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Showing 1 to 15 of 30 results Save | Export
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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
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Martin, Florence; Borup, Jered – Educational Psychologist, 2022
Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this…
Descriptors: Electronic Learning, Learner Engagement, Educational Technology, Educational Psychology
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Hickey, Daniel T. – Educational Psychologist, 2022
The articles in this special issue on Improving Online Learning Theory, Research, and Practice characterize online learning using a set of "diverse lenses." Most of these articles draw primarily from modern socio-constructivist perspectives and applied psychological constructs derived from more basic research. My strong embrace of…
Descriptors: Online Courses, Learner Engagement, Equal Education, Summative Evaluation
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Skinner, Ellen A.; Rickert, Nicolette P.; Vollet, Justin W.; Kindermann, Thomas A. – Educational Psychologist, 2022
In this article, we aimed to contribute to a fuller understanding of the complex social ecologies that shape students' academic development by focusing on richer and more precise conceptualizations of mesosystem effects. First, building on bioecological models, we argued for the importance of "collective influences," defined as…
Descriptors: Students, Learner Engagement, Parent Influence, Teacher Influence
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Turner, Julianne C.; Christensen, Andrea L. – Educational Psychologist, 2020
In this article, we explain how our inquiry worldview informs one methodological approach we have used to better understand classroom processes and change, State Space Grids (SSGs). We describe our approach to measuring a fundamental classroom process, that of teacher-student interaction, and its influence on a valued educational outcome, student…
Descriptors: Teacher Student Relationship, Interaction, Learner Engagement, Systems Approach
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Farmer, Thomas W.; Hamm, Jill V.; Dawes, Molly; Barko-Alva, Katherine; Cross, Jennifer Riedl – Educational Psychologist, 2019
Classroom social integration with peers is vital to students' school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help…
Descriptors: Inclusion, Student Diversity, Teacher Role, Social Integration
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Ben-Eliyahu, Adar – Educational Psychologist, 2019
The aim of this article is to map the academic emotional learning cycle from a theoretical and practical perspective through the lens of self-regulated learning. Focusing on the learner, a further iteration of the emotional dimension of the integrated self-regulated learning model is articulated by considering within-individual components (i.e.,…
Descriptors: Emotional Development, Emotional Intelligence, Psychological Patterns, Learning Processes
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List, Alexandra; Alexander, Patricia A. – Educational Psychologist, 2017
We introduce a special issue featuring four theoretical models of multiple text comprehension. We present a central framework for conceptualizing the four models in this special issue. Specifically, we chart the models according to how they consider learner, texts, task, and context factors in explaining multiple text comprehension. In addition,…
Descriptors: Models, Reading Comprehension, Text Structure, Task Analysis
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List, Alexandra; Alexander, Patricia A. – Educational Psychologist, 2017
This article introduces the cognitive affective engagement model (CAEM) of multiple source use. The CAEM is presented as a way of unifying cognitive and behaviorally focused models of multiple text engagement with research on the role of affective factors (e.g., interest) in text processing. The CAEM proposes that students' engagement with…
Descriptors: Models, Cognitive Processes, Affective Behavior, Reading Interests
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Winstone, Naomi E.; Nash, Robert A.; Parker, Michael; Rowntree, James – Educational Psychologist, 2017
Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand how learners actively receive, engage with, and implement feedback. This article reports a systematic review of the research evidence pertaining to this issue. Through an analysis of 195…
Descriptors: Feedback (Response), Learner Engagement, Intervention, Taxonomy
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D'Mello, Sidney; Dieterle, Ed; Duckworth, Angela – Educational Psychologist, 2017
It is generally acknowledged that engagement plays a critical role in learning. Unfortunately, the study of engagement has been stymied by a lack of valid and efficient measures. We introduce the advanced, analytic, and automated (AAA) approach to measure engagement at fine-grained temporal resolutions. The AAA measurement approach is grounded in…
Descriptors: Learner Engagement, Measurement Techniques, Cognitive Processes, Case Studies
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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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Owen, Katherine B.; Parker, Philip D.; Van Zanden, Brooke; MacMillan, Freya; Astell-Burt, Thomas; Lonsdale, Chris – Educational Psychologist, 2016
Physical activity is associated with numerous health benefits in youth; however, these benefits could extend further than health, into education. Our aim was to systematically review and combine in meta-analyses evidence concerning the association between physical activity and the dimensions of school engagement, including behavior (e.g.,…
Descriptors: Foreign Countries, Physical Activities, Learner Engagement, Youth
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Jeong, Heisawn; Hmelo-Silver, Cindy E. – Educational Psychologist, 2016
This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning…
Descriptors: Affordances, Computer Uses in Education, Cooperative Learning, Group Activities
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Dohn, Nina Bonderup – Educational Psychologist, 2016
This article aims to appraise insights from participationist approaches to learning for understanding students' knowledge acquisition. The first part explicates the concepts of positioning, recognition, and identity through presenting a common ground for participationists and discussing different views on (a) the relationship between learning the…
Descriptors: Learning, Recognition (Psychology), Learner Engagement, Interpersonal Relationship
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