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Journal of Educational Psychology

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https://www.readbyqxmd.com/read/29147036/measuring-arithmetic-a-psychometric-approach-to-understanding-formatting-effects-and-domain-specificity
#1
Katherine T Rhodes, Lee Branum-Martin, Julie A Washington, Lynn S Fuchs
Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a sample of 1314 3rd grade students (age M=103.24 months, SD=5.41 months), Abstract Code Theory, Encoding Complex Theory, Triple Code Theory, and the Exact versus Approximate Calculations Hypothesis were evaluated, using 11 measures of arithmetic with symbolic problem formats (e...
October 2017: Journal of Educational Psychology
https://www.readbyqxmd.com/read/28848244/language-independent-and-language-specific-aspects-of-early-literacy-an-evaluation-of-the-common-underlying-proficiency-model
#2
J Marc Goodrich, Christopher J Lonigan
According to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when learning a second language. The purpose of this study was to evaluate the relevance of the common underlying proficiency model for the early literacy skills of Spanish-speaking language-minority children using confirmatory factor analysis. Eight hundred fifty-eight Spanish-speaking language-minority preschoolers (mean age = 60...
August 2017: Journal of Educational Psychology
https://www.readbyqxmd.com/read/28824200/differential-effects-of-the-classroom-on-african-american-and-non-african-american-s-mathematics-achievement
#3
Katerina Schenke, Tutrang Nguyen, Tyler W Watts, Julie H Sarama, Douglas H Clements
We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income families. Three observed dimensions of the classroom (teacher expectations and developmental appropriateness; teacher confidence and enthusiasm; and support for mathematical discourse) were evaluated in a sample of 1,238 preschool students in 101 classrooms...
August 2017: Journal of Educational Psychology
https://www.readbyqxmd.com/read/28781382/developmental-change-in-the-influence-of-domain-general-abilities-and-domain-specific-knowledge-on-mathematics-achievement-an-eight-year-longitudinal-study
#4
David C Geary, Alan Nicholas, Yaoran Li, Jianguo Sun
The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8(th) grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects and domain-specific effects were indexed by prior grade mathematics achievement and mathematical cognition measures of prior grade number knowledge, addition skills, and fraction knowledge. Use of functional data analysis enabled grade-by-grade estimation of overall domain-general and domain-specific effects on subsequent mathematics achievement, the relative importance of individual domain-general and domain-specific variables on this achievement, and linear and non-linear across-grade estimates of these effects...
July 2017: Journal of Educational Psychology
https://www.readbyqxmd.com/read/28479610/acquiring-science-and-social-studies-knowledge-in-kindergarten-through-fourth-grade-conceptualization-design-implementation-and-efficacy-testing-of-content-area-literacy-instruction-cali
#5
Jennifer Dombek, Elizabeth C Crowe, Mercedes Spencer, Elizabeth L Tighe, Sean Coffinger, Elham Zargar, Taffeta Wood, Yaacov Petscher
With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research...
April 2017: Journal of Educational Psychology
https://www.readbyqxmd.com/read/28450753/new-evidence-on-self-affirmation-effects-and-theorized-sources-of-heterogeneity-from-large-scale-replications
#6
Paul Hanselman, Christopher S Rozek, Jeffrey Grigg, Geoffrey D Borman
Brief, targeted self-affirmation writing exercises have recently been offered as a way to reduce racial achievement gaps, but evidence about their effects in educational settings is mixed, leaving ambiguity about the likely benefits of these strategies if implemented broadly. A key limitation in interpreting these mixed results is that they come from studies conducted by different research teams with different procedures in different settings; it is therefore impossible to isolate whether different effects are the result of theorized heterogeneity, unidentified moderators, or idiosyncratic features of the different studies...
April 2017: Journal of Educational Psychology
https://www.readbyqxmd.com/read/28260812/expanding-the-developmental-models-of-writing-a-direct-and-indirect-effects-model-of-developmental-writing-diew
#7
Young-Suk Grace Kim, Christopher Schatschneider
We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of text generation (i...
2017: Journal of Educational Psychology
https://www.readbyqxmd.com/read/27616784/do-processing-patterns-of-strengths-and-weaknesses-predict-differential-treatment-response
#8
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
https://www.readbyqxmd.com/read/27524832/using-design-thinking-to-improve-psychological-interventions-the-case-of-the-growth-mindset-during-the-transition-to-high-school
#9
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
https://www.readbyqxmd.com/read/27158155/a-stitch-in-time-strategic-self-control-in-high-school-and-college-students
#10
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
https://www.readbyqxmd.com/read/26957650/a-latent-profile-analysis-of-math-achievement-numerosity-and-math-anxiety-in-twins
#11
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
https://www.readbyqxmd.com/read/26955188/cognitive-predictors-of-calculations-and-number-line-estimation-with-whole-numbers-and-fractions-among-at-risk-students
#12
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
https://www.readbyqxmd.com/read/26869730/response-to-instruction-in-preschool-results-of-two-randomized-studies-with-children-at-significant-risk-of-reading-difficulties
#13
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
https://www.readbyqxmd.com/read/26617417/from-bench-to-bedside-a-communal-utility-value-intervention-to-enhance-students-biomedical-science-motivation
#14
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
https://www.readbyqxmd.com/read/26538767/teacher-mis-perceptions-of-preschoolers-academic-skills-predictors-and-associations-with-longitudinal-outcomes
#15
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
https://www.readbyqxmd.com/read/26366009/do-children-s-executive-functions-account-for-associations-between-early-autonomy-supportive-parenting-and-achievement-through-high-school
#16
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
https://www.readbyqxmd.com/read/26346839/examining-general-and-specific-factors-in-the-dimensionality-of-oral-language-and-reading-in-4th-10th-grades
#17
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
https://www.readbyqxmd.com/read/26347201/cbm-reading-mathematics-and-written-expression-at-the-secondary-level-examining-latent-composite-relations-among-indices-and-unique-predictions-with-a-state-achievement-test
#18
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
https://www.readbyqxmd.com/read/26257434/professional-development-for-early-childhood-educators-efforts-to-improve-math-and-science-learning-opportunities-in-early-childhood-classrooms
#19
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
https://www.readbyqxmd.com/read/25937669/value-development-underlies-the-benefits-of-parents-involvement-in-children-s-learning-a-longitudinal-investigation-in-the-united-states-and-china
#20
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
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