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Although grit has gained attention as a trait-like indicator of an individual's perseverance and passion for long-term goals, core questions regarding its role in determining positive academic outcomes remain unresolved. We examined college students' (N = 372) grit and its relations to their adoption of achievement goals and engagement in self-regulated learning. In addition, achievement goals were evaluated as potential mediators linking grit to self-regulated learning. Results from structural equation modeling revealed that grit was negatively related to students' adoption of performance-avoidance goals even after taking growth mindset into account, and it was also linked to students' use of various self-regulatory strategies and low levels of procrastination. However, achievement goals did not serve as mediators. Instead, we found that grit was directly related to students' engagement in self-regulated learning. We discuss how findings contribute to the theoretical understanding of grit as well as the applications within academic contexts. [ABSTRACT FROM AUTHOR]

Computer-based learning environments (CBLEs) are powerful tools to support student learning. Increasingly of interest is the data that is recorded as learners interact with a CBLE. This process data yields opportunities for researchers to examine learners' engagement with a CBLE and explore whether specific interactions are associated with learner variables, with direct implications for improving learning outcomes and CBLE design. As CBLEs increase in number and complexity, researchers continue to seek more effective strategies to analyze process data. While a variety of strategies are in use, from visualizations to predictive modeling, none yet offer the capabilities to both uncover hidden, meaningful interactions and descriptively analyze those interactions rapidly across the complete data set. This paper details a method that addresses current challenges, and then applies the method to existing data from a prior study which investigated the effects of adding a visual scaffold to a chemistry-based CBLE. Using a biochemical coding approach through a cultural-historical activity theory (CHAT) framework, the method successfully identified 257 unique, meaningful patterns of interaction that were strategically grouped into nine categories of mediated actions. Though no differences in mediated actions were observed between learners in the experimental (visual scaffolds) and control conditions, three mediated actions were significantly and positively associated with higher learning outcomes in the visual scaffold condition. The results not only provide insight into why the addition of visual scaffolds led to higher learning outcomes among participants but have broader implications for filling a gap in the field of process data analytics for CBLEs in science education. [ABSTRACT FROM AUTHOR]

Undergraduate student misuse of mobile technology (e.g., smartphones, laptops, tablets) for non-class purposes (e.g., texting, scrolling social media, playing games) has become ubiquitous in college classrooms across the globe. In addition, research has suggested that these digital distractions can negatively impact learning and performance. The prevalence and negative consequences of student digital distraction in the classroom require college instructors to proactively regulate student use of digital devices to protect the integrity of the learning environment. The present article aims to provide college instructors with a framework of strategies to curb student digital distraction. Specifically, the present article draws from the tenets of Self-Determination Theory (SDT) to illustrate how and why common policies and strategies intended to curb student digital distraction can inadvertently threaten students’ basic psychological needs for autonomy, competence, and relatedness in the classroom and, subsequently, alienate students against instructors. The article concludes by presenting evidence-based digital distraction prevention strategies that can buffer against student digital distraction without threatening students’ basic psychological needs or alienating students against their instructors. [ABSTRACT FROM AUTHOR]

The field of educational psychology has been moving away from intervention and experimental methods and toward observational and correlational methods (Hsieh et al., Journal of Educational Psychology, 97(4), 523–529, 2005; Reinhart et al., Journal of Educational Psychology, 105(1), 241–247, 2013; Robinson et al., American Educational Research Journal, 44(2), 400–413, 2007). Additionally, there has been an increase in the percentage of observational and correlational articles that include recommendations for practice. The present study updated previous data to 2020 by examining methodologies and recommendations for practice in articles published in five empirical educational psychology journals (Journal of Educational Psychology, American Educational Research Journal, Cognition and Instruction, Journal of Experimental Education, and Contemporary Educational Psychology). The percentage of articles employing experimental methods has continued to decrease (20%), whereas qualitative methods have increased (22%). Across correlational, qualitative, and mixed method articles, two-thirds included recommendations for practice—up from 46% in 2010. Implications are discussed. [ABSTRACT FROM AUTHOR]

This study updates and extends prior work on institutional and individual productivity in educational psychology journals (Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, Journal of Educational Psychology) from 2015 to 2021. As in previous studies, the University of Maryland, College Park, was the top-producing institution. Several universities (e.g., University of Tübingen) emerged as highly productive compared to previous time periods. Using two approaches to measure individual productivity, we found that Richard Mayer, Ulrich Trautwein, Fred Paas, Patricia Alexander, and Logan Fiorella claimed the top spots. We also identified productive early career scholars and, for some, recognized connections to productive doctoral advisors. Overall, compared to prior years, authors of educational psychology journal articles were increasingly working from non-US institutions and in larger teams (higher mean number of authors per article). A discussion of these trends and future directions for research are included. [ABSTRACT FROM AUTHOR]

Despite its recognized importance for academic success, much of the research investigating time management has proceeded without regard to a comprehensive theoretical model for understanding its connections to students' engagement, learning, or achievement. Our central argument is that self-regulated learning provides the rich conceptual framework necessary for understanding college students' time management and for guiding research examining its relationship to their academic success. We advance this larger purpose through four major sections. We begin by describing work supporting the significance of time management within post-secondary contexts. Next, we review the limited empirical findings linking time management and the motivational and strategic processes viewed as central to self-regulated learning. We then evaluate conceptual ties between time management and processes critical to the forethought, performance, and post-performance phases of self-regulated learning. Finally, we discuss commonalities in the antecedents and contextual determinants of self-regulated learning and time management. Throughout these sections, we identify avenues of research that would contribute to a greater understanding of time management and its fit within the framework of self-regulated learning. Together, these efforts demonstrate that time management is a significant self-regulatory process through which students actively manage when and for how long they engage in the activities deemed necessary for reaching their academic goals. [ABSTRACT FROM AUTHOR]

As has been widely discussed, the National Research Council's (NRC) current policy in United States education advocates supporting students toward acquiring skills to engage in scientific practices. NRC policy also suggests that supporting students in the practices of science may require different approaches than what is required for supporting student engagement with scientific content. Further, acquiring skills in scientific practices is not limited to gaining proficiency in utilizing tools that support scientific inquiry: students must also understand how to interpret information generated from such tools. These tools of scientific practices are embedded within scientific culture, which from Sewell's perspective, is comprised of both practice and semiotic code (symbols and meanings). To become scientifically literate students must learn to utilize this code in practice. Author Germà Garcia-Belmonte identified one example of learning to utilize the semiotic code in scientific practice and considers challenges faced by undergraduate physics and engineering students within that context. Garcia-Belmonte observes students struggle to interpret symbols and meaning (the visual display generated) while engaging in practice (utilizing an oscilloscope) and posits that two, culturally bound, competing, linguistic metaphors of time may be the cause. Ultimately, however, the author does not explore beyond hypotheses. Although his theory may be correct, the paper serves as a reminder of the responsibility we have to students. As educators, it is useful and beneficial to make observations and develop theories surrounding why our students struggle. However, in addition to theorizing on why, for example, a particular scientific norm might present challenges for our students, we must remain mindful that challenges may not be uniform and may vary considerably according to students' culture(s). Engaging with students and soliciting specific information regarding the challenges they face allows us, as educators, to both examine whether students' reported challenges align or conflict with our own perceptions of those challenges, and subsequently devise and test methods toward supporting students in overcoming their challenges. [ABSTRACT FROM AUTHOR]