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This study explored implications of incorporating African epistemologies into psychometric testing to strengthen cultural relevance and accuracy of assessment. Focus group discussions were conducted with 20 specialist teachers in Marondera, Zimbabwe to qualitatively examine perceptions of intelligence and test constructs. Additionally, 5 educational psychologists participated in interviews regarding integrating indigenous knowledges. Discussions were thematically analysed to discern constructs meriting attention. Key findings indicated that psychometric testing exhibits limitations by often disregarding communalist epistemologies and prioritising of oral tradition, holism, spirituality and creativity in African worldviews. Participants highlighted risks of misrepresentation when such tenets remain unaddressed. Constructs were elucidated warranting respect in emic-valid assessments. While initial findings suggest recognising discussed, African epistemologies holds potential to help address core validity issues. Future mixed methodology research partnerships with experts are recommended. This includes qualitatively defining constructs, then quantitatively validating inclusion into standardised, culturally-sensitive composite measures upholding scientific standards. Ongoing refinement may help psychometrics authentically evaluate diverse populations' capacities in an inclusive, accurate manner.

Using R to conduct univariate meta-analyses is becoming common for publication. However, R can also conduct multivariate meta-analysis (MMA). However, newcomers to both R and MMA may find using R to conduct MMA daunting. Given that, R may not be easy for those unfamiliar with coding. Likewise, MMA is a topic of advanced statistics. Thus, it may be very challenging for most newcomers to conduct MMA using R. If this holds, this can be viewed as a practice gap. In other words, the practice gap is that researchers are not capable of using R to conduct MMA in practice. This is problematic. This paper alleviates this practice gap by illustrating how to use R (the metaSEM package) to conduct MMA on educational psychology data. Here, the metaSEM package is used to obtain the required MMA text outputs. However, the metaSEM package is not capable of producing the other required graphical outputs. As a result, the metafor package is also used as a complimentary to generate the required graphical outputs. Ultimately, we hope that our audience will be able to apply what they learn from this method paper to conduct MMA using R in their teaching, research, and publication.

The author discusses American philosopher, psychologist, and educator John Dewey and the Laboratory School he founded at the end of the nineteenth century at the University of Chicago, where he conducted important studies of child development. The author notes the influence of Dewey's theory of (and pedagogical guidelines for) children's play, which he initially formulated between 1896 and 1900 and which subsequently influenced such play theorists as Lev S. Vygotsky and Loris Malaguzzi. However, the author asserts, the literature on play has largely neglected Dewey and contains no account of his important and influential early works about play, a gap he intends this article to fill.

One important line of inquiry in educational psychology involves the study of change of individuals' cognitive-motivational processes. The conjunctive use of longitudinal data with latent growth curve modeling procedures has, for example, allowed researchers to identify initial levels and to trace trajectories of theoretical variables such as self-efficacy over time. The study reported in this article proposed a conceptual model that depicted relations between a deep-learning approach, mastery goals and self-efficacy over time. A final sample of 195 second-year university students (100 females, 95 males) took part in this three-wave panel study. We used various inventories to test the initial states and rates of change of the three aforementioned constructs. As an a posteriori analysis, we included prior academic achievement as a possible predictor of change. The results ascertained from our analyses indicate an increase in growth of a deep-learning approach, mastery goals and self-efficacy across the two-year period. Importantly, a posteriori results accentuated the role of prior academic achievement as a predictor of the initial level of personal self-efficacy.

The nurturing of learners' ways of knowing is vital for supporting their intellectual growth and their participation in democratic knowledge societies. This paper traces the development of two interrelated theoretical frameworks that describe the nature of learners' epistemic thinking and performance and how education can support epistemic growth: the AIR and Apt-AIR frameworks. After briefly reviewing these frameworks, we discuss seven reflections on educational theory development that stem from our experiences working on the frameworks. First, we describe how our frameworks were motivated by the goal of addressing meaningful educational challenges. Subsequently, we explain why and how we infused philosophical insights into our frameworks, and we also discuss the steps we took to increase the coherence of the frameworks with ideas from other educational psychology theories. Next, we reflect on the important role of the design of instruction and learning environments in testing and elaborating the frameworks. Equally important, we describe how our frameworks have been supported by empirical evidence and have provided an organizing structure for understanding epistemic performance exhibited in studies across diverse contexts. Finally, we discuss how the development of the frameworks has been spurred by dialogue within the research community and by the need to address emerging and pressing real-world challenges. To conclude, we highlight several important directions for future research. A common thread running through our work is the commitment to creating robust and dynamic theoretical frameworks that support the growth of learners' epistemic performance in diverse educational contexts.

Dimensional comparison theory (DCT; Möller & Marsh 2013:Psychological Review, 120(3), 544-560), first formulated 10 years ago, describes individuals' internal comparison processes applied between different areas of their lives. Dimensional comparisons explain the seemingly counterintuitive phenomenon that students' verbal and mathematical self-concepts are almost uncorrelated, even though mathematical and verbal performances correlate highly positively: When students compare their performance in verbal and mathematical domains, dimensional comparisons lead to a contrast effect: students overestimate their ability in the intra-individually better domain and underestimate their ability in their intra-individually weaker domain, leading to near-zero correlations between the respective self-concepts. This paper describes diverse extensions of the classic DCT into a variety of predictors (especially various school subjects, beyond math and native language) and criteria (especially task value components, in addition to subject-specific self-concepts) and extensions of the applicability of the DCT as an educational psychological theory to contexts such as clinical and health psychology. Recent findings on the psychological processes that trigger, accompany, and follow dimensional comparisons are summarized, before an overview of different methods to capture dimensional comparisons is given, and further research directions are discussed.

Despite rapidly increasing cultural and linguistic diversity in US schools, the majority of psychoeducational evaluations will be conducted by monolingual, English-speaking school psychologists. As such, the appropriate use of interpreters has been identified as a critical skill in working with emergent bilinguals and their families. Surveys of practicing school psychologists conducting assessments with emergent bilinguals indicate a lack of knowledge and training in the use of interpreters; however, few studies have examined the extent to which school psychology graduate students are trained in the appropriate use of interpreters. Utilizing survey methodology, this study examined school psychology graduate students' training in and preparedness to work with interpreters, as well as their knowledge of best practices in the use of interpreters. Current graduate students and interns enrolled in school psychology master's, specialist, and doctoral programs in 36 states throughout the USA (n = 364) responded to the survey. The majority of participants were White (61.5%), monolingual (70.3%), and seeking a master's or specialist degree (71.2%). Survey responses suggest that graduate students and interns' training, knowledge, and preparedness to work with interpreters is lacking. A qualitative analysis of the open-ended question revealed that first-hand experience working with interpreters was among the most beneficial types of training experiences for graduate students and interns. Implications for how program directors and graduate-level faculty can provide better training for their students in the use of interpreters are discussed.

This special issue was motivated by the realization that student motivation is inherently complex and no single framework can capture it in its full richness. However, the current zeitgeist in educational psychology seems to explicitly discourage attempts at integration as researchers are incentivized to stay within their own theoretical camps. In this special issue, we asked seven research teams to revisit their theoretical assumptions and cross-fertilize their own theories with other frameworks. We also invited three distinguished luminaries to critique and comment on this undertaking. We highlighted key issues that prevent cross-fertilization of ideas across theoretical borders, surfaced potential dangers associated with naïve integration, and proffered future directions that could nudge motivation science towards a more cumulative and integrative approach.

Educational psychology remains constricted by Westernised science's universalising views. The teaching about emotions and their expression is a critical element at the core of educational psychology, but the underpinning ontology and theories appear to be largely unexamined. The importance of educational psychology was highlighted by the COVID-19 pandemic, and with wellbeing initiatives accumulating, now, more than ever before, educational psychology research and practice in Aotearoa New Zealand must be called to account. Most existing programmes derive from anthropological, psychological and observation-based approaches, unquestioningly proposing that we all feel emotions because of, or in response to, certain occurrences in our lives. Dare we question this 'given' through a decolonising or cross-cultural lens? Maori values, holistic concepts and the diverse ways of knowing and being with emotion need to be considered as Aotearoa New Zealand looks beyond the dominant discourse of current SEL. In classrooms every day, practitioners discern how to discuss and respond to emotions, their own and those of the students in their care. This article invites educators to critique their own understandings of emotions and considers ways to challenge educational psychology and the practice of teaching about emotions to acknowledge the culturally diverse classroom contexts of Aotearoa New Zealand.

Multi-wave-cross-lagged-panel models (CLPMs) of directional ordering are a focus of much controversy in educational psychology and more generally. Extending traditional analyses, methodologists have recently argued for including random intercepts and lag2 effects between non-adjacent waves and giving more attention to controlling covariates. However, the related issues of appropriate time intervals between waves (lag1 intervals across waves) and the possibility of contemporaneous (lag0) effects within each wave are largely unresolved. Although philosophers, theologians, and scientists widely debate sequential (lagged) and simultaneous (lag0) theories of causality, CLPM researchers have mostly ignored contemporaneous effects, arguing causes "must" precede effects. In a substantive-methodological synergy, we integrated these issues and designed new structural equation models to reanalyze one of the strongest CLPM studies of academic self-concept (ASC) and achievement (five annuals of mathematics data; 3527 secondary school students). A taxonomy of models incorporating various combinations of lag0, lag1, and lag2 effects, random intercepts, and covariates consistently supported a priori reciprocal effect model (REM) predictions--medium or large reciprocal effects of ASC and achievement on each other. Consistent with self-concept theory, effects of ASC on achievement evolved over time (lag1, not lag0 effects), whereas effects of achievement on ASC effects were more contemporaneous (lag0, not lag1 effects). We argue that lag0 effects reflect proximal events occurring subsequent to the previous data wave, suggesting the need for shorter intervals but also leaving open the possibility of contemporaneous effects that are truly instantaneous. We discuss limitations and future directions but also note the broad applicability of our statistical models.

As the field of Mind, Brain, and Education (MBE) continues to grow, MBE researchers have begun expanding the scope of their investigations and approaches. One such development is the establishment of collaborative partnership with young learners, both to inform research practices and to develop student-researchers. We explore how middle school students (ages 12 to 14 years) engage in MBE research through an assistantship program, initiated through a unique research-practice partnership that embeds MBE researchers and an electrophysiology laboratory into a school. In this program, student-researchers learn about experimental methods, assist with university research protocols, and drive independent projects. Here, we detail this program and report on its impact from both the teacher and student-researcher perspectives. Overall, we find that daily involvement in scientific research aids the holistic development of student-researchers by fostering academic and nonacademic skills that may transcend formal learning environments.

Path analysis is used to provide estimates of the magnitude and significance of hypothesized causal connections among sets of variables displayed using path diagrams. It is an extension of multiple regression analysis and holds strength as a methodology as it allows researchers to assess both direct and indirect effects of multiple independent variables on one or more dependent variables. In this paper, path analysis is used to examine the predictive relations of preservice teachers' perception of key problem-based learning (PBL) processes and their learning strategies before and after their PBL experience. The sample involved in this study comprised of 1041 preservice teachers in the core Educational Psychology course using the PBL approach at a Teacher Education Institute in Singapore. The participants consisted of 333 males, 662 females, and 46 preservice teachers who did not indicate their gender. The mean age was 25.6 (SD = 5.41). The Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich, Smith, Garcia, and McKeachie (1993) was used to measure preservice teachers' learning strategies. It consisted of five subscales, namely rehearsal, elaboration, organization, critical thinking and metacognitive self-regulation. The Problem-based Learning Process Inventory (PBLPI) by Chua et al. (2016) was used to measure the key PBL processes, namely problem-posing, scaffolding, and connecting. Findings from the study suggested that in the PBL environment, (a) preservice teachers' pre-PBL metacognitive self-regulation played a pivotal role in determining preservice teachers' perceived importance of the key processes in enhancing their PBL experience; (b) the key PBL scaffolding and connecting processes were salient predictors of preservice teachers' subsequent post-PBL learning strategies; and (c) the key PBL processes played a mediating role in relating preservice teachers' pre-PBL learning strategies to their corresponding post-PBL factors. Implications for using path analysis for problem-based learning research will be discussed.

In this theoretical paper, I review the history of research in educational psychology that inspired Shulman's notion of pedagogical content knowledge (PCK) and I critically examine interpretations of PCK reflected in prominent theoretical frameworks for mathematical knowledge for teaching (MKT). I propose a theory of PCK--grounded in radical constructivism and Piaget's genetic epistemology--that addresses limitations of these prominent frameworks. I conclude with a description of what makes PCK in the proposed theory "pedagogical" and describe a research agenda that reconnects MKT scholarship to its Deweyan philosophical foundations.

Global competence is supposed to possess a transformative capacity allowing for building bridges across cultural diversity to foster international cooperation. Literature searches indicate the paucity of robust tools evaluating global competence. This research strove to adapt and validate a measure for the assessment of students' global competence in Kazakhstan. For this purpose, the Global Competence Scale was chosen. A total of 467 graduate and undergraduate educational psychology students responded to the adapted scale. Based on the scores collected, the instrument was examined using exploratory and confirmatory factor analyses. Good reliability was yielded (Cronbach's alpha for the factors ranging from 0.722 to 0.924) and the original nine-factor structure was replicated and accounted for 61.84 % of the total variance. The model fit indices met the criteria set a priori. The Kazakh version of the Global Competence Scale was unprecedented and proved to be a reliable and valid tool for gauging the construct. In contrast to the original study, surveyees with international experience reported no superior scores relative to non-experienced counterparts. Holistically, findings suggest the respondents should work on their global competence, in particular with regard to international academic knowledge and communication. Further validation of the scale with larger sample sizes to increase its generalizability and use is encouraged.

Value-oriented education has been an integral facet of education. The need for value education stems from the social malaise in the society and education, being purposeful in making students responsible citizens, must address such deficiencies in values. This study aims to understand the attitude of student teachers and in-service teachers' towards current education and its value systems and seeks their stand on requiring value-oriented education as they are the major stake holders of direct classroom education experience other than students. The case study of Elizabeth Holmes and Annie Dookhan was used to assess how academically strong individuals end up straying into fraudulent ways. The study was administered using an electronic questionnaire, the frequency range was established using SPSS and indexed to percentage values. The data shed light on the attitude of student teachers and in-service teachers feeling that current education fails to inculcate values and suggested some methods of reform in the value systems of current education.

Several philosophers and psychologists of education have taken the position that wellbeing should be at theheart of our educational system, if not its primary goal. The aim of this paper is to outline, question, andchallenge this position. It starts by discussing the main approaches that consider student wellbeing as theprimary goal of the educational system -- the propositions of positive psychology and those of certain educationalphilosophers and psychologists. It follows with an examination of some major social critiques of the idea ofwellbeing as a goal of schooling. Drawing mainly on Foucault, the paper questions the extent to which theaim of wellbeing contributes to normalization and hinders the possibility of self-government. The paperconcludes that wellbeing should not be conceived as a goal, but rather as an ongoing preoccupation of care forthe self.

As a discipline, educational psychology is somewhat idiosyncratic in terms of content and methodologies. Such idiosyncrasies are likely rooted in the philosophical history of the discipline which involves both the empirical tradition of Thorndike and the contextualized pragmatics of James and Dewey. Despite this, there is little teaching about epistemological and ontological beliefs in most educational psychology doctoral programs. The purpose of this research was to (a) describe educational psychology doctoral students' epistemological and ontological beliefs and (b) determine the effectiveness of a four-part activity in supporting students' learning about epistemology and ontology. This study represents scholarship of teaching and learning. We analyzed 14 doctoral students' responses to a four-part activity to describe their epistemological and ontological beliefs. Second, we used a parallel convergent mixed method design to analyze quantitative and qualitative data describing students' learning from the activity. Students showed eclectic epistemological and ontological beliefs that were overall more epistemologically relativist than realist. For ontology, there was much more variability on the extent to which students believed truth exists and can be known in the discipline. All students, regardless of their epistemological and ontological beliefs, showed growth through the in-class activity. This is the first study to describe the epistemological and ontological beliefs of a sample of doctoral students in educational psychology. The results of this study and the pedagogical materials on which they are based can help the discipline itself and its students become more aware of its philosophical history and diversity.

Educational psychologists face challenging decisions around ethical dilemmas to uphold the rights of all children. Due to finite government resources for supporting all learners, one of the roles of educational psychologists is to apply for this funding on behalf of schools and children. Tensions can emerge when unintended ethical dilemmas arise through decisions that compromise their professional judgement. This paper presents the findings from an exploratory study around educational psychologists' understandings and concerns around ethical dilemmas they faced within New Zealand over the past 5 years. The study set out to explore how educational psychologists manage the ethical conflicts and inner contradictions within their work. The findings suggest that such pressures could influence evidence-based practice in subtle ways when in the course of decision making, practitioners experienced some form of ethical drift. There is seldom one correct solution across similar situations. Although these practitioners experienced discomfort in their actions they rationalised their decisions based on external forces such as organisational demands or funding formulas. This illustrates the relational, contextual, organisational and personal influences on how and when 'ethical drift' occurs.

The United Kingdom's response to growing multiculturalism is subject to debate over how to respond, accommodate, and promote cultural diversity. This impacts on the role of educational psychologists (EPs) who work with children and young people (CYP), their families, and professionals from a variety of cultural backgrounds. EPs are responsible for engaging in, and developing, culturally responsive practice (CRP), an ongoing process which is both intrapersonal and interpersonal. Despite the pertinent influence of culture on educational psychology practice, there is a paucity of research exploring how EPs take culture into account in their work. A two-round Delphi method was used to explore how EPs can develop CRP, by reviewing literature pertaining to culture within school psychology practice, and more broadly within the psychological professions. A deductive thematic analysis was used to identify statements associated with CRP which were presented to EPs (n = 23) in round one, asking them to rate their perceived importance for their practice. In round two, EPs were invited to evaluate their response to statements which had not met consensus in round one (n = 18). 82 statements met consensus as key features of CRP for EPs, which are presented within a guiding self-reflective framework for practice.

This mixed-methods study examined educational psychologists' (EP) experiences of occupational stress, well-being, and implications for their professional practice. Phase 1 involved an online survey of 300 EPs in England using the Professional Quality of Life Scale (ProQOL) and the Short Warwick and Edinburgh Mental Well-Being Scale (SWEMWBS). The findings revealed 78% reported low or moderate compassion satisfaction, defined as the positive emotional fulfilment derived from helping others and making a positive difference; 72% reported moderate or high levels of burnout; and 73 % reported moderate or high levels of secondary traumatic stress. 99% of the participants' well-being scores fell within the low or medium category. Semi-structured interviews in Phase 2 with 12 EPs revealed risk of burnout, workforce retention challenges, and intensified feelings of autonomy loss and helplessness since the COVID-19 pandemic. Protective factors included connection with colleagues, recognition, shared values, and meaningful impact opportunities. Implications for practice are discussed.

The proportion of pupils with English as an additional language (EAL) has steadily risen in recent years in England, reaching just under one in five of all pupils aged 5-16 in 2021, with a total of over 365 languages spoken between them. Despite educational psychologists' (EPs) practice being concerned with reduction of barriers that prevent children from fully accessing education, a review of the educational psychology literature provides little information to suggest that EPs are responding to the increasing linguistic diversity of their client group. Further, there is a lack of shared understanding among EPs of the specific competencies needed to address the specific language needs of this population. Through a three-round Delphi, 90 statements were identified as key features required for EP practice with EAL students and families; these statements were then structured into a guiding framework for EP practice. The implications of this framework, and its limitations, are discussed.

The biopsychosocial model has revolutionised the way need is considered in educational psychology. However, not all facets have received equal attention, with personality factors often being overlooked. This has implications for understanding the individual and how best to support them in education. This exploratory study investigated whether introversion, as an individual personality factor, is being taken into account in educational settings. The views and experiences of 11 students from five secondary schools in the UK who self-identified as having introverted personality styles (IPS) were explored, using semi-structured interviews and a personal construct psychology activity. Thematic analysis suggested that the educational environment was not considered to be optimally suited to the needs of students with introverted personalities. Participants reported feeling overlooked, and indicated that their personality created additional difficulties for them in navigating the school environment. Supportive relationships and awareness/acceptance of introversion were highlighted as key protective factors. The findings suggest professionals working in education need to consider a more holistic picture of students' personality styles within their wider environment.

Educational psychologists (EPs) have a legal and ethical obligation to gain informed consent prior to any psychological involvement. As EPs work across the 0 to 25 age range, the person giving consent may vary according to the needs of the individual service user and so it is necessary to be aware of relevant legislation and case law. This study explored what might be considered best practice for EPs in gaining consent across the 0 to 25 age range by conducting semi-structured interviews with six professionals as part of an expert reference group. The interviews were thematically analysed using a hybrid inductive-deductive approach. Six main themes were identified: ethical obligations; children's rights; legal obligations; partnership; informed consent; and, barriers to best practice. There was considerable overlap between some of the main themes, reflecting the complexity of the issue. The findings are discussed in relation to literature in other areas of psychological practice. Implications for practice for individual EPs and EP services are considered, such as the possibility of developing a guidance document for use across the profession, as well as directions for further research.

The computational model of school achievement represents a novel approach to theorizing school achievement, conceptualizing educational interventions as modifications to students' learning curves. By modeling the process and products of educational achievement simultaneously, this tool addresses several unresolved questions in educational psychology through computational modeling. For example, prior research has highlighted perplexing inconsistencies in the relationship between time spent on task and academic achievement. The present simulation reveals that even under the assumption that time-on-task always positively contributes to achievement, the correlations between time-on-task and achievement can vary substantially across different contexts and, in some cases, may even be negative. Analysis of the correlation between prior knowledge and knowledge gains uncovers similar patterns. The computational model of school achievement presents a framework, bolstered through simulation, enabling researchers to formalize their assumptions, address ongoing debates, and design tailored interventions that consider both the school environment and individual student contexts.

Systematic reviews and meta-analyses are crucial for advancing research, yet they are time-consuming and resource-demanding. Although machine learning and natural language processing algorithms may reduce this time and these resources, their performance has not been tested in education and educational psychology, and there is a lack of clear information on when researchers should stop the reviewing process. In this study, we conducted a retrospective screening simulation using 27 systematic reviews in education and educational psychology. We evaluated the sensitivity, specificity, and estimated time savings of several learning algorithms and heuristic stopping criteria. The results showed, on average, a 58% (SD = 19%) reduction in the screening workload of irrelevant records when using learning algorithms for abstract screening and an estimated time savings of 1.66 days (SD = 1.80). The learning algorithm random forests with sentence bidirectional encoder representations from transformers outperformed other algorithms. This finding emphasizes the importance of incorporating semantic and contextual information during feature extraction and modeling in the screening process. Furthermore, we found that 95% of all relevant abstracts within a given dataset can be retrieved using heuristic stopping rules. Specifically, an approach that stops the screening process after classifying 20% of records and consecutively classifying 5% of irrelevant papers yielded the most significant gains in terms of specificity (M = 42%, SD = 28%). However, the performance of the heuristic stopping criteria depended on the learning algorithm used and the length and proportion of relevant papers in an abstract collection. Our study provides empirical evidence on the performance of machine learning screening algorithms for abstract screening in systematic reviews in education and educational psychology.

Background: The control-value theory of achievement emotions postulates that it is possible to affect achievement emotions by decreasing or increasing control and value appraisals. This implies that changes in the latter should result in changes in the former. However, the assumption has been rarely tested. Aims: This study aimed at verifying whether changes in control and value appraisals - two proximal antecedents of achievement emotions - predicted changes in learning enjoyment over the course of lower secondary school. Moreover, since studying changes requires knowledge of their overall pattern, it also investigated the developmental trajectories of the three student characteristics. Sample: The study used longitudinal data of 5125 German students gathered between Grades 5 and 9, four measurement occasions in total. Methods: The hypotheses were tested using univariate and multivariate latent change score models. Results: The analyses revealed decreases in control and value appraisals and learning enjoyment between Grades 5 and 9. Moreover, the decreases in control and value appraisals predicted the decreases in learning enjoyment. Conclusions: The study provides support for the change-change assumption, which is one of the key but under-researched elements of the control-value theory of achievement emotions. As such, it suggests that alleviating the decrease in control and value appraisals may mitigate the decrease in learning enjoyment. Moreover, by providing longitudinal evidence on the decrease in the three constructs under study, it corroborates the inimical trend observed in past research.

This systematic literature review explored how educational psychologists (EPs) use cognitive behavioural therapy (CBT) interventions within school settings, with whom and to what effect. The information available on the intervention design and delivery was benchmarked against Fuggle et al.'s framework that identified CBT competencies required for working with children and young people (CYP). Research into school-based CBT interventions involving EPs between 2013 and 2021 was systematically identified and assessed for quality using quantitative and qualitative frameworks. The aggregative analysis highlighted the heterogeneity of CBT interventions being used to support a range of outcomes. The heterogeneity of interventions made it difficult to draw decisive conclusions about the impact of CBT. Although intervention impact varied, overall a positive impact was observed particularly for CYP with anxiety. Benchmarking interventions against a CBT framework enabled competency profiling within EP practice, suggesting EPs could potentially work more collaboratively with school staff and parents. Implications for future research and practice are discussed.

Researchers have found that violent online game addiction has become a serious global problem that negatively affects younger people. This study used a cross-sectional research design to examine the effects of violent online game contact on individuals' academic procrastination. We further explored the mediating role of emotional self-regulation and the moderating role of peer communication in the link between violent online game contact and academic procrastination. A sample of 1132 students completed self-reported questionnaires regarding violent online game contact, emotional self-regulation, peer communication, and academic procrastination. Participants were randomly selected from Guangdong Province, China. Results indicated that violent online game contact was positively correlated with academic procrastination, while emotional self-regulation indirectly affected the relationship. Peer communication played a moderating role in the indirect effect between emotional self-regulation and academic procrastination. The general pattern of this mechanism illustrates that as peer communication increased, the effects of emotional self-regulation on academic procrastination decreased. The findings elucidate how and for whom violent online game exposure is related to academic procrastination. This research demonstrates that violent game contact is an important factor affecting academic procrastination, clarifies the role of peer communication and emotional self-regulation, and provides practical suggestions for preventing academic procrastination in the field of school psychology.

To explain successful subject matter learning with digital tools, the specification of mediating cognitive processes is crucial for any empirical investigation. We introduce a cognitive process framework for the mechanisms of learning with digital tools (CoDiL) that combines core ideas from the psychology of instruction (utilization-of-learning-opportunity framework), cognitive psychology (knowledge-learning-instruction framework), and domain-specific research on learning and instruction. This synthesizing framework can be used to theoretically ground, firstly, the design of digital tools for learning, and secondly, the empirical analysis of students' learning activities in digitally enriched educational settings via the analysis of specific student-tool interactions.

In the context of instructional design and self-regulated learning research, the notion of mental effort allocation, monitoring, and control has gained increasing attention. Bringing together a cognitive perspective, focusing on Cognitive Load Theory, and a motivational perspective, merging central accounts from Situated Expectancy Value Theory and Self-Determination Theory, we plea for a three-fold conception of effort that clearly distinguishes the different psychological sources of experiencing and allocating effort in learning environments: effort-by-complexity, effort-by-need frustration, and effort-by-allocation. Such a detailed conception has important implications for how effort should be studied and how it can be influenced by instructional support or by the learning individual itself. A first conclusion we draw is that cognitively oriented research needs to be careful when taking students' self-reports on the "effortfulness" of a task as an indication of the object-level cognitive requirements of the task, as such appraisals may also reflect the affective-emotional requirements of task execution as well as motivational beliefs regarding the likelihood of success and meaningfulness of a task. A second conclusion is that instructional procedures rooted in cognition-oriented theory ideally are complemented by motivation theory to support student learning optimally.

In this article, we discuss using race-focusing and reimaging as a metatheoretical approach to be used during the process of theory building, expansion, and adaptation. To do so, we demonstrate how, over the last decade, the use of race-focusing and reimaging approaches has advanced our understanding of the racialized nature of research in education psychology (DeCuir-Gunby & Schutz, 2024). In addition, we provide a discussion of areas where educational psychologists have yet to theoretically explicate or should further explore in current educational psychology theories.

We examine the role of culture in comprehension. Prominent theories of comprehension conceptualized the outcome of reading as learners' construction of a cognitive representation of texts. We emphasize that such representation reflects not only texts' content, but also individuals' understandings of the real world, as described in texts. We suggest that, thus, individuals should be supported to question and analyze the mental representations that they form; we use the term "culture" to capture such questioning and analysis. Rather than an individual difference factor, we argue for conceptualizing culture as a way of thinking, or as individuals' reasoning about the commonalities and differences in their and others' worldviews and the linking of these to underlying values. When such reasoning is engaged in reference to texts, we refer to this as culturalized comprehension; when such reasoning is further engaged to resist or recast the values introduced in texts to generate counternarratives, we refer to this as critical culturalized comprehension. In emphasizing the importance of culturalized and critical culturalized comprehension and describing the set of cognitive processes involved, we argue for research in educational psychology to examine how learners may be consciously, reflectively, and critically engaged in using texts to understand their world.

Research on inclusive education focus shows that one barrier which occurs worldwide is a lack of early training among teachers. However, little is known about the professional training of healthcare professionals who are incorporated into schools to support teachers. For the first time, we explore the perceptions of speech therapists, psychologists, physical therapists, and occupational therapists about the professional training they receive to work within schools with School Integration Programmes in Chile. Via a sequential exploratory mixed research method, semi-structured interviews were done (n = 52) and an online survey was applied (n = 474) with a respondent-driven sampling method. The results converge, indicating that professional training is insufficient to fulfil its educational role. We also observed a dichotomy between the role defined by policy and professional training, and how post-graduate training reconciles professional identity with the educational role. We hope that these findings contribute to opening a reflection space about the development, disciplinary connection, and research of health professionals working in schools. These results have practical implications for universities which provide training and formation, as well as for policymakers and researchers who promote an inclusive focus worldwide.

We demonstrate how to analyze complete multivariate generalizability theory (GT) designs within structural equation modeling frameworks that encompass both individual subscale scores and composites formed from those scores. Results from numerous analyses of observed scores obtained from respondents who completed the recently updated form of the Big Five Inventory (BFI-2) revealed that the "lavaan" SEM package in R produced results virtually identical to those obtained from the "mGENOVA" package, which historically has served as the gold standard for conducting multivariate GT analyses. We further extended "lavaan" analyses beyond what "mGENOVA" allows to produce Monte Carlo based confidence intervals for key GT parameters and correct score consistency and correlational indices for effects of scale coarseness characteristic of binary and ordinal data. Our comprehensive online Supplemental Material includes code for performing all illustrated analyses using "lavaan" and "mGENOVA."

The aim of this study was to analyse the role that Educational Psychologists (EPs) could play within the framework of the right to inclusive education and the barriers they perceive at different levels of the education system. A reflexive Thematic Analysis study was conducted in Madrid (Spain), which gathered the opinions of 177 professionals working in Counselling Teams. These are multidisciplinary teams in which EPs work alongside other professionals such as social workers and support teachers, in the stages of early childhood and primary education. The data were collected through 21 focus groups. The findings highlight two issues. On the one hand, EPs identified the existence of systemic barriers to advancing towards a more inclusive education, both within and beyond schools, that determine the activities they do in their daily lives. On the other hand, these professionals express their desire to perform other functions, beyond the assessment activities to which they dedicate most of their time, consistent with the international objective of ensuring quality, inclusive, and equitable education for all. These findings are discussed, as well as the gap between accumulated knowledge and the exclusionary practices that continue to occur in everyday reality.

In the article "It's Just an Observation," Robinson and Wainer (Educational Psychology Review 35, Robinson, D., & Wainer, H. (2023). It's just an observation. Educational Psychology Review, 35(83), Published online: 14 August, 2023) lamented that educational psychology is moving toward the dark side of the quality continuum, with fewer intervention studies and randomized controlled trials and a tendency to make causal inferences based on more armchair research using observational data. This paper discussed the challenges of making causal inferences, even with intervention studies and randomized controlled trials. We argued the usefulness of causal assumptions and modeling based on observational data regarding causal discovery while acknowledging their limitations. More importantly, the research rigor can be achieved in experimental or intervention studies as well as in studies using observational data. Showing favoritism could also taint our field by limiting our perspectives, stifling creativity, and diminishing scholarly variety. We should not allow the undue overinterpretation of correlational evidence to undermine the entire field of observational studies.

Over the past 30 years, several reviews have examined scholarly contributions of individual researchers and institutions in the field of educational psychology (Fong et al., Educational Psychology Review 34:2379-2403, 2022; Greenbaum et al., Educational Psychology Review 28:215-223, 2016; Hsieh et al., Contemporary Educational Psychology 29:333-343, 2004; Jones et al., Contemporary Educational Psychology 35:11-16, 2010; Smith et al., Contemporary Educational Psychology 23:173-181, 1998; Smith et al., Contemporary Educational Psychology 28:422-430, 2003). However, no reviews have specifically examined scholarly impact as measured by citations since (Walberg, Current Contents 22:5-14, 1990) did so over 34 years ago. The present review focused on the period from 1988 to 2023, identifying the most cited articles and authors since Walberg's study that focused on the period from 1966-1988. Whereas most of the previous reviews have been limited in terms of brief time periods (e.g., six years) and a small set of journals (e.g., five), our scope included 12 educational psychology journals across 36 years. The most cited article (over 9000 times) by (Ryan and Deci, Contemporary Educational Psychology 25:54-67, 2000) had more than twice as many citations as the second most cited article by (Pintrich and Groot, Journal of Educational Psychology 82:33-40, 1990). Most of the top 30 most cited articles, including four of the top five, addressed the topic of motivation. With regard to highly cited authors, the top five were John Sweller, Richard E. Mayer, Fred Paas, Richard M. Ryan, and Reinhard Pekrun. Several of the 30 most cited authors have never appeared in previous lists of most productive authors. Finally, keyword and cluster analyses revealed most popular topics and collaborative networks among many of the most cited authors that may partly explain their productivity. Examining article and author impact is an important complement to productivity when considering scholarly contributions to the field of educational psychology.

This study utilizes semi-structured interviews to explore the status quo of teacher training of rural and urban public primary school teachers in Henan Province China. Our findings showed that both rural and urban teachers had very limited training opportunities available to them. Most of the participants did not find the current training opportunities useful in improving their teaching practices. Both rural and urban teachers desired training in pedagogy, educational psychology, and curriculum. Rural teachers particularly expressed the need for training in ICT and classroom management skills. Observing education experts' demonstration classes is the most preferred training format. Policy implications are discussed.

Seductive details are interesting but irrelevant details that impede text comprehension (Mayer, 2005). Whether visual images can act as seductive details remains unclear (Rey, 2012). In two experiments, 125 undergraduates read 10 pages from a leading educational psychology textbook that either included illustrated cartoons or not, followed by a comprehension test. Experiment 1 revealed no seductive cartoons effect. Experiment 2, after increasing reading time and question difficulty, revealed a seductive cartoons effect where students who saw cartoons performed worse than those who did not see cartoons. Results are consistent with the cognitive theory of multimedia learning (Mayer, 2005) and cognitive load theory (Sweller, 2005), where seductive information draws cognitive resources away from what is needed to process relevant information. Thus, seductive cartoons are similar to other types of visual seductive details that serve only a decorative purpose to increase interest, but also decrease comprehension.

Background/purpose: This study analyzed the contribution of three mentorship practices relatively and cumulatively to the research productivity of early-career academics in the field of educational psychology in universities. The study was conducted in the South-South region of Nigeria. Materials/methods: The research method adopted was the quantitative approach, following the ex-post facto research design. The study's population covered 723 early-career researchers (ECRs) in educational psychology distributed across 19 universities located in South-South Nigeria. The "Mentorship Practices and Research Productivity Questionnaire" (MPRPQ) was the instrument used for data collection. The questionnaire was designed by the researchers and then validated by three experts. Reliability analysis was performed using the Cronbach approach with estimates of 0.80, 0.79, 0.87, and 0.91 obtained for the four clusters. Primary data were collected from the field after copies of the instrument had been administered to respondents. Results: Mentorship practices were generally revealed to significantly contribute to the research productivity of ECRs in educational psychology in universities. Specifically, the adoption of cloning and apprenticeship approaches to mentorship contributed substantially to the ECRs' research productivity. However, the study highlighted that nurturing contributed only negligibly to the ECRs' research productivity. Conclusion: Mentorship practices are important determinants to the research productivity of early-career educational psychologists. In order to boost the productive research capacities of ECRs, there is a need for institutions to strengthen their mentorship practices.

A poorly elaborated learner's understanding of models has been reported to be one of the major sources for learning difficulties in the quantum domain. To be able to provide physics education in schools with evidence as to how this problem can be tackled, a deeper theoretical understanding of the structure of learners' mental models in quantum physics seems essential. In this respect, previous research has proposed two dimensions in learners' mental models in the atomic hull context, labelled Fidelity of Gestalt and Functional Fidelity. In this article, we investigate whether this proposed two-factorial structure can be transferred to quantum concepts beyond the atomic hull context. To approach this, we surveyed the structure of students' mental models in the context of photons' properties and behavior. We conducted a questionnaire study: 170 secondary school students completed a survey instrument adapted from the literature. Using exploratory factor analysis, the two factors Fidelity of Gestalt and Functional Fidelity to describe the students' mental models could be replicated for the photon context. We provide a selection of results from physics education literature to reveal that our two-factor framework to describe the students' mental models seems to be a promising endeavor in the landscape of science education research in general.

This paper locates the educational psychologist's (EP) involvement in addressing social justice in practice. It uses some philosophical ideas from Jacques Rancière, particularly the idea of the distribution of the sensible and dissensus, to help us question how systems that are aimed at contributing to a socially just society can limit social justice itself. Whilst the argument of this paper is applicable to educational psychologists internationally, this paper is situated within a Scottish context. It uses a vignette to draw out a philosophical reading of the EP's involvement in the narrative. This paper gives some examples of how structures that are aimed at supporting social justice often position the EPs within these systems so that thinking, being and doing are shaped according to the structures that they inhabit. The establishment of such structures and discourses have limited the meaning and implementation of social justice. This means that the identity of both those requiring the involvement of the EP, as well as the EP and other professionals is determined in terms of their 'proper place' and their activity is determined in terms of its 'proper function'. The paper argues that EPs can interrupt the procedural flow and provide a dissenting voice which can ultimately lead to social justice in ways that the normal flow of procedure does not.

Teacher evaluation is a personnel practice in education and a field of study with multiple discourse communities, including a community in supervision. Many concepts from these discourse communities have influenced practice over time. In this article, I place teacher evaluation as a practice originating in the intersection of supervision and administration, describe its tumultuous relationship with supervision, and identify the many concepts that restrict its practice with examples of scholarship. This article is important "fieldwork" that scholars must periodically conduct on their niche to better understand its audiences, scope, and influences. Examples of fieldwork include: analyses of scholarship, collections on a theme, handbooks, histories, interviews of scholars, memoirs, and genealogies of scholars. This article is a type of analysis of scholarship for the field of teacher evaluation, as Bolin (1988), Blumberg (1990), Garman (2020), Glanz (2018), Gordon (2019), Mette (2019), and Glanz and Hazi (2019) have done for the field of supervision. I am often asked, "Is there anything left to study about teacher evaluation?" This article may help scholars broaden their thinking about the many discourses of teacher evaluation as well as their own niche. Understanding the nature of the discourses helps a scholar navigate its writings and research, situate his/her contribution, and interpret the results of emerging research.

Faculty and academic librarians who provide information literacy (IL) instruction frequently puzzle over students' inconsistent future use of IL skills. When they work with students who have received IL instruction in the past, some students demonstrate confident, mature, and practiced use of the skills. Others demonstrate skills that have either failed to develop further since the instruction session or skills that have atrophied. This study explores self-cited motivating factors for continued use of IL skills. It was conducted at an urban public research university in the United States, among 24 first-year undergraduates who participated in first-year seminars. The study connects the motivating factors with IL performance on a writing sample. It uses mixed methods involving a self-designed survey with Likert-style questions on eighteen motivating factors, plus a rubric adapted from the AAC&U VALUE rubrics.

This class action research required to develop online counseling teaching. The objectives were 1) to develop a learning management plan for an online counseling unit that promotes the competency in the counseling service of teaching professional students and 2) to study the change in the competency in the counselling service after studying with the online counseling unit learning management plan. The target group was teacher professional students, faculty of education, Government University in Thailand, who enrolled in the course of educational psychology and teacher guidance, academic year 2021. The instruments used in this research were: 1) the counseling unit learning management plan 2) a model reflecting learning outcomes in the counseling unit, and 3) a knowledge test in the counseling unit. The researchers analyzed quantitative data with percentile analysis and qualitative data with content analysis. The results showed that most of the students had 70% or more of post-learning knowledge of counseling. It reflected that learning counseling is useful for future use in the teaching profession. Including observation from the practice of counseling, it was found that students were able to apply the learned skills to psychological counseling.