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Contemporary Educational Psychology
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2.48
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1613
Papers 1636
1 page of 164 pages (1,636 results)
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#1Lixin Ren (ECNU: East China Normal University)H-Index: 4
#2Traci Shizu Kutaka (DU: University of Denver)H-Index: 2
Last.Xuan Li (New York University Shanghai)
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Abstract How children spend time outside of school has consequences for their learning and development. Research on extracurricular participation has focused primarily on school-aged children and youth in Western societies. Yet, extracurricular activities are a common but understudied context of early development in Mainland China. In the present study, we employed the developmental model and the threshold model as a lens to examine the linear and nonlinear impact of extracurricular participatio...
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#1Dale H. Schunk (UNCG: University of North Carolina at Greensboro)H-Index: 72
Abstract This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptu...
1 CitationsSource
#1Harsha N. Perera (UNLV: University of Nevada, Las Vegas)H-Index: 11
#2Jennifer E. John (UNLV: University of Nevada, Las Vegas)
Abstract Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy...
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#1Martin Daumiller (University of Augsburg)H-Index: 3
#2Markus Dresel (University of Augsburg)H-Index: 15
Abstract Researchers’ motivations are important for high-quality research and the productivity of the scientific system, but remain largely uninvestigated. Using three studies, we tested the usefulness of Achievement Goal Theory (AGT) for describing research motivations, investigated which goals researchers pursue, and examined their associations with job burnout/engagement and professional learning. Interviewing 20 researchers (Study 1), we found that most of their goals in the research context...
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#1Fien De Smedt (UGent: Ghent University)H-Index: 3
#2Steve Graham (ASU: Arizona State University)H-Index: 1
Last.H. Van Keer (UGent: Ghent University)H-Index: 27
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Abstract High-quality writing instruction is vital to supporting developing writers as they learn to plan, compose, and revise text. It is equally important that such instruction enhances students’ self-efficacy for writing as well as their motivation to write. The main aim of the present study was to investigate the incremental effect of peer-assisted writing in an explicit writing instruction program on Flemish upper-elementary students’ writing performance, self-efficacy for writing, and writ...
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#1Michaéla C. Schippers (EUR: Erasmus University Rotterdam)H-Index: 17
#2Dominique Morisano (U of T: University of Toronto)H-Index: 9
Last.Elisabeth M de Jong (EUR: Erasmus University Rotterdam)H-Index: 5
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Abstract Academic underachievement is a problem for both our education system and general society. Setting personal goals has the potential to impact academic performance, as many students realize through reflection that studying is a path towards realizing important life goals. Consequently, the potential impact of a brief (4-6 hours), written, and staged personal goal-setting intervention on undergraduate academic performance (earned European Credit Transfer and Accumulation System credits) wa...
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#1Matthew L. Bernacki (UNC: University of North Carolina at Chapel Hill)
#2Helen Crompton (ODU: Old Dominion University)H-Index: 8
Last.Jeffrey A. Greene (UNC: University of North Carolina at Chapel Hill)H-Index: 26
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Abstract This special issue was designed to promote an integration of mobile and psychological theories of learning by inviting empirical research that draws upon both theoretical approaches to guide investigation into learning involving mobile devices. Five empirical articles illustrated how mobile devices afford resources to learners and how new channels of data afford researchers new insight into learning processes. Authors of two invited commentaries note the challenges involved in researchi...
1 CitationsSource
#1Yong Wu (University of Pittsburgh)
#2Christian D. Schunn (University of Pittsburgh)H-Index: 39
Abstract Although the effects of peer feedback have been studied from a number of perspectives, much remains to be learned about what leads students to act (or not) on their peers’ feedback in revisions. The present study examined the relationship between peer feedback features, student perceptions as potential mediators (understanding versus agreement with the feedback), and the likelihood of students’ implementation of the feedback. Peer feedback, back-evaluation comments, and revisions from 1...
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#1Matthew L. Bernacki (UNC: University of North Carolina at Chapel Hill)
#2Jeffrey A. Greene (UNC: University of North Carolina at Chapel Hill)H-Index: 26
Last.Helen Crompton (ODU: Old Dominion University)H-Index: 8
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Abstract Studying mobile learning – the use of personal electronic devices to engage in learning across multiple contexts via connections to media, educators, peers, experts, and the larger world – is a relatively new academic enterprise. In this special issue, we interrogated the promise and unexamined expectations of mobile learning, the theories and ideas developing around it, and the devices that afford it. The articles introduce mobile and wearable technologies as key components of empirica...
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#1Heidi Korpipää (University of Jyväskylä)H-Index: 1
#2Kristina Moll (LMU: Ludwig Maximilian University of Munich)H-Index: 15
Last.Marja-Kristiina Lerkkanen (University of Jyväskylä)H-Index: 27
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Abstract The aim of this study was to investigate cognitive profiles composed of skills predicting the overlap between reading and arithmetic in kindergarten (phonological awareness, letter knowledge, rapid automatized naming, and counting sequence knowledge) and the relation of these profiles to reading and arithmetic skills at Grades 1 and 7. A total of four distinct cognitive profiles were identified in an unselected sample of 1,710 children aged 5–6 years: (1) high linguistic and high counti...
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Developmental psychology
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Pedagogy
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