on academic outcomes (e.g., achievement, special education service use, graduation, postsecondary education) through age 19 in a sample of 678 urban, primarily African American children. The classroom-centered intervention combined the Good Behavior Game (H. H. Barrish, Saunders, & Wolfe, 1969) with an enhanced academic curriculum, whereas a second intervention, the Family–School Partnership, focused on promoting parental involvement in educational activities and bolstering parents’ behavior management strategies. Both prog...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Bradshaw, Catherine P.; Zmuda, Jessika H.; Kellam, Sheppard G.; Ialongo, Nicholas S. Source Type: journals

Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined the extent to which the quality of teacher–child interactions and children’s achievement levels at kindergarten entry were associated with children’s achievement trajectories. Rural students (n = 147) were enrolled in a longitudinal study from kindergarten through first grade. Growth trajectories (initial level and slope) were modeled with hierarchical linear modeling for 3 areas of achievement: word reading, phonological awareness, and mathematics. Cross-classified analyses examined the extent to which quality of teacher–child interactions and children’s starting level predicted achievement g...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Curby, Timothy W.; Rimm-Kaufman, Sara E.; Ponitz, Claire Cameron Source Type: journals

Pictures and words: Spanish and English vocabulary in classrooms.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The current study evaluated the relation between Spanish and English vocabulary. Whereas previously reported correlations have revealed strong differences among types of vocabulary measures used and the ages of the students tested, no prior study had used a multilevel model to control for classroom-level differences. The current study used multiple measures of vocabulary—picture vocabulary and narrative production tasks—in multilevel models of 1,300 Spanish-speaking students in 247 kindergarten and 1st-grade classrooms in English immersion and bilingual transitional programs. The current results highlight the need to s...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Branum-Martin, Lee; Mehta, Paras D.; Francis, David J.; Foorman, Barbara R.; Cirino, Paul T.; Miller, Jon F.; Iglesias, Aquiles Source Type: journals

Age-related differences in achievement goal differentiation.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Validity of the 2 × 2 achievement goal framework for school-aged children and adolescents was examined, using self-report responses from 1,196 Korean elementary and middle school students. Confirmatory factor analysis models hypothesizing 4 distinct achievement goal factors demonstrated the best fit in all age groups. Nevertheless, achievement goals of these young students were strongly correlated with each other, regardless of the goal definition or valence. The correlation became increasingly weaker with the increasing age of the respondents. Students in Grades 1–4 endorsed a mastery-approach goal most strongly, but t...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Bong, Mimi Source Type: journals

Intergenerational family predictors of the Black–White achievement gap.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The authors examined intergenerational family predictors of the Black–White achievement gap among 4,406 adolescents from the National Longitudinal Survey of Youth. An intergenerational model of the process by which family factors contribute to the achievement gap was also tested. The results showed that the ethnic gaps in socioeconomic status (SES) and achievement had significantly reduced over the past few generations. Moreover, measures of grandparent SES, mothers’ achievement, parent SES, and a comprehensive set of reliable parenting practices explained all of the ethnic differences in achievement scores. Parenting ...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Mandara, Jelani; Varner, Fatima; Greene, Nereira; Richman, Scott Source Type: journals

Within-school social comparison: How students perceive the standing of their class predicts academic self-concept.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Results from prior research indicate that a student’s academic self-concept is negatively influenced by the achievement of others in his or her school (a frame of reference effect) and that this negative frame of reference effect is not or only slightly reduced by the quality, standing, or prestige of the track or school attended (a “reflected glory” effect). Going beyond prior studies, the present research used both between-school and within-school approaches to investigate frame of reference and reflected glory effects in education, incorporating students’ own perceptions of the standing of their school and class...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Trautwein, Ulrich; Lüdtke, Oliver; Marsh, Herbert W.; Nagy, Gabriel Source Type: journals

The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Comparing multiple examples typically supports learning and transfer in laboratory studies and is considered a key feature of high-quality mathematics instruction. This experimental study investigated the importance of prior knowledge in learning from comparison. Seventh- and 8th-grade students (N = 236) learned to solve equations by comparing different solution methods to the same problem, comparing different problem types solved with the same solution method, or studying the examples sequentially. Unlike in past studies, many students did not begin the study with equation-solving skills, and prior knowledge of algebraic ...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Rittle-Johnson, Bethany; Star, Jon R.; Durkin, Kelley Source Type: journals

Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The importance of spatial ability in educational pursuits and the world of work was examined, with particular attention devoted to STEM (science, technology, engineering, and mathematics) domains. Participants were drawn from a stratified random sample of U.S. high schools (Grades 9–12, N = 400,000) and were tracked for 11+ years; their longitudinal findings were aligned with pre-1957 findings and with contemporary data from the Graduate Record Examination and the Study of Mathematically Precocious Youth. For decades, spatial ability assessed during adolescence has surfaced as a salient psychological attribute among thos...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Wai, Jonathan; Lubinski, David; Benbow, Camilla P. Source Type: journals

Getting a handle on learning anatomy with interactive three-dimensional graphics.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
In 2 experiments, participants learned bone anatomy by using a handheld controller to rotate an on-screen 3-dimensional bone model. The on-screen bone either included orientation references, which consisted of visible lines marking its axes (orientation reference condition), or did not include such references (no–orientation reference condition). The learning task involved rotating the on-screen bone to match target orientations. Learning outcomes were assessed by asking participants to identify anatomical features from different orientations. On the learning task, the orientation reference group performed more accuratel...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Stull, Andrew T.; Hegarty, Mary; Mayer, Richard E. Source Type: journals

Practice enables successful learning under minimal guidance.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Two experiments were conducted, contrasting a minimally guided discovery condition with a variety of instructional conditions. College students interacted with a computer-based tutor that presented algebra-like problems in a novel graphical representation. Although the tutor provided no instruction in a discovery condition, it constrained the possible actions sufficiently that students could always discover the algebraic transformations they needed to learn. In Experiment 1, with ample practice for each new transformation, students performed better in the discovery condition than any instructional condition. In Experiment ...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Brunstein, Angela; Betts, Shawn; Anderson, John R. Source Type: journals

Improving classroom learning by collaboratively observing human tutoring videos while problem solving.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Collaboratively observing tutoring is a promising method for observational learning (also referred to as vicarious learning). This method was tested in the Pittsburgh Science of Learning Center’s Physics LearnLab, where students were introduced to physics topics by observing videos while problem solving in Andes, a physics tutoring system. Students were randomly assigned to three groups: (a) pairs collaboratively observing videos of an expert human tutoring session, (b) pairs observing videos of expert problem solving, or (c) individuals observing expert problem solving. Immediate learning measures did not display group ...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Craig, Scotty D.; Chi, Michelene T. H.; VanLehn, Kurt Source Type: journals

Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The authors examined the development of oral language and decoding skills from preschool to early elementary school and their relation to beginning reading comprehension using a cross-sequential design. Four- and 6-year-old children were tested on oral language and decoding skills and were retested 2 years later. In all age groups, oral language and decoding skills formed distinct clusters. The 2 clusters were related to each other in preschool, but this relation became weaker in kindergarten and 2nd grade. Structural equation modeling showed that both sets of skills in 2nd grade independently predicted a child’s reading...
Source: Journal of Educational Psychology - November 3, 2009 Category: Psychiatry & Psychology Authors: Kendeou, Panayiota; van den Broek, Paul; White, Mary Jane; Lynch, Julie S. Source Type: journals

Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The role of classroom discussions in comprehension and learning has been the focus of investigations since the early 1960s. Despite this long history, no syntheses have quantitatively reviewed the vast body of literature on classroom discussions for their effects on students’ comprehension and learning. This comprehensive meta-analysis of empirical studies was conducted to examine evidence of the effects of classroom discussion on measures of teacher and student talk and on individual student comprehension and critical-thinking and reasoning outcomes. Results revealed that several discussion approaches produced strong in...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Murphy, P. Karen; Wilkinson, Ian A. G.; Soter, Anna O.; Hennessey, Maeghan N.; Alexander, John F. Source Type: journals

“Effectiveness of comprehensive professional development for teachers of at-risk preschoolers”: Correction.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study compared effectiveness of “business as usual” to that of 4 professional development (PD) programs that targeted teachers of at-risk preschool children. A 2 × 2 design was used to cross mentoring and progress monitoring conditions among the 4 PD programs. Specifically, some teachers received both in-classroom mentoring and detailed, instructionally linked feedback concerning children's progress in language and literacy. Some teachers received no mentoring but did receive the detailed, instructionally linked feedback concerning children's progress. Some teachers received in-classroom mentoring but only limite...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Landry, Susan H.; Anthony, Jason L.; Swank, Paul R.; Monseque-Bailey, Pauline Source Type: journals

A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
A longitudinal approach was used to examine the effects of parental task-intrinsic and task-extrinsic motivational practices on academic intrinsic motivation in the subject areas of math and science. Parental task-intrinsic practices comprise encouragement of children’s pleasure and engagement in the learning process, whereas task-extrinsic practices comprise parents’ provision of external rewards and consequences contingent on children’s task performance. A conditional latent curve model was fit to data from the Fullerton Longitudinal Study (A. W. Gottfried, A. E. Gottfried, & D. W. Guerin, 2006), with academic intr...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H. Source Type: journals

Developmental trajectories of motivation in physical education: Course, demographic differences, and antecedents.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study investigated changes in student motivation to participate in physical education and some determinants of these changes over a period of 3 years. Measures were taken twice a year, from age 13 until age 15, from a sample of Greek junior high school students. Multilevel modeling analyses showed significant decreases in task-involving teacher climate, relatedness, identified regulation, and intrinsic motivation. In contrast, there were significant increases in ego-involving climate and amotivation. For some of these variables, the observed linear decreases or increases were somewhat reversed by the beginning of the ...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Ntoumanis, Nikos; Barkoukis, Vassilis; Thøgersen-Ntoumani, Cecilie Source Type: journals

“The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems”: Correction.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Reports an error in "The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems" by Kerry Lee, Ee Lynn Ng and Swee Fong Ng (Journal of Educational Psychology, 2009[May], Vol 101[2], 373-387). In this article, the URL published for the supplemental material was incorrect. The correct URL is http://dx.doi.org/10.1037/a0013843.supp. (The following abstract of the original article appeared in record 2009-04640-010.) Solving algebraic word problems involves multiple cognitive phases. The authors used a multitask approach to examine the extent to whi...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Lee, Kerry; Ng, Ee Lynn; Ng, Swee Fong Source Type: journals

Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
In this study, the authors examined the relationship between teacher and student enjoyment. Based on social–cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2 time points (Grades 7 and 8). At Time 2, mathematics teachers’ reports of their enjoyment of teaching were available (N = 71), as well as student ratings of teacher enthusiasm...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Frenzel, Anne C.; Goetz, Thomas; Lüdtke, Oliver; Pekrun, Reinhard; Sutton, Rosemary E. Source Type: journals

Early gender differences in self-regulation and academic achievement.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined gender differences in self-regulation in the fall and spring of kindergarten and their connection to gender differences in 5 areas of early achievement: applied problems (math), general knowledge, letter–word identification, expressive vocabulary, and sound awareness. Behavioral self-regulation was measured using both an objective direct measure (N = 268; Head-Toes-Knees-Shoulders task) and, for a subsample of children, a teacher report of classroom self-regulatory behavior (n = 156; Child Behavior Rating Scale). Results showed that girls outperformed boys in both assessments. Although gender differen...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Matthews, J. S.; Ponitz, Claire Cameron; Morrison, Frederick J. Source Type: journals

Motivational profiles from a self-determination perspective: The quality of motivation matters.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The present research complements extant variable-centered research that focused on the dimensions of autonomous and controlled motivation through adoption of a person-centered approach for identifying motivational profiles. Both in high school students (Study 1) and college students (Study 2), a cluster analysis revealed 4 motivational profiles: a good quality motivation group (i.e., high autonomous, low controlled); a poor quality motivation group (i.e., low autonomous, high controlled); a low quantity motivation group (i.e., low autonomous, low controlled); and a high quantity motivation group (i.e., high autonomous, hig...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Vansteenkiste, Maarten; Sierens, Eline; Soenens, Bart; Luyckx, Koen; Lens, Willy Source Type: journals

The longitudinal relations of teacher expectations to achievement in the early school years.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
There is relatively little research on the role of teacher expectations in the early school years or the importance of teacher expectations as a predictor of future academic achievement. The current study investigated these issues in the reading and mathematic domains for young children. Data from nearly 1,000 children and families at 1st, 3rd, and 5th grades were included. Child sex and social skills emerged as consistent predictors of teacher expectations of reading and, to a lesser extent, math ability. In predicting actual future academic achievement, results showed that teacher expectations were differentially related...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Hinnant, J. Benjamin; O’Brien, Marion; Ghazarian, Sharon R. Source Type: journals

Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Recognizing recent criticisms concerning the cross-cultural generalizability of self-determination theory (SDT), the authors tested the SDT view that high school students in collectivistically oriented South Korea benefit from classroom experiences of autonomy support and psychological need satisfaction. In Study 1, experiences of autonomy, competence, and relatedness underlaid Korean students’ most satisfying learning experiences, and experiences of low autonomy and low competence underlaid their least satisfying learning experiences. In Study 2, psychological need satisfaction experiences were associated with productiv...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Jang, Hyungshim; Reeve, Johnmarshall; Ryan, Richard M.; Kim, Ahyoung Source Type: journals

A structural equation model of expertise in college physics.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
A model of expertise in physics was tested on a sample of 374 college students in 2 different level physics courses. Structural equation modeling was used to test hypothesized relationships among variables linked to expert performance in physics including strategy use, pictorial representation, categorization skills, and motivation, and these variables were examined for their influence on physics achievement. Gender was included in the model to examine how it influenced achievement indirectly through its influence on the other variables in the model. Two levels of expertise were examined by testing the model on trigonometr...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Taasoobshirazi, Gita; Carr, Martha Source Type: journals

A testing effect with multimedia learning.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
A testing effect occurs when a learner performs better on a retention test after studying the material and taking a practice-retention test than after studying the material twice. In the present study, 282 participants watched a narrated animation about lightning formation and then watched the presentation again (restudy), took a practice-retention test (practice-retention), or took a practice-transfer test (practice-transfer). First, the testing effect was replicated with multimedia material, such that the practice-retention group outperformed the restudy group on a delayed retention test. Second, a testing effect was fou...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Johnson, Cheryl I.; Mayer, Richard E. Source Type: journals

All the world’s a stage? Consequences of a role-playing pedagogy on psychological factors and writing and rhetorical skill in college undergraduates.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article presents results from a systematic assessment of this novel pedagogy conducted in 3 phases following student focus group interviews. Interviews indicated that the method was generally popular compared with traditional pedagogies, although several concerns about the course were raised. Quasi-experimental procedures were then used to examine consequences of the pedagogy on psychosocial variables and skill development at both the host (Phase 1) and affiliated (Phase 2) institutions. In both phases, students in Reacting to the Past showed elevated self-esteem and empathy, a more external locus of control, and grea...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Stroessner, Steven J.; Beckerman, Laurie Susser; Whittaker, Alexis Source Type: journals

A randomized controlled trial study of the ABRACADABRA reading intervention program in grade 1.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study reports a randomized controlled trial evaluation of a computer-based balanced literacy intervention, ABRACADABRA (http://grover.concordia.ca/abra/version1/abracadabra.html). Children (N = 144) in Grade 1 were exposed either to computer activities for word analysis, text comprehension, and fluency, alongside shared stories (experimental groups), or to balanced literacy approaches delivered by their classroom teachers (control group). Two computer-based interventions—a phoneme-based synthetic phonics method and a rime-based analytic phonics method—were contrasted. Children were taught 4 times per week for 12 w...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Savage, Robert S.; Abrami, Philip; Hipps, Geoffrey; Deault, Louise Source Type: journals

Do goals affect the structure of students’ argumentative writing strategies?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Fourth- and sixth-grade students with and without learning disabilities wrote essays about a controversial topic after receiving either a general persuasion goal or an elaborated goal that included subgoals based on elements of argumentative discourse. Students in the elaborated goal condition produced more persuasive essays that were responsive to alternative standpoints than students in the general goal condition. Students with learning disabilities wrote poorer quality and less elaborated arguments than students without disabilities. Measures derived from the structure of students’ argumentative strategies were highly...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Ferretti, Ralph P.; Lewis, William E.; Andrews-Weckerly, Scott Source Type: journals

Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The purposes of this study were to assess the efficacy of remedial tutoring for 3rd graders with mathematics difficulty, to investigate whether tutoring is differentially efficacious depending on students’ math difficulty status (mathematics difficulty alone vs. mathematics plus reading difficulty), to explore transfer from number combination (NC) remediation, and to examine the transportability of the tutoring protocols. At 2 sites, 133 students were stratified on mathematics difficulty status and site and then randomly assigned to 3 conditions: control (no tutoring), tutoring on automatic retrieval of NCs (i.e., Math F...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Fuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.; Zumeta, Rebecca O. Source Type: journals

Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
A theoretical analysis of the development of numerical representations indicated that playing linear number board games should enhance preschoolers’ numerical knowledge and ability to acquire new numerical knowledge. The effect on knowledge of numerical magnitudes was predicted to be larger when the game was played with a linear board than with a circular board because of a more direct mapping between the linear board and the desired mental representation. As predicted, playing the linear board game for roughly 1 hr increased low-income preschoolers’ proficiency on the 2 tasks that directly measured understanding of nu...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Siegler, Robert S.; Ramani, Geetha B. Source Type: journals

Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Researchers in both cognitive science and mathematics education emphasize the importance of comparison for learning and transfer. However, surprisingly little is known about the advantages and disadvantages of what types of things are being compared. In this experimental study, 162 seventh- and eighth-grade students learned to solve equations (a) by comparing equivalent problems solved with the same solution method, (b) by comparing different problem types solved with the same solution method, or (c) by comparing different solution methods to the same problem. Students’ conceptual knowledge and procedural flexibility wer...
Source: Journal of Educational Psychology - July 28, 2009 Category: Psychiatry & Psychology Authors: Rittle-Johnson, Bethany; Star, Jon R. Source Type: journals

How pervasive are relative age effects in secondary school education?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Relative age effects (RAEs; R. H. Barnsley, A. H. Thompson, & P. E. Barnsley, 1985) convey school attainment (dis)advantages depending on whether one is relatively older or younger within annually age-grouped cohorts. In the present study, the authors examined the pervasiveness of RAEs by examining (a) attainment in 4 secondary school subjects, (b) attainment consistency across subjects, (c) pupils enrolled in gifted and talented programs, (d) pupils referred for learning support or identified as having special educational needs, and (e) whether RAEs were related to pupil attendance. For 2004–2005, attainment, program pa...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Cobley, Stephen; McKenna, Jim; Baker, Joeseph; Wattie, Nick Source Type: journals

The development and correlates of academic interests from childhood through adolescence.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Study goals were to assess: (a) the development of academic interests from middle childhood through late adolescence; (b) the degree to which junior high and high school transitions, parents' educational expectations, interests, and education were related to changes in academic interests; and (c) the longitudinal links between youths' academic interests and school grades. Participants were mothers, fathers, and 2 siblings from 201 White working-class and middle-class families who were interviewed in their homes on up to 9 annual occasions. Multilevel model analyses revealed overall declines in youths' interests over time, ...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Dotterer, Aryn M.; McHale, Susan M.; Crouter, Ann C. Source Type: journals

The differential impact of early father and mother involvement on later student achievement.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The purpose of this exploratory study was to examine the direct and indirect effects of early parenting on later parental school involvement and student achievement. The sample, pulled from the 1st and 2nd waves of the Child Development Supplement data set of the Panel Study of Income Dynamics, consisted of 390 children age 2–5 at Time 1 and their families. Fathers' and mothers' participation in 5 dimensions of early parenting behaviors was assessed at Time 1, and later parental school involvement and student achievement were assessed at Time 2. Although early paternal and maternal parenting behaviors were not directly r...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: McBride, Brent A.; Dyer, W. Justin; Liu, Ying; Brown, Geoffrey L.; Hong, Sungjin Source Type: journals

Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
On the basis of self-determination theory (Ryan & Deci, 2000), the authors examined whether 2 different types of introjected motivation—an avoidant type aimed at avoiding low self-worth and an approach type aimed at attaining high self-worth—are both associated with a less positive pattern of correlates relative to identified motivation—acting because one identifies with the value of the action. Two studies focusing on the academic and sports domains (N = 1,222) showed that children and adolescents differentiated between the 2 types of introjected motivation. Although introjected avoidance motivation was associated w...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Assor, Avi; Vansteenkiste, Maarten; Kaplan, Avi Source Type: journals

Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study was a longitudinal extension of a random control trial of the Steps to Respect antibullying program. Students in Grades 3–5 were surveyed (n = 624) and observed on the playground (n = 360). Growth curve models of intervention students showed 2-year declines in playground bullying, victimization, nonbullying aggression, destructive bystander, and argumentative behavior. Grade-equivalent contrasts indicated group differences in all problem behaviors. Problem behaviors in the control group increased or remained stable across grade. Intervention group students reported less difficulty responding assertively to bul...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Frey, Karin S.; Hirschstein, Miriam K.; Edstrom, Leihua V.; Snell, Jennie L. Source Type: journals

Effectiveness of comprehensive professional development for teachers of at-risk preschoolers.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study compared effectiveness of “business as usual” to that of 4 professional development (PD) programs that targeted teachers of at-risk preschool children. A 2 × 2 design was used to cross mentoring and progress monitoring conditions among the 4 PD programs. Specifically, some teachers received both in-classroom mentoring and detailed, instructionally linked feedback concerning children's progress in language and literacy. Some teachers received no mentoring but did receive the detailed, instructionally linked feedback concerning children's progress. Some teachers received in-classroom mentoring but only limite...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Landry, Susan H.; Anthony, Jason L.; Swank, Paul R.; Monseque-Bailey, Pauline Source Type: journals

The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The authors provide an analytic framework for studying the joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. This framework encompasses 3 models (the direct effect model, indirect effect model, and interaction effect model), each of which addresses a different aspect of the joint influence of the 2 goal levels. These 3 models were examined together with a sample of 1,578 Japanese junior high and high school students from 47 classrooms. Results provided support for each of the 3 models: Classroom goal structures were not only direct, but also indirect predictors of...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Murayama, Kou; Elliot, Andrew J. Source Type: journals

Promoting academic achievement: The role of racial identity in buffering perceptions of teacher discrimination on academic achievement among African American and Caribbean Black adolescents.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
In this study, the authors examined the moderating effects of different dimensions racial identity (i.e., racial centrality and public regard) on perceptions of teacher discrimination and academic achievement among a nationally represented sample of African American and Caribbean Black adolescents. The findings revealed that perceived teacher discrimination was negatively related to academic achievement for both African American and Caribbean Black youth. In addition, high racial centrality and low public regard buffered the negative consequences of high levels of perceived teacher discrimination on academic achievement am...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Thomas, Oseela N.; Caldwell, Cleopatra Howard; Faison, Nkesha; Jackson, James S. Source Type: journals

"Signaling in expository hypertexts compensates for deficits in reading skill": Correction to Naumann et al. (2007).Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Reports an error in "Signaling in expository hypertexts compensates for deficits in reading skill" by Johannes Naumann, Tobias Richter, Jürgen Flender, Ursula Christmann and Norbert Groeben (Journal of Educational Psychology, 2007[Nov], Vol 99[4], 791-807). The URL published for the supplemental material was incorrect. The correct URL is provided in the erratum. (The following abstract of the original article appeared in record 2007-17712-008.) Expository hypertexts may contain specific types of signals such as navigable topical overviews and hyperlinks that map conceptual relationships between text contents. Two experime...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Naumann, Johannes; Richter, Tobias; Jurgen, Flender; Christmann, Ursula; Groeben, Norbert Source Type: journals

Earning its place as a pan-human theory: Universality of the big-fish-little-pond effect across 41 culturally and economically diverse countries.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
For more than 2 decades, big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability classes and schools have lower academic self-concepts than their equally able counterparts in mixed-ability schools. However, cross-cultural BFLPE research has been limited to mostly developed and individualist countries. Using the Program for International Student Assessment database (Organisation for Economic Co-operation and Development, 2005a, 2005b), the present investigation assessed the BFLPE in 41 culturally and economically diverse countries. In support of the BFLPE, the effect of school-average sel...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Seaton, Marjorie; Marsh, Herbert W.; Craven, Rhonda G. Source Type: journals

"The relationship between the discourse knowledge and the writing performance of elementary-grade students": Correction to Olinghouse and Graham (2009).Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined whether discourse knowledge about various forms of writing predicted young developing writers' (Grade 2 and Grade 4 students) story writing performance once 4 writing (handwriting fluency, spelling, attitude toward writing, advanced planning) and 3 nonwriting (grade, gender, basic reading skills) variables were controlled. It also examined whether Grade 4 students (18 boys, 14 girls) possessed more discourse knowledge than Grade 2 students (18 boys, 14 girls). Students wrote a story and responded to a series of questions designed to elicit their declarative and procedural knowledge about the characteris...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Olinghouse, Natalie G.; Graham, Steve Source Type: journals

The ABCs of math: A genetic analysis of mathematics and its links with reading ability and general cognitive ability.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of assessment. Univariate analyses provide a range of estimates of genetic (h² = .00–.63) and shared (c² = .15–.52) environmental influences across math calculation, fluency, and problem solving measures. Multivariate analyses indicate genetic overlap between math problem solvi...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.; Plomin, Robert Source Type: journals

The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Solving algebraic word problems involves multiple cognitive phases. The authors used a multitask approach to examine the extent to which working memory and executive functioning are associated with generating problem models and producing solutions. They tested 255 11-year-olds on working memory (Counting Recall, Letter Memory, and Keep Track), ability to inhibit inappropriate responses (inhibition: numeric Stroop, Stop Signal), mental flexibility (switching: Number–Letter and Plus–Minus), English literacy, and algebraic problem-solving skills (problem representation, solution generation, and other subcomponents). Worki...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Lee, Kerry; Ng, Ee Lynn; Ng, Swee Fong Source Type: journals

Mental number line, number line estimation, and mathematical achievement: Their interrelations in grades 5 and 6.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
As indicated by the distance effect and the spatial–numerical association of response codes (SNARC) effect, natural numbers are mentally represented on a number line. Purportedly, this number line underlies children's number sense, which supports the acquisition of more advanced mathematical competencies. In 3 studies with a total of 429 fifth and sixth graders, the authors compared the influences of each child's distance effect, SNARC effect, conceptual knowledge about decimal fractions, and numerical intelligence on mathematical school achievement. Additionally, they tested using decimal fractions whether number line e...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Schneider, Michael; Grabner, Roland H.; Paetsch, Jennifer Source Type: journals

The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The development of reading-related phonological processing abilities represents an important developmental milestone in the process of learning to read. In this cross-sectional study, confirmatory factor analysis was used to examine the structure of phonological processing abilities in 129 younger preschoolers (M = 40.88 months, SD = 4.65) and 304 older preschoolers (M = 56.49 months, SD = 5.31). A 2-factor model in which Phonological Awareness and Phonological Memory were represented by 1 factor and Lexical Access was represented by a 2nd factor provided the best fit for both samples and was largely invariant across sampl...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Lonigan, Christopher J.; Anthony, Jason L.; Phillips, Beth M.; Purpura, David J.; Wilson, Shauna B.; McQueen, Jessica D. Source Type: journals

Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
First-language (L1) and 2nd-language (L2) oral language skills and L2 word reading were used as predictors to test the simple view of reading as a model of 2nd-language reading comprehension. The simple view of reading states that reading comprehension is related to decoding and oral language comprehension skills. One hundred thirty-one Spanish-speaking English learners (ELs) were tested in 1st grade and many were followed into 2nd grade, including a full sample of 79. Structural equation modeling confirmed that a 5-factor measurement model had the best fit, suggesting that L1 and L2 phonological awareness should be viewed...
Source: Journal of Educational Psychology - April 6, 2009 Category: Psychiatry & Psychology Authors: Gottardo, Alexandra; Mueller, Julie Source Type: journals