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Contemporary Educational Psychology
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2.48
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1613
Papers 1626
1 page of 163 pages (1,626 results)
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#1Tim Urdan (Santa Clara University)H-Index: 31
#2Avi Kaplan (TU: Temple University)H-Index: 33
Abstract Quickly after its introduction in the early 1980′s, achievement goal theory blossomed into one of the most popular frameworks in motivation research. Over three plus decades, the theory evolved in a number of ways. Some of these developments brought about much-needed conceptual and methodological clarity; but, they also involved a shift away from questions of complexity and contextualism that marked the earlier research on achievement goals. In this paper, we consider the original focus...
1 CitationsSource
Abstract In this commentary I take a situative turn in the theoretical conversation around the question, “Why do people do what they do?” The first section describes in broad strokes what a situative perspective on motivation or engagement entails. Next, I comment on aspects of the five articles as they relate to the history and methods of socio-cognitive and situative approaches to understanding motives to learn. Then, using the central organizing framework of “meaning systems” in situative app...
1 CitationsSource
#1Dorothy DuchateletH-Index: 1
#1Dorothy Duchatelet (University of Antwerp)
Last. Pieter SpoorenH-Index: 9
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Abstract This study contributes to current self-efficacy research in two ways. First, it responds to the need for more context- and competency-specific self-efficacy research by expanding the research field to the context of role-play simulations and focusing on the outcome of self-efficacy in negotiating. Second, aiming to investigate sources of self-efficacy and their interplay, the study addresses the need for more in-depth qualitative research by conducting a single holistic case study with ...
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#1Björn B. de Koning (EUR: Erasmus University Rotterdam)H-Index: 12
#2Gertjan Rop (EUR: Erasmus University Rotterdam)H-Index: 2
Last. Fred Paas (UOW: University of Wollongong)H-Index: 63
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Abstract Learners learn more from spatially separated text and pictures after they have been instructed to physically integrate these sources than without such an instruction. We investigated whether instructing learners to mentally integrate textual and pictorial information would yield similar results. Eighty-seven participants studied a picture with accompanying text about an electrical circuit. Text and picture were presented as spatially separated sources or in an integrated format. In the ...
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Abstract The authors in this special issue focus on race focusing and reimaging research. In this commentary, I acknowledge the importance of their contributions to the field of educational psychology by highlighting the authors; 1) creative focus on important problems, 2) thoughtful use of research methods and methodologies with attention to rigor, and 3) acknowledgement of the importance of social historical contexts for researchers. In addition, I present my thoughts on some of the challenges...
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Abstract The articles in this special issue review the impressive bodies of research that have been generated from achievement motivation theories, emphasizing developments over the past 20 years. In this commentary, I first discuss some of the most noteworthy contributions that have emerged from each of the theories. I then discuss the extent to which there are commonalities across theories; I point out that whereas there is some overlap, this overlap allows for precision in research, but also ...
1 CitationsSource
#1Birgit Heppt (Humboldt University of Berlin)H-Index: 4
#2Petra Stanat (Humboldt University of Berlin)H-Index: 15
Abstract Acquiring academic language proficiency is considered especially challenging for dual language learners (DLLs), yet research on potential differences in the development of academic language skills of DLLs and their monolingual peers is scarce. Based on a repeated-measures design with two starting cohorts, the present study examines the development of academic language comprehension of German monolinguals and DLLs from Grade 2 to 3 and from Grade 3 to 4 (initial N = 560; Mage = 8.87 year...
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#1Natalia Latini (University of Oslo)
#2Ivar Bråten (University of Oslo)H-Index: 40
Last. Ladislao Salmerón (University of Valencia)H-Index: 17
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Abstract This study investigated effects of reading medium (print vs. digital) on integrative processing and integrated understanding of an illustrated text on human sexuality, as well as whether reading medium indirectly affected integrated understanding via integrative processing. Participants were 100 undergraduate and graduate students in educational sciences. Integrative processing was indicated by participants’ gaze transitions between complementary textual and pictorial parts of the docum...
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#1Kelsey M. Losenno (McGill University)H-Index: 1
#2Krista R. Muis (McGill University)H-Index: 20
Last. Nancy E. Perry (UBC: University of British Columbia)H-Index: 17
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Abstract Emotion regulation (ER) and self-regulated learning (SRL) are crucial to learners’ academic achievements. To date, little research has considered the dynamic relations between cognitive reappraisal (as a form of ER) and SRL in middle-to-upper-elementary-aged children. To address this gap, we conducted an explanatory mixed-methods study to examine relations between cognitive reappraisal, the four macro phases of SRL (task definition, planning/goal setting, enactment of learning strategie...
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#1Richard M. Ryan (ACU: Australian Catholic University)H-Index: 133
#2Edward L. Deci (UR: University of Rochester)H-Index: 111
Abstract Self-determination theory (SDT) is a broad framework for understanding factors that facilitate or undermine intrinsic motivation, autonomous extrinsic motivation, and psychological wellness, all issues of direct relevance to educational settings. We review research from SDT showing that both intrinsic motivation and well-internalized (and thus autonomous) forms of extrinsic motivation predict an array of positive outcomes across varied educational levels and cultural contexts and are en...
1 CitationsSource
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Top fields of study
Developmental psychology
Psychology
Cognition
Pedagogy
Academic achievement
Social psychology