Review
Education & Educational Research
Eddie Denessen, Lisette Hornstra, Linda van den Bergh, Gijsbert Bijlstra
Summary: This paper reviews the research on implicitly measured teacher associations with social groups of students and discusses the theoretical and methodological foundations of using implicit measures in educational research. It summarizes the completed research that has used implicit measures, explores the relationship between implicitly measured attitudes and stereotypes and different teacher factors and student outcomes, and suggests challenges and directions for future research on implicit measures and their effects. A total of 49 studies were reviewed, indicating that the use of implicit measures has great potential for understanding how teachers treat students differently, but further development and validation of implicit measures in experimental and field settings are needed.
LEARNING AND INSTRUCTION
(2022)
Article
Psychology, Educational
Tommaso Feraco, Dario Resnati, Davide Fregonese, Andrea Spoto, Chiara Meneghetti
Summary: This study examines the influence of soft skills, extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on students' academic achievement and life satisfaction. The results show that soft skills have a direct positive impact on students' emotions, self-regulated learning, motivation, and life satisfaction, and an indirect effect on academic achievement through self-regulated learning and motivation. Additionally, only soft skills and achievement emotions directly relate to life satisfaction, while extracurricular activities have a positive association with both soft skills and cognitive abilities.
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
(2023)
Article
Education & Educational Research
Ludo Verhoeven, Charles Perfetti
Summary: This article provides a cross-linguistic perspective on the universals and particulars in learning to read, focusing on seventeen different orthographies. By investigating the systematic variation among these languages and demonstrating the universality of operating principles in learning to read, the study reveals the common principles that apply across languages and writing systems.
SCIENTIFIC STUDIES OF READING
(2022)
Article
Education & Educational Research
Christine Greenhow, Charles R. Graham, Matthew J. Koehler
Summary: Online learning, which involves educational interactions mediated through digital technology, is pervasive, diverse, and constantly evolving, presenting opportunities and challenges for educational research. This article proposes five important lenses through which scholarly communities are creating knowledge that influences research and practice in the context of online learning.
EDUCATIONAL PSYCHOLOGIST
(2022)
Article
Psychology, Educational
Yanqing Wang, Yang Cao, Shaoying Gong, Zhen Wang, Na Li, Li Ai
Summary: Learning engagement is crucial for evaluating online courses, and is related to the quality of online education and students' performance. This study examines the mediating roles of online learning self-efficacy and academic emotions in the relationship between interaction and learning engagement in the online learning context. The findings indicate that learner-content interaction and learner-learner interaction can predict learning engagement; online learning self-efficacy and academic emotions mediate the link between interactions and learning engagement; both learner-content interaction and learner-learner interaction can predict learning engagement through the sequential mediation of online learning self-efficacy and academic emotions.
LEARNING AND INDIVIDUAL DIFFERENCES
(2022)
Review
Psychology, Educational
Lisa Bardach, Robert M. Klassen, Nancy E. Perry
Summary: This integrative review provides a systematic account of the role of teachers' psychological characteristics in critical outcomes such as teacher effectiveness, well-being, retention, and positive interpersonal relations. The findings highlight the importance of understanding different psychological teacher characteristics for adaptive outcomes, particularly in teacher selection and professional development activities.
EDUCATIONAL PSYCHOLOGY REVIEW
(2022)
Article
Psychology, Educational
Yijun Ye, Cixin Wang, Qianyu Zhu, Minxuan He, Mazneen Havawala, Xuefeng Bai, Tian Wang
Summary: The study found that students' perception of online learning difficulties and cyberbullying impacts academic engagement and mental health, and that parenting styles and student-teacher relationships play important moderating roles. Students and parents expressed the need for increased interactions with teachers and peers, and more support from teachers and school psychologists to address social and emotional needs during COVID-19. The findings emphasize the importance of protective factors such as authoritative parenting and positive student-teacher relationships on student well-being during the pandemic.
SCHOOL PSYCHOLOGY REVIEW
(2022)
Article
Psychology, Educational
Annemaree Carroll, Kylee Forrest, Emma Sanders-O'Connor, Libby Flynn, Julie M. Bower, Samuel Fynes-Clinton, Ashley York, Maryam Ziaei
Summary: This study surveyed 749 Australian teachers to investigate work-related stress and burnout, with over half of the participants reporting very or extremely high levels of stress and considering leaving the profession. Early career teachers, primary teachers, and those working in rural and remote areas showed the highest levels of stress and burnout. The study also highlighted the importance of emotion regulation, workload, and subjective well-being in the development of teacher stress and burnout.
SOCIAL PSYCHOLOGY OF EDUCATION
(2022)
Article
Psychology, Educational
Lara Forsblom, Reinhard Pekrun, Kristina Loderer, Francisco Peixoto
Summary: This study examined the longitudinal relationships between students' control and value appraisals, activity-related achievement emotions, and math achievement based on the control-value theory (CVT). The findings suggest that perceptions of competence and value positively predict emotions and subsequent math achievement, while emotions also influence achievement. These results highlight the importance of control-value appraisals and achievement as antecedents of students' emotions and academic performance.
JOURNAL OF EDUCATIONAL PSYCHOLOGY
(2022)
Article
Psychology, Educational
Gaetana Affuso, Anna Zannone, Concetta Esposito, Maddalena Pannone, Maria Concetta Miranda, Grazia De Angelis, Serena Aquilar, Mirella Dragone, Dario Bacchini
Summary: This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the mediating role of self-determined motivation and academic self-efficacy and establishing whether the role of teachers and parents varies over time. The results showed that teacher support and parental monitoring directly and positively affected motivation and self-efficacy over time, which, in turn, impacted academic performance positively. The results also indicated that teacher support and parental monitoring indirectly affected academic performance over time through the mediation of motivation and self-efficacy and that the parents' influence was highest on motivation, while the teachers' influence was highest on self-efficacy. These results suggest the importance of implementing interventions aimed at enhancing parental monitoring and teacher support to improve students' academic performance.
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
(2023)
Article
Education & Educational Research
Christoph Koenig, Andreas Frey
Summary: COVID-19 has led to the closure of schools worldwide and the adoption of remote learning. This article presents a meta-analysis of the average impact of COVID-19-related school closures on students, revealing a significant negative effect. Younger students were more affected compared to older students, and the negative impact decreased with continued lockdowns.
EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE
(2022)
Review
Psychology, Educational
Zi Yang Wong, Gregory Arief D. Liem
Summary: This paper aims to refine the conceptual definition of student engagement by addressing concerns, reviewing perspectives, proposing a Dual Component Framework, and emphasizing the implications for advancing the field of student engagement.
EDUCATIONAL PSYCHOLOGY REVIEW
(2022)
Article
Education & Educational Research
Javier Sevil-Serrano, Alberto Aibar, Angel Abos, Eduardo Generelo, Luis Garcia-Gonzalez
Summary: The study aimed to examine the effects of a multicomponent school-based intervention on psychological correlates of physical activity in physical education and leisure-time settings. Experimental school students showed significant improvements in psychological determinants and correlates of physical activity in comparison to control school students and their own baseline values. The results underscore the importance of developing multicomponent school-based interventions involving the school community to enhance students' motivational outcomes in physical education and leisure-time physical activity contexts.
JOURNAL OF EXPERIMENTAL EDUCATION
(2022)
Article
Education & Educational Research
Karin Landerl, Anne Castles, Rauno Parrila
Summary: This paper surveys cognitive precursors of reading in different orthographies through cross-linguistic research designs, finding that graphic symbol knowledge, phonological awareness, morphological awareness, and rapid automatized naming are associated with reading acquisition. Particularly in terms of phonological awareness, evidence from phonologically transparent orthographies suggests it may be less challenging than in complex English orthography.
SCIENTIFIC STUDIES OF READING
(2022)
Article
Psychology, Educational
Guido Makransky, Richard E. Mayer
Summary: This study found that immersive media can enhance students' sense of presence, enjoyment, and interest, leading to positive effects on learning outcomes.
EDUCATIONAL PSYCHOLOGY REVIEW
(2022)
Article
Education & Educational Research
Leanna Archambault, Heather Leary, Kerry Rice
Summary: The growing shift toward online learning has raised expectations for teachers to combine content knowledge with engaging pedagogical strategies facilitated by technology. Understanding the nature of online pedagogy, the necessary skills for success, and the underlying theories behind these skills have become increasingly relevant.
EDUCATIONAL PSYCHOLOGIST
(2022)
Review
Psychology, Educational
Jessica E. Cooke, Audrey-Ann Deneault, Chloe Devereux, Rachel Eirich, R. M. Pasco Fearon, Sheri Madigan
Summary: This study examined the meta-analytic associations between observed parental sensitivity and child behavioral problems. The results indicated that sensitivity was significantly related to internalizing and externalizing problems, with stronger associations found for externalizing. Furthermore, the associations with internalizing problems were significantly stronger among samples with low socioeconomic status, in peer-reviewed dissertations, and in studies using composite sensitivity measures.
Article
Psychology, Educational
Frederic Guay
Summary: The self-determination theory highlights the importance of satisfying students' psychological needs in influencing their motivation and school outcomes. Autonomy supportive practices by parents and teachers can facilitate the fulfillment of these needs, while intervention programs aimed at these psychological needs can lead to improved motivation and adjustment outcomes for students.
CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY
(2022)
Article
Education & Educational Research
Julie J. Park, Young K. Kim, Cinthya Salazar, M. Kevin Eagan
Summary: Student-faculty interaction is beneficial for students, but different groups do not seem to benefit equally, possibly due to racial discrimination.
JOURNAL OF DIVERSITY IN HIGHER EDUCATION
(2022)
Review
Psychology, Educational
Kayleigh Skene, Christine M. O'Farrelly, Elizabeth M. Byrne, Natalie Kirby, Eloise C. Stevens, Paul G. Ramchandani
Summary: This systematic review and meta-analysis compared the effects of guided play, direct instruction, and free play on children's learning and development. The findings showed that guided play had a positive impact on early maths skills, shape knowledge, and task switching, outperforming direct instruction. It also had a greater effect on spatial vocabulary compared to free play. However, there was heterogeneity in the conceptualization and implementation of guided play across studies.
