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Contemporary Educational Psychology
IF
2.48
Papers
1580
Papers 1611
1 page of 162 pages (1,611 results)
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#1Kui Xie (OSU: Ohio State University)H-Index: 14
#2Benjamin C. Heddy (OU: University of Oklahoma)H-Index: 7
Last.Vanessa W. Vongkulluksn (OSU: Ohio State University)H-Index: 2
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Abstract With the affordances of mobile devices and experience-sampling method, this study took a person-in-context research orientation and examined the interactive relationship between self-efficacy, contextual features, and behavioral and cognitive engagement in authentic mobile learning contexts. Participants include 52 college students in teacher education programs. They responded to experience-sampling surveys based on the study events that they planned for the two weeks prior to exams dur...
#1Idalis Villanueva (USU: Utah State University)H-Index: 3
#2Marialuisa Di Stefano (UMass: University of Massachusetts Amherst)H-Index: 1
Last.Sheree Benson (USU: Utah State University)
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Abstract In academic mentoring research, there is a need to include empirical designs that considers more sociocultural perspectives. The purpose of this exploratory study was to race re-imagine academic mentoring by considering its sociocultural perspectives (i.e., intersectionality, tokenism, and awareness). For this, a qualitative-dominant mixed-methods approach was used to explore the perspectives and responses of twelve womxn graduate students and faculty involved in science and engineering...
#1Lisa Bardach (Ebor: University of York)H-Index: 1
#2Takuya Yanagida (University of Vienna)H-Index: 9
Last.Marko Lüftenegger (University of Vienna)H-Index: 9
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Abstract Previous studies have shown that alignment between teachers’ and students’ perceptions of goal structures (i.e., student-teacher agreement) ranges from non-existent to, at most, moderate. However, existing work is limited in that it all relies on cross-sectional data, meaning that we lack an understanding of changes in student-teacher agreement on goal structures over time. The present study therefore (a) attempts to shed light on changes over one semester in student-teacher agreement o...
#1You-kyung Lee (Sookmyung Women's University)
#2Eunjin Seo (Texas State University)H-Index: 1
Abstract Implicit theories of intelligence play an important role in students’ academic motivation and achievement. This longitudinal study examined how the trajectories of implicit theories of intelligence from Grade 8 to Grade 10 were related to Grade 12 SAT achievement via Grade 11 achievement goals. We employed parallel process models to examine changing patterns of Korean students’ (N = 6,491) entity and incremental theories over three years. Results showed that both entity and incremental ...
#1Grzegorz Szumski (University of Warsaw)H-Index: 7
#2Maciej Karwowski (UWr: University of Wrocław)H-Index: 20
Abstract Teacher expectancy effect (TEE) also known as the Pygmalion effect is a classic, yet still controversial phenomenon within educational psychology. In this paper, we examine TEE in a longitudinal study on a large sample ( N = 1,488) of Polish middle-school students and their teachers. Consistent with TEE, teachers’ higher expectations were positively related to students’ math achievement three semesters later, even after controlling for initial achievement. Students’ academic self-concep...
#1Alexandra List (PSU: Pennsylvania State University)H-Index: 5
#2Hongcui Du (PSU: Pennsylvania State University)
Last.Ying Wang (PSU: Pennsylvania State University)
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Abstract Building on research emphasizing the importance of task in reading performance, the present study examines students’ conceptions or definitions of five common academic task assignments (i.e., argument, essay, opinion, summary and research tasks). Results showed that while students have robust schema for some task assignments (e.g., argument, research report), citing a large variety of task elements in defining each of these assignment, other task assignments are only superficially conce...
#1Jason M. Harley (U of A: University of Alberta)H-Index: 9
#2Yang Liu (U of A: University of Alberta)
Last.Brea McLaughlin (U of A: University of Alberta)
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Abstract Little research has been conducted to differentiate between multiple, and frequently simultaneously available, discrete object foci in academic achievement situations that emotions can be generated from, including technology and academic topics. Using R. Pekrun’s control-value theory of achievement emotions and M. Sharples and colleagues’ Mobile Learning Theory, we examined whether appraisals of control over technology and task value predicted emotions directed toward using a mobile app...
#1Eunjin Seo (Texas State University)H-Index: 1
#2Yishan Shen (Texas State University)H-Index: 8
Last.Aprile D. Benner (University of Texas at Austin)H-Index: 18
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Abstract Previous studies often document that Black and Latino adolescents demonstrate considerable positive self-concept despite their low academic achievement. We critically reviewed two common psychological explanations for this paradoxical phenomenon: selective devaluation hypothesis (lower value placed in schoolwork protects their self-concept) and external attribution hypothesis (external attribution of poor achievement protects their self-concept). For a deeper understanding of Black and ...
#1Carlton J. Fong (Texas State University)H-Index: 10
#2Adam Alejandro (Texas State University)
Last.Karen Johnston-Ashton (Texas State University)
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Abstract For decades, students’ sense of belonging has been conceptualized through colonial perspectives, assuming students are to assimilate to educational institutions in order to belong. To challenge these perspectives, we race-reimaged belongingness factors in an investigation of Indigenous students (n = 887) from 156 U.S. community colleges in a secondary dataset. We first used measurement invariance testing to examine how Indigenous students interpret belongingness items differently from t...
#1Raquel Gilar Corbí (University of Alicante)H-Index: 4
#2Pablo Miñano Pérez (University of Alicante)H-Index: 5
Last.Juan Luis Castejón Costa (University of Alicante)H-Index: 11
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Abstract This work aimed to test the invariance of a causal structural model of the determinants of academic achievement in underachieving and non-underachieving students. A theoretical model of the relationships between personal, social, and familial variables and academic performance was derived empirically using data from a large sample obtained in a previous study, prior to testing for invariance across the two student groups. Underachieving students were identified using the Rasch model pro...
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