Review
Psychology, Educational
Alexander Skulmowski, Kate Man Xu
Summary: Cognitive load theory emphasizes reducing extraneous cognitive load to enhance learning outcomes, but research on design factors in digital learning challenges this assumption. By integrating aspects of constructive alignment, cognitive load in digital learning can be balanced to achieve specific learning outcomes effectively.
EDUCATIONAL PSYCHOLOGY REVIEW
(2022)
Article
Psychology, Educational
Lisa E. Kim, Laura Oxley, Kathryn Asbury
Summary: This study examines the mental health and well-being experiences of 24 teachers during the COVID-19 pandemic using longitudinal qualitative trajectory analysis. The results show that teachers' mental health and well-being seemed to have declined throughout the pandemic, with job demands and resources playing significant roles in influencing their mental health and well-being.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
(2022)
Editorial Material
Psychology, Educational
Enkelejda Kasneci, Kathrin Sessler, Stefan Kuechemann, Maria Bannert, Daryna Dementieva, Frank Fischer, Urs Gasser, Georg Groh, Stephan Guennemann, Eyke Huellermeier, Stepha Krusche, Gitta Kutyniok, Tilman Michaeli, Claudia Nerdel, Juergen Pfeffer, Oleksandra Poquet, Michael Sailer, Albrecht Schmidt, Tina Seidel, Matthias Stadler, Jochen Weller, Jochen Kuhn, Gjergji Kasneci
Summary: Large language models are a significant advancement in AI, and despite criticism and bans, they are here to stay. This commentary discusses the potential benefits and challenges of using these models in education, emphasizing the need for competencies, critical thinking, and strategies for fact checking. Teachers and learners must understand the technology and its limitations, and educational systems need clear strategies and pedagogical approaches to maximize the benefits. Challenges such as bias, human oversight, and potential misuse can provide insights and opportunities for early education on societal biases and risks of AI applications.
LEARNING AND INDIVIDUAL DIFFERENCES
(2023)
Correction
Education & Educational Research
John Jerrim, Mary Oliver, Sam Sims
Summary: Inquiry-based science teaching involves students conducting their own experiments to acquire scientific knowledge, rather than receiving it directly from teachers. While this approach is widely used in science education in many countries, recent research raises doubts about its effectiveness.
LEARNING AND INSTRUCTION
(2022)
Article
Education, Special
Scott J. Peters
Summary: Despite efforts to address inequities in K-12 gifted and talented programs related to race, ethnicity, socioeconomic status, native language, and disability, these disparities persist due to poorly designed identification systems and larger societal issues such as systemic racism. Common efforts to combat these inequities have been unsuccessful, indicating the need for a hierarchy of actions, ranging from immediate changes to major societal shifts, to address these challenges in gifted education and advance the field.
GIFTED CHILD QUARTERLY
(2022)
Article
Psychology, Educational
Luz E. Robinson, Alberto Valido, Anne Drescher, Ashley B. Woolweaver, Dorothy L. Espelage, Scott LoMurray, Anna C. J. Long, Ashlen A. Wright, Megan M. Dailey
Summary: This study analyzes the challenges faced by teachers during the COVID-19 pandemic and their experiences with a social emotional learning curriculum implemented in the 2020-2021 academic year. Findings suggest that teachers experienced stress related to their personal and professional roles, concerns for students' well-being, and frustrations with administrative handling of COVID safety measures. Without support and inclusion of teacher perspectives, this could lead to teacher shortages and negative outcomes for students.
SCHOOL MENTAL HEALTH
(2023)
Article
Education & Educational Research
Emily Q. Rosenzweig, Allan Wigfield, Jacquelynne S. Eccles
Summary: Motivational interventions based on SEVT can improve students' motivation and academic performance. Instead of solely focusing on perceived utility value, it is recommended to explore interventions targeting other key constructs in the theory to enhance students' overall motivation and performance.
EDUCATIONAL PSYCHOLOGIST
(2022)
Article
Education & Educational Research
Francis L. Huang
Summary: Logistic regression models (LRMs) are commonly used in psychology and education experiments to analyze binary outcomes, but the results are often difficult to interpret. This study proposes alternative models, including the linear probability model, the log-binomial model, and the modified Poisson regression model, and evaluates their performance using Monte Carlo simulations.
JOURNAL OF EXPERIMENTAL EDUCATION
(2022)
Article
Education & Educational Research
Bianca A. Simonsmeier, Maja Flaig, Anne Deiglmayr, Lennart Schalk, Michael Schneider
Summary: The impact of prior knowledge on learning performance is not linear, with high individual differences and low predictive power. Further research is needed to explore the conditions under which prior knowledge has positive, negative, or negligible effects on learning.
EDUCATIONAL PSYCHOLOGIST
(2022)
Article
Psychology, Educational
Shufang Sun, Danhua Lin, Simon Goldberg, Zijiao Shen, Pujing Chen, Shan Qiao, Judson Brewer, Eric Loucks, Don Operario
Summary: This randomized controlled trial evaluated the effect of a mindfulness-based mobile health intervention tailored to young adult students with elevated anxiety and/or depressive symptoms during quarantine in China, compared to a social support-based mHealth control. The results showed that mindfulness mHealth had a superior effect on anxiety, while both interventions improved depression. Mindfulness was particularly effective in addressing anxiety, with high feasibility and acceptability in engagement and perceived benefit.
JOURNAL OF COUNSELING PSYCHOLOGY
(2022)
Article
Education & Educational Research
Peter Shea, Jennifer Richardson, Karen Swan
Summary: This article summarizes the most frequently cited conceptual model that shapes research and practice in the field of higher education online learning: the Community of Inquiry (CoI) framework, emphasizing the importance of online education in the future and proposing opportunities for improvement of the framework.
EDUCATIONAL PSYCHOLOGIST
(2022)
Review
Psychology, Educational
TuongVan Vu, Lucia Magis-Weinberg, Brenda R. J. Jansen, Nienke van Atteveldt, Tieme W. P. Janssen, Nikki C. Lee, Han L. J. van der Maas, Maartje E. J. Raijmakers, Maien S. M. Sachisthal, Martijn Meeter
Summary: The relationship between motivation and academic achievement is reciprocal, but further research is needed to understand the various features and mechanisms of this relationship, as well as to guide future interventions.
EDUCATIONAL PSYCHOLOGY REVIEW
(2022)
Article
Psychology, Educational
Sara Caviola, Enrico Toffalini, David Giofre, Jessica Mercader Ruiz, Denes Szucs, Irene C. Mammarella
Summary: The relationship between anxiety and mathematics, specifically math anxiety (MA) and test anxiety (TA), has been consistently studied in literature. This meta-analysis found that both MA and TA significantly impact mathematics performance, with working memory mediating this relationship to a weak extent. Sociodemographic factors play a modest moderating role.
EDUCATIONAL PSYCHOLOGY REVIEW
(2022)
Review
Psychology, Educational
Karel Kreijns, Kate Xu, Joshua Weidlich
Summary: Social presence is a crucial construct in online group learning, but its precise definition has been debated. To address this issue, researchers revisited the original social presence theory, reformulated the definition, and connected it with social space and sociability in order to contribute to a more coherent research field in social presence.
EDUCATIONAL PSYCHOLOGY REVIEW
(2022)
Review
Psychology, Educational
Sascha Schneider, Maik Beege, Steve Nebel, Lenka Schnaubert, Guenter Daniel Rey
Summary: This paper provides evidence that social processes influence individual learning in digital environments, proposing a Social-Processes-Augmented Theory. It suggests that social cues in digital materials activate social schemata in learners, leading to enhanced various learning processes. The study emphasizes the importance of social influences on learning with digital materials and discusses the implications for the design of digital learning media.
EDUCATIONAL PSYCHOLOGY REVIEW
(2022)
Article
Education & Educational Research
Katie K. Koo, Christina W. Yao, Hee Jung Gong
Summary: Using neoracism as a theoretical framework, this study examined international students' experiences of racism and racial discrimination during COVID-19 in the U.S. Through virtual focus group interviews, three key themes were identified: explicit discrimination and fear of threats, feelings of being unwelcome and unsafe, and the tensions between relief and isolation during quarantine. Implications for supporting international students were discussed.
JOURNAL OF DIVERSITY IN HIGHER EDUCATION
(2023)
Article
Education & Educational Research
Florence Martin, Jered Borup
Summary: This article integrates scholarship from educational technology, educational psychology, and the learning sciences to propose a reconceptualization of online learner engagement. It introduces research themes and frameworks that have shaped understanding of learner engagement in online learning environments, and provides strategies for supporting online learner engagement.
EDUCATIONAL PSYCHOLOGIST
(2022)
Editorial Material
Psychology, Educational
Kelly-Ann Allen, DeLeon L. Gray, Roy F. Baumeister, Mark R. Leary
Summary: The need for belonging is essential in understanding human behavior and promoting well-being, particularly in educational psychology, where it has significant implications for students' academic and psychological outcomes. This article provides a brief overview of belonging research and features an interview with pioneering scholars in the field to explore the value and relevance of belonging in understanding human behavior.
EDUCATIONAL PSYCHOLOGY REVIEW
(2022)
Article
Psychology, Educational
Mikyung Sim, Su-Young Kim, Youngsuk Suh
Summary: This study investigated the sample size requirements for four commonly used mediation models through Monte Carlo simulations under various simulation conditions. The results provide practical guidelines for substantive researchers to determine the minimum required sample sizes and enhance understanding of factors related to sample size requirements in mediation models.
EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
(2022)
Article
Psychology, Educational
Orit Herzberg, Katelyn K. Fletcher, Jacob L. Schatz, Karen E. Adolph, Catherine S. Tamis-LeMonda
Summary: Object play is crucial for infant development, but little is known about natural play at home. A study found that infants have short and varied object interactions at home, which consume most of their time. This type of exuberant object play may help infants learn object properties, improve motor skills, and grow in cognitive, social, and language domains.
