NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Educational Psychologist18
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 18 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Erika A. Patall; Nicole Yates; Jihyun Lee; Man Chen; Bethany H. Bhat; Kejin Lee; S. Natasha Beretvas; Shengjie Lin; Sophia Man Yang; Neil G. Jacobson; Eboneigh Harris; Derek J. Hanson – Educational Psychologist, 2024
Structure reflects a variety of practices teachers use with the intent to guide students' behavior and increase academic success. A research synthesis was conducted on the role of classroom structure in the academic engagement, disengagement, competence beliefs, and achievement of preschool through high school students. A meta-analysis of 191…
Descriptors: Meta Analysis, Classroom Techniques, Learner Engagement, Self Efficacy
Peer reviewed Peer reviewed
Direct linkDirect link
Dotterer, Aryn M. – Educational Psychologist, 2022
Trends in past research note parental involvement in education tends to decline as students get older. This targeted review draws on the bioecological model of human development and parental role construction to understand how parent involvement changes across developmental periods. Three distinct issues were identified from research on the…
Descriptors: Middle School Students, High School Students, Adolescents, Parent Participation
Peer reviewed Peer reviewed
Direct linkDirect link
Mende, Stephan; Proske, Antje; Narciss, Susanne – Educational Psychologist, 2021
Collaboration provides learners with opportunities to develop an understanding beyond what they could achieve alone. To this end, learners need to build on each other's knowledge to draw new conclusions. This requires successful retrieval, inferencing, and mutual referencing during collaboration. Although individual preparation is considered as…
Descriptors: Cooperative Learning, Memory, Recall (Psychology), Inferences
Peer reviewed Peer reviewed
Direct linkDirect link
Frenzel, Anne C.; Daniels, Lia; Buric, Irena – Educational Psychologist, 2021
The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create a conceptual framework for understanding the teacher emotion-student outcome link based on three psychological mechanisms: (1) "direct transmission effects" between…
Descriptors: Psychological Patterns, Emotional Response, Teacher Student Relationship, Teacher Influence
Peer reviewed Peer reviewed
Direct linkDirect link
Lauermann, Fani; ten Hagen, Inga – Educational Psychologist, 2021
Teachers' teaching-related competence beliefs such as perceived teaching ability and self-efficacy have been linked to their occupational well-being and external evaluations of instructional quality. However, researchers have struggled to establish a reliable empirical link between teachers' competence beliefs and students' academic outcomes. To…
Descriptors: Teacher Competencies, Teacher Characteristics, Elementary School Teachers, Secondary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Ryu, Suna – Educational Psychologist, 2020
In this article, I address a specific methodological issue, namely the analysis of interaction that researchers undertaking design-based research (DBR) face when adopting a traditional approach to context. I first describe my methodological worldview in which the meaning of context is continuously negotiated by participants from sociocultural…
Descriptors: Mixed Methods Research, Design, Discourse Analysis, Social Networks
Peer reviewed Peer reviewed
Direct linkDirect link
Girvan, Erik J.; McIntosh, Kent; Smolkowski, Keith – Educational Psychologist, 2019
There are substantial racial disparities in school discipline but little agreement on how best to measure them. The choice of metric can influence conclusions about the magnitude of racial discipline disproportionality and intervention effectiveness. This article describes 2 common (risk ratio, risk difference) and 3 relatively novel (standardized…
Descriptors: Discipline, Racial Differences, Racial Bias, Disproportionate Representation
Peer reviewed Peer reviewed
Direct linkDirect link
Bennett, Randy E.; Deane, Paul; van Rijn, Peter W. – Educational Psychologist, 2016
This article exemplifies how assessment design might be grounded in theory, thereby helping to strengthen validity claims. Spanning work across multiple related projects, the article first briefly summarizes an assessment system model for the elementary and secondary levels. Next the article describes how cognitive-domain theory and principles are…
Descriptors: Epistemology, Test Construction, Educational Assessment, Psychometrics
Peer reviewed Peer reviewed
Direct linkDirect link
Harring, Jeffrey R.; Hodis, Flaviu A. – Educational Psychologist, 2016
Model-based clustering methods, commonly referred to as finite mixture modeling, have been applied to a wide variety of cross-sectional and longitudinal data to account for heterogeneity in population characteristics. In this article, we elucidate 2 such approaches: growth mixture modeling and latent profile analysis. Both techniques are…
Descriptors: Educational Psychology, Multivariate Analysis, Statistical Analysis, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Hand, Victoria; Gresalfi, Melissa – Educational Psychologist, 2015
Identity has become a central concept in the analysis of learning from social perspectives. In this article, we draw on a situative perspective to conceptualize identity as a "joint accomplishment" between individuals and their interactions with norms, practices, cultural tools, relationships, and institutional and cultural contexts.…
Descriptors: Identification (Psychology), Interaction, Social Influences, Cultural Influences
Peer reviewed Peer reviewed
Direct linkDirect link
Hall, Rogers; Jurow, A. Susan – Educational Psychologist, 2015
Concepts and conceptual change have been studied extensively as phenomena of individual thinking and action, but changing circumstances of social or cultural groups using concepts are treated as external conditions. We describe research on consequential learning in conceptual practices, where concepts include representational infrastructure that…
Descriptors: Concept Formation, Learning Theories, Social Environment, Cultural Context
Peer reviewed Peer reviewed
Direct linkDirect link
Renninger, K. Ann; Bachrach, Jessica E. – Educational Psychologist, 2015
In this article, we discuss the contribution of observational methods to understanding the processes involved in triggering interest and establishing engagement. We begin by reviewing the literatures on interest and engagement, noting their similarities, differences, and the utility to each of better understanding the triggering process. We then…
Descriptors: Learner Engagement, Student Interests, Observation, Biology
Peer reviewed Peer reviewed
Direct linkDirect link
Sandoval, William A.; Sodian, Beate; Koerber, Susanne; Wong, Jacqueline – Educational Psychologist, 2014
Science educators have long been concerned with how formal schooling contributes to learners' capacities to engage with science after school. This article frames productive engagement as fundamentally about the coordination of claims with evidence, but such coordination requires a number of reasoning capabilities to evaluate the strength of…
Descriptors: Science Teachers, Science Instruction, Science Process Skills, Competence
Peer reviewed Peer reviewed
Direct linkDirect link
Duckworth, Angela L.; Gendler, Tamar Szabó; Gross, James J. – Educational Psychologist, 2014
Conflicts between immediately rewarding activities and more enduringly valued goals abound in the lives of school-age children. Such conflicts call upon children to exercise self-control, a competence that depends in part on the mastery of metacognitive, prospective strategies. The "process model of self-control" organizes these…
Descriptors: Self Control, Children, Resistance (Psychology), Intention
Peer reviewed Peer reviewed
Direct linkDirect link
Aleven, Vincent; Roll, Ido; McLaren, Bruce M.; Koedinger, Kenneth R. – Educational Psychologist, 2010
Assessment of students' self-regulated learning (SRL) requires a method for evaluating whether observed actions are appropriate acts of self-regulation in theEv specific learning context in which they occur. We review research that has resulted in an automated method for context-sensitive assessment of a specific SRL strategy, help seeking while…
Descriptors: Feedback (Response), Help Seeking, Intelligent Tutoring Systems, Tutoring
Previous Page | Next Page »
Pages: 1  |  2