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Though documented extensively using self-report measures—especially in post-secondary course contexts—the relations among students' interest, engagement, and academic achievement in high school science courses has been studied far less—especially when considering online versions of these courses. Self-reported interest collected at the beginning of the semester, process measures of emotional, behavioural, and cognitive engagement measured with textual analysis using the Linguistic Inquiry and Word Count (LIWC) measures of online discussion threads and time spent on the learning management system were collected throughout the semester, and final course grades were collected at the end of the semester. A sample of 622 high school students were recruited from five STEM courses to participate in this study. Results indicate that interest predicts behavioural engagement, behavioural and cognitive engagement predict final course grade, and interest predicts final course grade. Findings extend research by describing the role of engagement in online high school STEM courses. [ABSTRACT FROM AUTHOR]

Early pedagogical experiences are known to influence teaching career choice, yet research on their relations with motivational beliefs remains limited. Applying the FIT-Choice model, we investigated how the amount and type of early pedagogical experiences relate to career motivations in a diverse, urban sample of teacher education students (N = 901). ANOVAs and multigroup path analyses revealed smaller effects of socialization on motivational beliefs and larger effects of intrinsic value on career choice satisfaction and planned persistence for participants with lead teaching experience. Findings illuminate how types of teaching experience are differentially associated with career motivations among teacher trainees. • Both amount and type of pedagogical experiences were associated with teaching career motivations in a diverse urban sample. • Years of experience was positively associated with favorable motivational beliefs. • Participants with lead teaching experience vs. support or no experience had differential relations in the FIT-Choice model. • Lead teaching experience was associated with less favorable motivational beliefs. • Intrinsic value was especially important for planned persistence and satisfaction for those with lead teaching experience. [ABSTRACT FROM AUTHOR]

Understanding how prepared teachers are to use technology to enhance their teaching can assist researchers to support them better, yet the theoretical basis for understanding teachers' self‐beliefs is in need of stronger empirical support. The first objective of this study was to replicate and extend prior research that empirically tested portions of the technology acceptance model (TAM) amongst pre‐service teachers. The second objective was to empirically test an alternative set of antecedents of behavioural intentions to use technology based on the expectancy–value theory (EVT). Four theoretical models were tested using structural equation modelling with a sample of pre‐service teachers (N = 249). Results provide support for the TAM and the extended TAM models, however, no support was found for the combined EVT and TAM models. We discuss the implications to promote teacher integration of technology in the classroom by creating facilitating conditions. [ABSTRACT FROM AUTHOR]

Providing students with a rationale, or explanation of why learning content may be useful, can enhance motivation, but it remains unclear whether the source of the rationale moderates the effect. Accordingly, this study used a randomized experimental-control design to compare the effects of instructor and peer rationales on 59 undergraduates’ motivation and achievement in an online course. Both peer and instructor rationales positively influenced students’ interest in and perceived utility value of upcoming course content in the short term, but only peer rationales increased students’ applied knowledge and final grades at the end of the semester. Unexpectedly, peer rationales also decreased students’ relatedness to instructors. Qualitative results suggest that peer rationales may influence achievement by way of identification processes, while instructor rationales focus students’ attention on content. [ABSTRACT FROM AUTHOR]

Two studies were conducted to examine kindergarten students' perceptions of technology use in the classroom, and the effects of receiving immediate feedback versus no feedback while using this technology on their attitudes, emotions, engagement, and learning outcomes in the context of literacy skills development. To assess students' perceptions of technology use in the classroom, structured interviews were conducted. Students then used various tablet applications (apps) that provided or did not provide feedback across various literacy tasks. A repeated measures design was used for both studies. In Study 1, 31 students (16 girls) were interviewed and tested over two sessions in April (8th month of school). In Study 2, a new sample of 33 students (16 girls) was interviewed and tested in two sessions in October (2nd month) and again in two sessions in April. Analysis of interviews revealed that students enjoyed receiving positive feedback, but did not like the negative feedback they received when their answers were incorrect. Analyses of quantitative data revealed that, for Study 1, technology-mediated feedback resulted in lower levels of enjoyment but higher levels of achievement compared to when no feedback was provided. For Study 2, technology-mediated feedback resulted in more boredom and less engagement in October compared to when no feedback was given. By April, however, feedback resulted in less boredom and higher levels of achievement compared to no feedback. Theoretical and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students’ (N= 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of questionnaires, students were randomly assigned to 1 of 4 conditions: (a) control, (b) mastery feedback, (c) performance-approach feedback, and (d) combined mastery/performance-approach feedback. In each condition, students received a raw performance score for each weekly quiz they completed online and, for the treatment conditions, additional feedback reflective of that specific feedback condition. Results provide evidence for the multiple goals perspective (specialized pattern) wherein performance-oriented feedback was beneficial for some outcomes, whereas mastery feedback was beneficial for other outcomes. [ABSTRACT FROM PUBLISHER]

Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think-aloud protocols while reading Newtonian physics texts. Results. A mastery-approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance-approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance-avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery-approach goals and conceptual change. Conclusions. Results provide some support for Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change. [ABSTRACT FROM AUTHOR]

• Emotions, learning behaviors, and achievement are examined in a flipped classroom. • Emotions, learning behaviors, and achievement in- and out-of-class are interrelated. • Longitudinal and cross-contextual relations were largely similar. • Distinct patterns of relations were found for learning behaviors. The present study compares the structure, the longitudinal relation, and the predictive roles of emotions in-class and emotions while watching online video lectures outside of class. Participants (N = 269) reported their emotions, attentional control, and behavioral engagement associated with in-class activities and online lecture viewing at two time points in a large "flipped" undergraduate anatomy course. Overall, the longitudinal and cross-contextual relations among emotions, from emotions to learning behaviors, and from emotions to achievement were similar, whereas distinct patterns of relations were found for learning behaviors, and from learning behaviors to academic achievement. These findings are discussed within the Control-Value Theory and provide implications for supporting adaptive emotions and learning in flipped classrooms. [ABSTRACT FROM AUTHOR]

• We identified four unique profiles of preservice teachers' motivations. • Perceived costs relative to other perceptions were a defining feature of profiles. • Prior experiences, social encouragement, and fallback career predicted profile membership. • Profile membership predicted career commitment, aspirations, and satisfaction. • Profile membership was related to race, gender, and certification status. Given the perennial challenge of attracting and retaining high-quality teachers, especially in large cities, there is a need to understand why preservice teachers in urban districts choose a teaching career, their perceptions of the profession, and how these relate to their initial career commitments and aspirations. Using latent profile analysis, we examined patterns of motivational perceptions with variables from the Factors Influencing Teacher Choice model alongside perceived task effort cost, opportunity cost, and emotional cost of teaching within a diverse sample of 630 preservice teachers. We identified four distinct profiles that differentially related to theorized antecedents (prior teaching and learning experiences, social encouragement, fallback career) and outcomes (satisfaction, planned persistence, planned professional development, leadership aspirations). Race, gender and certification-level were distributed in unique patterns across profiles. Results provide a holistic perspective of preservice teacher motivations and indicate that perceived costs in relation to FIT Choice variables were a defining characteristic of motivational patterns. [ABSTRACT FROM AUTHOR]

• Salient concerns included job demands, work conditions, salary, and preparation. • Gender- and race-identities were associated with perceived benefits of teaching and persistence. • Individual perceptions substantially differed from group-level patterns. We investigated the perceived costs and barriers of a teaching career among Latino preservice teachers and how these men conceptualized costs relative to their race-ethnic identity, gender identity, and planned persistence in the profession from an expectancy-value perspective. We used a mixed-method approach that included a content analysis of open-ended survey responses to identify salient costs and barriers and non-metric multidimensional scaling (MDS) of participants' responses to quantitative scales to capture phenomenological meaning of perceived costs, collective identity constructs, and planned persistence in the profession. Participants identified a range of drawbacks and barriers of a teaching career including concerns about job demands, work conditions, teacher preparation demands, emotional costs, social status, and salary, among other concerns. The MDS map for the whole sample suggested race-ethnic and gender identity were closely associated with status, salary, and morale; maps also provided insight into phenomenological meanings of different types of costs and cost measures. MDS maps for individual students demonstrated substantial diversity in individual meanings that are lost in group-level analyses. Results are discussed with attention to theoretical and practical implications for understanding and supporting men of color entering the teaching profession. [ABSTRACT FROM AUTHOR]

The purpose of this field experiment was to understand whether fifth and sixth-grade students were able to write about the usefulness and relevance of what they were learning in their science class through self-generated reflections and to examine the impacts of this activity on students’ value, utility value, and interest for science. Analysis of students’ essays revealed in the self-generated reflection condition students connected what they were learning to their lives significantly more than the control condition. Linguistically, student essays did not differ between the two conditions, except for cognitive processing. Self-reflecting increased students’ utility value but not value nor interest. Self-efficacy did not moderate these relations. Implications for extending self-generated utility value and broader social-psychological interventions for early adolescent students are discussed. [ABSTRACT FROM AUTHOR]

• Age is related to elementary children's self-reported academic cheating history. • Children's moral evaluations of cheating is unrelated with reported cheating. • Parental academic cheating is unrelated to elementary children's cheating. • Children rated cheating behaviors as less moral than non-cheating behaviors. A total of 76 children (M age = 9 years 5 months, SD = 2.22 years) participated in a structured interview about their experiences with and knowledge of academic dishonesty. Overall, 27% of the sample reported having cheated in school. Most of these children were 10 to 13 years old, and the most prevalent form of cheating behavior reported was using forbidden materials during a test. Children's age group was a significant positive predictor of their reported cheating history; however, no significant difference was found between children's gender and engagement with cheating. Children's moral evaluations of cheating did not predict their reported cheating history, nor did children's parents' cheating history. Vignette type (cheating vs. non-cheating), age group, and the interaction between vignette type and age group were significant predictors of children's ability to accurately identify behaviors that constitute cheating. Children rated cheating behaviors as significantly less moral than non-cheating behaviors. Overall, the current results provide insight into what forms of cheating behavior children engage in at the elementary school-age level. [ABSTRACT FROM AUTHOR]

The current study identified affective profiles and examined their relations to behavioral engagement and disengagement as well as achievement among undergraduate students enrolled in a college anatomy course ( N = 278). Cluster analysis was used to identify four affective profiles: Positive , Deactivated , Negative , and Moderate-Low . Students in the Positive and Deactivated profiles were more engaged, less disengaged, and earned higher grades on subsequent exams than those in Moderate-Low and Negative profiles, which did not differ from one another. Subsequent analyses indicated that the relation of affective profiles to achievement was mediated through engagement. Results provide support for the importance of examining students’ mixed affective experiences in terms of both valence and activation dimensions, adding important contributions to largely variable-oriented literature on academic affect and its relation to engagement and achievement. [ABSTRACT FROM AUTHOR]

Background The link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbrink & Pintrich, 2002, Educational Psychologist, 37, 69) proposes that perceived progress mediates this relationship. Aims The present study empirically evaluated three hypothesized mediators of the effects of achievement goals on learning-related emotions as proposed in the control-value theory and the bidirectional theory of affect. Sample Undergraduate students ( N = 273) from humanities, social science, and STEM disciplines participated. Methods Participants completed web-based questionnaires evaluating academic achievement goals, perceptions of control, perceived task value, and achievement emotions. Results Results provided empirical support primarily for perceived progress as a mediator of mastery-approach goal effects on positive emotions (enjoyment, hope), showing indirect effects of mastery- and performance-approach goals on outcome-related emotions (hope, anxiety) via perceived control. Indirect effects of mastery- and performance-approach goals were further observed on anxiety via perceived value, with higher value levels predicting greater anxiety. Conclusions Study findings partially support Linnenbrink and Pintrich's (2002, Educational Psychologist, 37, 69) bidirectional theory of affect while underscoring the potential for indirect effects of goals on emotions through perceived control as proposed by Pekrun (2006, Educational Psychology Review, 18, 315). [ABSTRACT FROM AUTHOR]

The purpose of this study was to empirically scrutinize Muis, Bendixen, and Haerle's (2006) Theory of Integrated Domains in Epistemology framework. Secondary, college, undergraduate, and graduate students completed self-reports designed to measure their domain-specific and domain-general epistemic beliefs for mathematics, psychology, and general knowledge, respectively. Following completion of the questionnaires, students participated in an interview that further probed their epistemic beliefs to better understand the nature of their beliefs. Results from our study suggest students’ beliefs across domains are somewhat related but still unique to that particular domain. Moreover, analysis of the interviews revealed that students espouse general knowledge beliefs and domain-specific beliefs. Interestingly, students expressed absolutist beliefs about mathematics, but were multiplist in their stances toward psychology and general knowledge. When asked to provide examples that came to mind when reporting their beliefs, students frequently drew on their classroom experiences to explain why they held specific beliefs. We discuss theoretical implications. [ABSTRACT FROM PUBLISHER]

The present study focuses on the relationship between teachers' emotions, their instructional behavior, and students' emotions in class. 149 students (55% female, M age = 15.63 years) rated their teachers' emotions (joy, anger, anxiety) and instructional behavior, as well as their own emotions in an experience-sampling study across an average of 15 lessons in four different subject domains. Intraindividual, multilevel regression analyses revealed that perceived teachers' emotions and instructional behavior significantly predicted students' emotions. Results suggest that teachers' emotions are as important for students' emotions as teachers' instructional behavior. Theoretical implications for crossover theory and practical recommendations for teachers are discussed. [ABSTRACT FROM AUTHOR]

Abstract: The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals’ epistemic beliefs to facilitate or constrain learning. Results revealed that when individuals’ epistemic beliefs were consistent with the knowledge representations in their assigned texts, they performed better on various measures of learning (use of processing strategies, text recall, and changes in misconceptions) than when their epistemic beliefs were inconsistent with the knowledge representations. These results have implications for how researchers conceptualize epistemic beliefs and support contemporary views regarding the context sensitivity of individuals’ epistemic beliefs. [Copyright &y& Elsevier]