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Journal of Educational Psychology

Jeremy Miciak, Jacob L Williams, W Pat Taylor, Paul T Cirino, Jack M Fletcher, Sharon Vaughn
OBJECTIVE: No previous empirical study has investigated whether the LD identification decisions of proposed methods to operationalize processing strengths and weaknesses (PSW) approaches for LD identification are associated with differential treatment response. We investigated whether the identification decisions of the concordance/discordance model (C/DM; Hale & Fiorello, 2004) and Cross Battery Assessment approach (XBA method; Flanagan, Ortiz, & Alfonso, 2007) were consistent and whether they predicted intervention response beyond that accounted for by pretest performance on measures of reading...
August 2016: Journal of Educational Psychology
David S Yeager, Carissa Romero, Dave Paunesku, Christopher S Hulleman, Barbara Schneider, Cintia Hinojosa, Hae Yeon Lee, Joseph O'Brien, Kate Flint, Alice Roberts, Jill Trott, Daniel Greene, Gregory M Walton, Carol S Dweck
There are many promising psychological interventions on the horizon, but there is no clear methodology for preparing them to be scaled up. Drawing on design thinking, the present research formalizes a methodology for redesigning and tailoring initial interventions. We test the methodology using the case of fixed versus growth mindsets during the transition to high school. Qualitative inquiry and rapid, iterative, randomized "A/B" experiments were conducted with ~3,000 participants to inform intervention revisions for this population...
April 2016: Journal of Educational Psychology
Angela L Duckworth, Rachel E White, Alyssa J Matteucci, Annie Shearer, James J Gross
A growing body of research indicates that self-control is critical to academic success. Surprisingly little is known, however, about the diverse strategies students use to implement self-control or how well these strategies work. To address these issues, we conducted a naturalistic investigation of self-control strategies (Study 1) and two field experiments (Studies 2 and 3). In Study 1, high school students described the strategies they use to manage interpersonal conflicts, get academic work done, eat healthfully, and manage other everyday self-control challenges...
April 2016: Journal of Educational Psychology
Sara A Hart, Jessica A R Logan, Lee Thompson, Yulia Kovas, GrĂ¡inne McLoughlin, Stephen A Petrill
Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math...
February 1, 2016: Journal of Educational Psychology
Jessica M Namkung, Lynn S Fuchs
The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4(th)-grade students (N = 139) were assessed on 7 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and incoming calculation skill at the start of 4(th) grade. Then, they were assessed on whole-number and fraction calculation and number line estimation measures at the end of 4(th) grade...
February 1, 2016: Journal of Educational Psychology
Christopher J Lonigan, Beth M Phillips
Although response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This manuscript presents results of two studies examining impacts of Tier II instruction with preschool children. Participating children were identified as substantially delayed in the acquisition of early literacy skills despite exposure to high-quality, evidence-based classroom instruction. Study 1 included 93 children (M age = 58...
January 2016: Journal of Educational Psychology
Elizabeth R Brown, Jessi L Smith, Dustin B Thoman, Jill M Allen, Gregg Muragishi
Motivating students to pursue science careers is a top priority among many science educators. We add to the growing literature by examining the impact of a utility value intervention to enhance student's perceptions that biomedical science affords important utility work values. Using an expectancy-value perspective we identify and test two types of utility value: communal (other-oriented) and agentic (self-oriented). The culture of science is replete with examples emphasizing high levels of agentic value, but communal values are often (stereotyped as) absent from science...
November 1, 2015: Journal of Educational Psychology
Courtney N Baker, Marianne H Tichovolsky, Janis B Kupersmidt, Mary Ellen Voegler-Lee, David H Arnold
Preschool teachers have important impacts on children's academic outcomes, and teachers' misperceptions of children's academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers. Hierarchical linear modeling was utilized to account for the nested data structure. Even after controlling for children's actual academic skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived to have stronger academic abilities...
August 1, 2015: Journal of Educational Psychology
Samantha W Bindman, Eva M Pomerantz, Glenn I Roisman
This study evaluated whether the positive association between early autonomy-supportive parenting and children's subsequent achievement is mediated by children's executive functions. Using observations of mothers' parenting from the NICHD Study of Early Child Care and Youth Development (N = 1,306), analyses revealed that mothers' autonomy support over the first 3 years of life predicted enhanced executive functions (i.e., inhibition, delay of gratification, and sustained attention) during the year prior to kindergarten and academic achievement in elementary and high school even when mothers' warmth and cognitive stimulation, as well as other factors (e...
August 1, 2015: Journal of Educational Psychology
Barbara R Foorman, Sharon Koon, Yaacov Petscher, Alison Mitchell, Adrea Truckenmiller
The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population-adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific factors of syntax and vocabulary...
August 2015: Journal of Educational Psychology
Robin S Codding, Yaacov Petscher, Adrea Truckenmiller
A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models...
May 2015: Journal of Educational Psychology
Shayne B Piasta, Jessica A R Logan, Christina Yeager Pelatti, Janet L Capps, Stephen A Petrill
Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators' provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms...
May 2015: Journal of Educational Psychology
Cecilia Sin-Sze Cheung, Eva M Pomerantz
This research examined whether the benefits of parents' involvement in children's learning are due in part to value development among children. Four times over the seventh and eighth grades, 825 American and Chinese children (mean age = 12.73 years) reported on their parents' involvement in their learning and their perceptions of the value their parents place on school achievement as well as the value they themselves place on it. Children's academic functioning was assessed via children's reports and school records...
February 1, 2015: Journal of Educational Psychology
Leslie Echols
This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6(th) grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel methodology for measuring academic teaming at the individual level was employed, in which students received their own teaming score based on the unique set of classmates with whom they shared academic courses in their class schedule...
February 1, 2015: Journal of Educational Psychology
Young-Suk Kim, Stephanie Al Otaiba, Jeanne Wanzek, Brandy Gatlin
We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling...
February 1, 2015: Journal of Educational Psychology
Lynn S Fuchs, Sarah R Powell, Paul T Cirino, Robin F Schumacher, Sarah Marrin, Carol L Hamlett, Douglas Fuchs, Donald L Compton, Paul C Changas
The focus of this study was connections among 3 aspects of mathematical cognition at 2(nd) grade: calculations, word problems, and pre-algebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other domain and whether intervention in either or both domains contributes to pre-algebraic knowledge. Participants were 1102 children in 127 2(nd)-grade classrooms in 25 schools...
November 2014: Journal of Educational Psychology
Arya Ansari, Adam Winsler
Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (MSRP; Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black children (n = 6,700) enrolled in two different types of Title-1 public school pre-K programs: those in programs using the Montessori curricula and those in more conventional programs using the High/Scope curricula with a literacy supplement...
November 2014: Journal of Educational Psychology
Connie Qun Guan, Feifei Ye, Richard K Wagner, Wanjin Meng, Che Kan Leong
The goal of the present study was to test opposing views about four issues concerning predictors of individual differences in Chinese written composition: (a) Whether morphological awareness, syntactic processing, and working memory represent distinct and measureable constructs in Chinese or are just manifestations of general language ability; (b) whether they are important predictors of Chinese written composition, and if so, the relative magnitudes and independence of their predictive relations; (c) whether observed predictive relations are mediated by text comprehension; and (d) whether these relations vary or are developmentally invariant across three years of writing development...
August 2014: Journal of Educational Psychology
Carol McDonald Connor, Mercedes Spencer, Stephanie L Day, Sarah Giuliani, Sarah W Ingebrand, Leigh McLean, Frederick J Morrison
We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content...
August 2014: Journal of Educational Psychology
Judith M Harackiewicz, Elizabeth A Canning, Yoi Tibbetts, Cynthia J Giffen, Seth S Blair, Douglas I Rouse, Janet S Hyde
Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students, a population that accounts for nearly a fifth of college students. We report a values affirmation intervention conducted with 798 U.S. students (154 first-generation) in an introductory biology course for majors...
May 1, 2014: Journal of Educational Psychology
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