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Jose H. Vargas; Carrie L. Saetermoe – Educational Psychologist, 2024
The cultural zeitgeist has reinvigorated needed conversations about systemic racism and its longstanding impact on education. Educators confronting educational racism encounter social and psychological challenges that stifle their antiracist efforts. Challenging social psychological encounters, which reflect unavoidable but requisite facets of…
Descriptors: Racism, Social Justice, Consciousness Raising, Teacher Attitudes
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Rosenzweig, Emily Q.; Wigfield, Allan; Eccles, Jacquelynne S. – Educational Psychologist, 2022
Motivational interventions grounded in Eccles and colleagues' situated expectancy-value theory (SEVT) can promote students' motivational beliefs and academic performance. However, most prior work has focused on one construct, perceived utility value. SEVT includes multiple constructs found to influence students' academic motivation, performance,…
Descriptors: Student Motivation, Intervention, Theories, Student Attitudes
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Kuhn, Deanna – Educational Psychologist, 2022
The construct of metacognition appears in an ever increasing number and range of contexts in educational, developmental, and cognitive psychology. Can it retain its status as a useful construct in the face of such diverse application? Or is it merely an umbrella term for diverse mental phenomena that are loosely if at all connected? Here I argue…
Descriptors: Metacognition, Learning Processes, Cognitive Psychology, Role
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Feinstein, Noah Weeth; Waddington, David Isaac – Educational Psychologist, 2020
Science education is likely to respond to the post-truth era by focusing on how science education can help individuals use scientists' epistemological tools to tell what is true. This strategy, by itself, is inadequate for three reasons. First, science does not actually offer foundational truth, and incautious assertions about scientific truth can…
Descriptors: Science Education, Social Influences, Cultural Influences, Science and Society
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Barzilai, Sarit; Chinn, Clark A. – Educational Psychologist, 2020
Educators have been increasingly concerned with what can be done about "post-truth" problems--that is, threats to people's abilities to know what is true--such as the spread of misinformation and denial of well-established scientific claims. The articles and commentaries in this special issue present diverse perspectives on how…
Descriptors: Science Education, Science and Society, Role of Education, Knowledge Level
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Tabak, Iris – Educational Psychologist, 2020
It would be easier to navigate our information world if we had a navigational system to guide us. Absent such a system, the authors of the five articles in this special issue propose different ways to help learners engage with scientific information, in light of the post-truth condition. I suggest that the contribution of these articles lies in…
Descriptors: Science Education, Science and Society, Role of Education, Beliefs
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List, Alexandra; Alexander, Patricia A. – Educational Psychologist, 2019
We introduce the Integrated Framework of Multiple Texts to understand how students use and form connections between multiple texts to accomplish personal or task goals. The Integrated Framework of Multiple Texts conceptualizes students' multiple text use as unfolding over the course of three stages--preparation, execution, and production. In the…
Descriptors: Assignments, Planning, Production Techniques, Prior Learning
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Muis, Krista R.; Chevrier, Marianne; Singh, Cara A. – Educational Psychologist, 2018
The purpose of this article is to delineate the role of epistemic emotions in personal epistemology and self-regulated learning (SRL). We first review important tenets of personal epistemology and SRL and then present a model of SRL that situates personal epistemology within that model. We then define epistemic emotions, describe under what…
Descriptors: Epistemology, Metacognition, Learning Strategies, Learning Processes
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Strømsø, Helge I. – Educational Psychologist, 2017
Research on multiple source use concerns how readers handle a number of different, often conflicting or discrepant, information sources to construct a mental representation of content. Students are increasingly being exposed to such complex reading situations, both in and outside of school. The digital world demands multiple source use, and…
Descriptors: Models, Reading Comprehension, Information Sources, Cognitive Processes
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Richter, Tobias; Maier, Johanna – Educational Psychologist, 2017
In this article, we examine the cognitive processes that are involved when readers comprehend conflicting information in multiple texts. Starting from the notion of routine validation during comprehension, we argue that readers' prior beliefs may lead to a biased processing of conflicting information and a one-sided mental model of controversial…
Descriptors: Models, Cognitive Processes, Beliefs, Reading Comprehension
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Reber, Rolf; Greifeneder, Rainer – Educational Psychologist, 2017
Processing fluency--the experienced ease with which a mental operation is performed--has attracted little attention in educational psychology, despite its relevance. The present article reviews and integrates empirical evidence on processing fluency that is relevant to school education. Fluency is important, for instance, in learning,…
Descriptors: Metacognition, Psychological Patterns, Emotional Response, Learning Processes
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Asterhan, Christa S. C.; Schwarz, Baruch B. – Educational Psychologist, 2016
There is increasing consensus among psycho-educational scholars about argumentation as a means to improve student knowledge and understanding of subject matter. In this article, we argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not…
Descriptors: Persuasive Discourse, Definitions, Research Methodology, Research Problems
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Barzilai, Sarit; Zohar, Anat – Educational Psychologist, 2014
One of the central unresolved conceptual issues that concerns researchers of personal epistemology is the characterization of the intersection between personal epistemology and cognitional. The contested and diverse nature of both constructs makes untangling their connections a complex yet vital task. The purpose of this article is to advance the…
Descriptors: Epistemology, Metacognition, Teaching Methods, Schemata (Cognition)
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Reznitskaya, Alina; Gregory, Maughn – Educational Psychologist, 2013
Dialogue, as a communication form characterized by its commitment to inclusiveness and rationality, has long been advocated by educators as a mechanism for helping students become better thinkers. Unfortunately, numerous claims about the educational potential of participating in dialogue have not resulted in substantial changes in classroom…
Descriptors: Epistemology, Curriculum Development, Outcomes of Education, Teachers
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Alexander, Patricia A. – Educational Psychologist, 2012
In this theoretical contribution, our purpose is to examine the nature of reading competence as it unfolds at the present and to project that nature into the future. More specifically, we ask what it will mean to be a competent reader for the 21st century and what combination of knowledge, beliefs, abilities, and processes that competence will…
Descriptors: Reading Achievement, Futures (of Society), Expertise, Epistemology
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