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- Buckley, Jeffrey, 1992-, et al.
(författare)
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A heuristic framework of spatial ability : A review and synthesis of spatial factor literature to support its translation into STEM education
- 2018
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Ingår i: Educational psychology review. - : Springer. - 1040-726X .- 1573-336X. ; 30:3, s. 947-972
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Tidskriftsartikel (refereegranskat)abstract
- An abundance of empirical evidence exists identifying a significant correlation between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). Despite this evidence, a causal explanation has yet to be identified. Pertinent research illustrates that spatial ability can be developed and that doing so has positive educational effects. However, contention exists within the relevant literature concerning the explicit definition for spatial ability. There is therefore a need to define spatial ability relative to empirical evidence which in this circumstance relates to its factor structure. Substantial empirical evidence supports the existence of unique spatial factors not represented in modern frameworks. Further understanding such factors can support the development of educational interventions to increase their efficacy and related effects in STEM education. It may also lead to the identification of why spatial ability has such a significant impact on STEM educational achievement as examining more factors in practice can help in deducing which are most important. In light of this, a synthesis of the spatial factors offered within existing frameworks with those suggested within contemporary studies is presented to guide further investigation and the translation of spatial ability research to further enhance learning in STEM education.
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| 4. |
- Noetel, Michael, et al.
(författare)
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Prediction Versus Explanation in Educational Psychology : a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education
- 2023
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Ingår i: Educational psychology review. - New York, NY : Springer. - 1040-726X .- 1573-336X. ; 35:3
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Forskningsöversikt (refereegranskat)abstract
- Educational psychology usually focuses on explaining phenomena. As a result, researchers seldom explore how well their models predict the outcomes they care about using best-practice approaches to predictive statistics. In this paper, we focus less on explanation and more on prediction, showing how both are important for advancing the field. We apply predictive models to the role of teachers on student engagement, i.e. the thoughts, attitudes, and behaviours, that translate motivation into progress. We integrate the suggestions from four prominent motivational theories (self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory), and aim to identify those most critical behaviours for predicting changes in students’ engagement in physical education. Students (N = 1324 all from year 7, 52% girls) from 17 low socio-economic status schools rated their teacher’s demonstration of 71 behaviours in the middle of the school year. We also assessed students’ engagement at the beginning and end of the year. We trained elastic-net regression models on 70% of the data and then assessed their predictive validity on the held-out data (30%). The models showed that teacher behaviours predicted 4.39% of the variance in students’ change in engagement. Some behaviours that were most consistently associated with a positive change in engagement were being good role models (β = 0.046), taking interest in students’ lives outside of class (β = 0.033), and allowing students to make choices (β = 0.029). The influential behaviours did not neatly fit within any single motivational theory. These findings support arguments for integrating different theoretical approaches, and suggest practitioners may want to consider multiple theories when designing interventions. More generally, we argue that researchers in educational psychology should more frequently test how well their models not just explain, but predict the outcomes they care about. © 2023, Crown.
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- Panadero, Ernesto, et al.
(författare)
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Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy : a Meta-analytic Review
- 2023
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Ingår i: Educational Psychology Review. - : Springer New York. - 1040-726X .- 1573-336X. ; 35:4
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Forskningsöversikt (refereegranskat)abstract
- Rubrics are widely used as instructional and learning instrument. Though they have been claimed to have positive effects on students’ learning, these effects have not been meta-analyzed. Our aim was to synthesize the effects of rubrics on academic performance, self-regulated learning, and self-efficacy. The moderator effect of the following variables was also investigated: year of publication, gender, mean age, educational level, type of educational level (compulsory vs. higher education), number of sessions, number of assessment criteria, number of performance levels, use of self and peer assessment, research design, and empirical quality of the study. Standardized mean differences (for the three outcomes) and standardized mean changes (SMC; for academic performance) were calculated from the retrieved studies. After correcting for publication bias, a moderate and positive effect was found in favor of rubrics on academic performance (g = 0.45, k = 21, m = 54, 95% CI [0.312, 0.831]; SMC = 0.38, 95% CI [0.02, 0.75], k = 12, m = 30), whereas a small pooled effect was observed for self-regulated learning (g = 0.23, k = 5, m = 17, 95% CI [-0.15, 0.60]) and for self-efficacy (g = 0.18, k = 3, m = 5, 95% CI [-0.81, 0.91]). Most of the moderator variables were not significant. Importantly, to improve the quality of future reports on the effects of rubrics, we provide an instrument to be filled out for rubric scholars in forthcoming studies.
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| 6. |
- Ritoša, Andrea, et al.
(författare)
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Measuring Children's Engagement in Early Childhood Education and Care Settings : A Scoping Literature Review
- 2023
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Ingår i: Educational psychology review. - : Springer. - 1040-726X .- 1573-336X. ; 35:4
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Forskningsöversikt (refereegranskat)abstract
- The purpose of this scoping review was to explore operationalizations and related conceptualizations of young children's engagement in early childhood education and care (ECEC) settings. The literature search was conducted in March 2021 across ERIC, PsycINFO, Scopus, and Web of Science databases, with the aim of identifying studies where child engagement or involvement in ECEC settings was quantitatively assessed. The search resulted in 5965 articles, of which 286 were included in this review. Data were extracted about engagement conceptualization, theoretical frameworks, study population, study design, and engagement measurement tools and methods. Findings show variations in definitions and measurement of child engagement. Almost two-thirds of the studies lacked an explicit definition of child engagement. Young children's engagement was typically defined as behaviors and interactions with the social and material environment, while involvement was depicted as an internal experience. The most common method of measuring children's engagement in ECEC was observations by an external observer, followed by teacher surveys. Seventy-seven unique established measures of child engagement were identified. About one-third of the identified studies relied on unestablished measures of child engagement. Measures of general child engagement in ECEC had a focus on behavioral aspects of engagement, whereas most measures with a focus on engagement in academic activities also included cognitive and emotional aspects. To advance the research of child engagement in ECEC settings, more attention should be put into clarifying the concept of child engagement in terms of its generalizability, specificity, and temporality. Corresponding operationalizations should be precisely described. Our recommendations also include validating existing measures of child engagement and developing self-reports for young children.
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- Skar, Gustaf Bernhard Uno, 1982, et al.
(författare)
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The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing: a Follow-up Replication Study
- 2023
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Ingår i: Educational Psychology Review. - : Springer Science and Business Media LLC. - 1040-726X .- 1573-336X. ; 35, s. 1-24
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Tidskriftsartikel (refereegranskat)abstract
- The COVID-19 pandemic and the move by governments worldwide to cancel inclass instruction and move to emergency remote instruction in March and April of 2020 created an unprecedented disruption in children’s education. As the COVID-19 pandemic took form and continued to impact education in the following 2020/2021 academic year, multiple concerns were raised about possible negative efects on students’ learning. The current longitudinal replication study examined this proposition for second-grade students in Norway. In a previous investigation (Skar et al. Journal of Educational Psychology 114:1553–1566, 2022), we found that scores for quality of writing, handwriting fuency, and attitude toward writing of frst-grade children tested immediately after emergency remote instruction ended in the Spring of 2020 (During COVID-19 cohort) were lower than the scores of frst-grade students from the same schools tested a year earlier before the start of the pandemic (Before COVID19 cohort). In the present study, we compared the scores for the During COVID-19 cohort (333 girls, 308 boys) on these same writing measures 1 year later at the end of second grade to a During COVID-19 cohort of second-graders (888 girls, 780 boys) from the same schools tested 2 years earlier before the start of the pandemic. The initial negative impact of the COVID-19 pandemic on frst-grade students’ writing observed by Skar et al. (Journal of Educational Psychology 114:1553–1566, 2022) was no longer evident 1 year later at the end of second grade in the current study.
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