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Students' academic achievement is a key predictor of various life outcomes and is commonly used for selection as well as for educational monitoring and accountability. With regard to achievement indicators, a differentiation has traditionally been drawn between grades and standardized tests. There is initial, albeit inconclusive, evidence that these indicators might differentially reflect students' personality as encapsulated in the Big Five personality traits as well as measures of cognitive abilities. In this article, we propose the personality-achievement saturation hypothesis (PASH) as an overarching model that describes the association between achievement indicators and personality. The PASH suggests that the differentiation between grades and tests is too simplistic and that associations between personality and achievement instead vary across five main features of the achievement measures that are used: level of standardization, relevance for the student, curricular validity, instructional sensitivity, and cognitive ability saturation. On the basis of findings from prior studies, we focused in particular on conscientiousness and openness to test the PASH. We used data from three large-scale studies (total N = 14,953) and aggregated our findings across these studies. In line with the PASH, the Big Five trait of conscientiousness was most strongly related to measures that were less standardized and less saturated with cognitive ability but higher on curriculum validity, relevance, and instructional sensitivity. In addition, openness was most strongly related to measures that were higher on standardization and cognitive ability saturation but lower on relevance, curriculum validity, and instructional sensitivity in English.Educational Impact and Implications Statement Achievement measures are of central importance for student selection, employment, and educational policy, and according to a widely shared belief, they involve intellectual abilities as well as aspects of personality such as effort and persistence. Up to now, prior research has remained rather inconclusive about why achievement measures vary in their degree of personality saturation. In this study, we developed and successfully tested a new framework (the PASH), which categorizes achievement measures along five main features and thereby contributes to a better explanation of differential associations between personality traits and different achievement measures.

Improvisational theatre (improv) is supposed to have an impact on cognitive processes (divergent thinking, flexibility, language, memory, problem solving, and co-construction), academic performance, and everyday life in many ways. However, little research studied on the psychological impact of improv, with some results highlighting a divergent thinking enhancement in children and adults, but not with teenagers, one of the most important age groups to practice improv. Therefore, this study aims to assess divergent thinking for middle school students before and after an 11-week session compared to a control group with a sport practice. The Alternative Uses Task was used before and after the session for both groups to evaluate divergent thinking. The improv group had better performance in originality, flexibility and gave less prototypical items after the improv sessions compared to before, while the control group performance was similar before and after. Our results suggest that improv helps teenagers’ divergent thinking to improve, not only with experimental games in the lab context but also after ecological sessions. We urge scientists to study in depth psychological impacts of improvisational theatre and applied improvisation, for a better understanding of improv and as a model to study embodied cognition.

Incremental implicit theories are associated with a belief regarding it is possible to improve one’s intelligence or ability through efforts. Previous studies have demonstrated that incremental implicit theories contributed to better academic achievement and positive youth development. Our study aimed to examine whether incremental implicit theories of morality significantly influenced change in students’ engagement in voluntary service activities. In our study, 54 Korean college students for Study 1 and 180 Korean 8th graders for Study 2 were recruited to conduct two two-wave studies. We surveyed participants’ implicit theories of morality and participation in voluntary service activities. The effect of implicit theories of morality on change in service engagement was analyzed through regression analysis. In Study 1, the moral growth mindset significantly moderated longitudinal change in service engagement. In Study 2, the moral growth mindset significantly influenced engagement in art-related activities, while it significantly moderated change in engagement in youth-related activities.

[Correction Notice: An Erratum for this article was reported in Vol 115(6) of Journal of Personality and Social Psychology (see record 2018-63189-002). In the article, the original supplemental material has been revised to include a clarifying note to the Tests of model fit over larger sample (Samples C-G) section and post-peer review analyses added to the Post-peer review Factor Analytic Tests section. All versions of this article have been corrected.] Philosophers and behavioral scientists refer to wisdom as unbiased reasoning that guides one toward a balance of interests and promotes a good life. However, major instruments developed to test wisdom appear biased, and it is unclear whether they capture balance-related tendencies. We examined whether shifting from global, de-contextualized reports to state-level reports about concrete situations provides a less biased method to assess wise reasoning (e.g., intellectual humility, recognition of uncertainty and change, consideration of the broader context at hand and perspectives of others, integration of these perspectives or compromise), which may be aligned with the notion of balancing interests. Results of a large-scale psychometric investigation (N = 4,463) revealed that the novel Situated WIse Reasoning Scale (SWIS) is reliable and appears independent of psychological biases (attribution bias, bias blind spot, self-deception, and impression management), whereas global wisdom reports are subject to such biases. Moreover, SWIS scores were positively related to indices of living well (e.g., adaptive emotion regulation, mindfulness), and balancing of cooperative and self-protective interests, goals (influence-vs.-adjustment), and causal inferences about conflict (attribution to the self-vs.-other party). In contrast, global wisdom reports were unrelated or negatively related to balance-related measures. Notably, people showed modest within-person consistency in wise reasoning across situations or over time, suggesting that a single-shot measurement may be insufficient for whole understanding of trait-level wisdom. We discuss theoretical and practical implications for research on wisdom, judgment and decision making, well-being, and prosociality. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Research into teacher motivation has shown that teachers’ achievement goal pursuit matters, for teachers themselves (e.g., their well-being) and teaching outcomes. While most research has followed a variable-centered approach, a multiple goal perspective has also emerged within, postulating that individuals pursue different combinations of achievement goals, or goal profiles, that might be differentially adaptive or maladaptive. The latter perspective has inspired much person-centered research on students resulting in many different profiles that often primarily differed by level differences, which limits the usefulness of this approach. In the present work, we analyzed achievement goal profiles of teachers and their usefulness by investigating whether psychologically meaningful, coherent, and generalizable profiles can be found in different populations, how such profiles are associated with teachers’ self-efficacy and work-related distress, and how powerful they are beyond a variable-centered approach. Using data from three study sets (total N = 3,681) from different countries (Israel, Germany) and different institution types (schools, universities), we found six psychologically meaningful and largely generalizable goal profiles that can be helpful in describing teachers’ goal pursuit. However, several profiles primarily differed by strength of performance goals and not by further qualitative differences, which limits the usefulness of this approach for describing differences in the quality of motivations. Further, the goal profiles had little incremental explanatory value beyond well-known effects of individual goals in explaining self-efficacy and work-related distress (ΔR² < .03). Given these findings, we critically evaluate the use of achievement goal profiles for studying the motivation of teachers (and by extension possibly also students).

Socio-economic status (SES) is closely linked to children’s reading development. Previous research suggests that executive functions (EF) mediate the effects of SES on reading, however, this research has almost exclusively focused on high-income countries (HICs). Comparatively less is known about the mechanisms that link SES and literacy in low-and-middle-income countries (LMICs). Childhood experiences of poverty in LMICs have been consistently linked to cognitive development through two sets of predictors: nutrition and physical growth, and the availability of educational scaffolding at home.The influence of the home learning environment (i.e. material deprivation, types of caregiver interactions) and nutrition to support children’s physical development (i.e. children’s BMI and stature for their age) on EF and literacy was examined in 630 primary-school children (6-14 years) in rural Côte d'Ivoire, West Africa. Structural equation modeling revealed that SES had an indirect effect on EF via the home learning environment, and in turn, reading. Importantly, the home learning environment, and a child’s physical development and nutrition showed distinct contributions to EF. The results suggest that improved educational scaffolding at home and supplemented nutrition could support EF development and reduce the negative impact of socioeconomic risk factors on reading.

Aspects of human life history and cognition, such as our long childhoods and extensive use of teaching, theoretically evolved to facilitate the acquisition of complex tasks. The present paper empirically examines the relationship between subsistence task difficulty and age of acquisition, rates of teaching, and rates of oblique transmission among Hadza and BaYaka foragers from Tanzania and the Republic of Congo. We further examine cross-cultural variation in how and from whom learning occurred. Learning patterns and community perceptions of task difficulty were assessed through interviews. We found no relationship between task difficulty, age of acquisition, and oblique transmission, and a weak but positive relationship between task difficulty and rates of teaching. While same-sex transmission was normative in both societies, tasks ranked as more difficult were more likely to be transmitted by men among the BaYaka, but not among the Hadza, potentially reflecting cross-cultural differences in the sexual division of subsistence and teaching labor. Further, the BaYaka were more likely to report learning via teaching, and less likely to report learning via observation, than the Hadza, possibly owing to differences in socialization practices.RéSUMé: Certains aspects de l'histoire de la vie humaine et de la cognition, comme la longue enfance et le recours intensif à l'enseignement, ont théoriquement évolué pour faciliter l'acquisition de tâches complexes. Le présent article examine empiriquement la relation entre la difficulté des tâches de subsistance et l'âge d'acquisition, les taux d'enseignement et les taux de transmission oblique chez les chasseurs-cueilleurs Hadza et BaYaka de Tanzanie et de la République du Congo. Nous avons également examiné les variations interculturelles sur la façon dont l'apprentissage se fait et auprès de qui. Les modèles d'apprentissage et les perceptions de la communauté concernant la difficulté des tâches ont été évalués par le biais d'entretiens. Nous n'avons trouvé aucune relation entre la difficulté de la tâche, l'âge d'acquisition et la transmission oblique, et une relation faible mais positive entre la difficulté de la tâche et les taux d'enseignement. Alors que la transmission entre personnes de même sexe était normative dans les deux sociétés, les tâches classées comme plus difficiles étaient plus susceptibles d'être transmises par les hommes chez les BaYaka, mais pas chez les Hadza, ce qui reflète potentiellement les différences interculturelles dans la division sexuelle touchant le travail impliqué dans la subsistance et l'enseignement. En outre, les BaYaka étaient plus susceptibles que les Hadza de déclarer qu'ils apprenaient au moyen de l'enseignement et moins susceptibles d'apprendre par observation, peut-être en raison de différences dans les pratiques de socialisation.

Continuous norming is an increasingly popular approach to establish norms when the performance on a test is dependent on age. However, current continuous norming methods rely on a number of assumptions that are quite restrictive and may introduce bias. In this study, quantile regression was introduced as more flexible alternative. Bias and precision of quantile regression-based norming were investigated with (age-)group as covariate, varying sample sizes and score distributions, and compared with bias and precision of two other norming methods: traditional norming and mean regression-based norming. Simulations showed the norms obtained using quantile regression to be most precise in almost all conditions. Norms were nevertheless biased when the score distributions reflected a ceiling effect. Quantile regression-based norming can thus be considered a promising alternative to traditional norming and mean regression-based norming, but only if the shape of the score distribution can be expected to be close to normal.

Interest is a critical fuel for and outcome of learning. Building on and refocusing the Four- Phase Model of interest development, this study provides a window into the ecology of the learning experience and interest it generates. This research tests a task interest model for understanding learning experiences in three university courses (mathematics, biochemistry and introduction to physics for non-majors) and pilots a micro-analytic approach to capturing these experiences during lectures/tutorials. Students' interest in tasks, a single class and the domain of study were collected. Short surveys were conducted through an online platform during class, immediately following task experiences. Latent variance-based modelling suggested strong forward connections between interest in most tasks were observed. The connections between prior knowledge and interest with future interest in course tasks varied strongly and was dependent on the nature of the tasks. The nuance of these connections and their implications for theory and practice are discussed.

Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

There is growing interest in the role that morphological knowledge plays in literacy acquisition, but there is no research directly comparing the efficacy of different forms of morphological instruction. Here we compare two methods of teaching English morphology in the context of a memory experiment when words were organized by affix during study (e.g., a list of words was presented that all share an affix, such as , , , , etc.) or by base during study (e.g., a list of words was presented that all share a base, such as , , , ). We show that memory for morphologically complex words is better in both conditions compared to a control condition that does not highlight the morphological composition of words, and most importantly, show that studying words in a base-centric format improves memory further still. We argue that the morphological matrix that organizes words around a common base may provide an important new tool for literacy instruction.

Red color supposedly affects cognitive functioning in achievement situations and impairs test performance. Although this has been shown for different cognitive domains in different populations and cultural contexts, recent studies including close replications failed to corroborate this effect. Reported here is a random-effects meta-analysis of 67 effect sizes (38 samples) that compared test performance after viewing red or a control color. For anagram tests and knowledge tests no significant difference between color conditions was found (Cohen’s d of -0.06 and -0.04); for reasoning tests the pooled effect of d = -0.34, 95% CI [-0.61, -0.06] indicated significantly lower scores in the red condition. The cumulative meta-analysis revealed substantially larger effects in initial studies as compared to subsequent research. After correcting for publication bias no evidential value for an effect of red color on intellectual performance was available. The review casts doubt on the existence of a robust color-priming effect in achievement situations. Electronic supplementary material The online version of this article (10.3758/s13423-020-01772-1) contains supplementary material, which is available to authorized users.

Background Spatial skills and mathematical ability have been repeatedly identified as critical for achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas associated with STEM achievement. The current study examined whether competency in spatial skills could be related to individuals’ motivation for mathematics. Measures of spatial skills and mathematics motivation were completed by 1056 seventh grade students. Results Using hierarchical linear modeling, spatial skills and math motivation were examined relative to students’ performance on a state standardized mathematics subtest. Results indicate that spatial skills and motivation interact to significantly predict students’ mathematics performance. Conclusions These results suggest that spatial skills in combination with motivation play a significant role in middle school students’ mathematics achievement.

People often have difficulty understanding processes of biological change, and they typically reject drastic life cycle changes such as metamorphosis, except for animals with which they are familiar. Even after a lesson about metamorphosis, people often do not generalize to animals not seen during the lesson. This might be partially due to the perceptual richness of the diagrams typically used during lessons on metamorphosis, which serves to emphasize the individual animal rather than a class of animals. In two studies, we examined whether the perceptual richness of a diagram influences adults’ learning and transfer of knowledge about metamorphosis. One study was conducted in a laboratory setting and the other online. In both studies, adults who saw the bland diagram during the lesson accurately transferred more than adults who saw the rich diagram during the lesson.

This is an original manuscript of an article published by Taylor & Francis in Scientific Studies of Reading (SSR) on 14th April, 2020, available online: http://www.tandfonline.com/[Article DOI: http://dx.doi.org/10.1080/10888438.2020.1750618].The procedural deficit hypothesis claims that impaired procedural learning is a causal risk factor for developmental dyslexia and developmental language disorder. We investigated the relationships between measures of basic cognitive processes (declarative learning, procedural learning and attention) and measures of attainment (reading, grammar and arithmetic) in a large sample of 7- and 8-year-old children. A latent variable path model showed that verbal declarative memory skills predicted attainment but were not significantly related to attention. Procedural learning was only weakly related to measures of attainment and attention assessed during the procedural learning task accounted entirely for its relationship with measures of attainment. Our results challenge the procedural deficit hypothesis of reading and language disorders, but suggest that attentional skills (rather than procedural learning ability per se) may be an important predictor of reading, arithmetic and grammatical skills.

Interest in wisdom in the cognitive sciences, psychology, and education has been paralleled by conceptual confusions about its nature and assessment. To clarify these issues and promote consensus in the field, wisdom researchers met in Toronto in July of 2019, resolving disputes through discussion. Guided by a survey of scientists who study wisdom-related constructs, we established a common wisdom model, observing that empirical approaches to wisdom converge on the morally-grounded application of metacognition to reasoning and problem-solving. After outlining the function of relevant metacognitive and moral processes, we critically evaluate existing empirical approaches to measurement and offer recommendations for best practices. In the subsequent sections, we use the common wisdom model to selectively review evidence about the role of individual differences for development and manifestation of wisdom, approaches to wisdom development and training, as well as cultural, subcultural, and social-contextual differences. We conclude by discussing wisdom’s conceptual overlap with a host of other constructs and outline unresolved conceptual and methodological challenges.

The positive manifold of intelligence has fascinated generations of scholars in human ability. In the past century, various formal explanations have been proposed, including the dominant g factor, the revived sampling theory, and the recent multiplier effect model and mutualism model. In this article, we propose a novel idiographic explanation. We formally conceptualize intelligence as evolving networks in which new facts and procedures are wired together during development. The static model, an extension of the Fortuin–Kasteleyn model, provides a parsimonious explanation of the positive manifold and intelligence’s hierarchical factor structure. We show how it can explain the Matthew effect across developmental stages. Finally, we introduce a method for studying growth dynamics. Our truly idiographic approach offers a new view on a century-old construct and ultimately allows the fields of human ability and human learning to coalesce.

This study explored how exposure to a mine fire and smoke event influenced students' academic outcomes.The academic results for 303 students (aged 7.8-16.2 years) were accessed and students completed the Children's Revised Impact of Events Scale to measure their level of distress resulting from the mine fire.The longitudinal analysis found that secondary students, who attended schools in the town most exposed to particulate matter from the mine fire, experienced an 18.5-month delay in academic progress (95% CI [13.6, 23.5]) after the mine fire, relative to the wider area. No evidence was found in academic delays related to exposure to the mine fire among primary school students. There was also no evidence of additional delays in academic progress for students with higher levels of event-related distress.Schools should monitor and provide academic support to students to protect them against academic decline after a disaster. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Colleges and universities are complex spaces of both LGBTQ+ liberation and oppression. College students experience LGBTQ+ bias-motivated incidents of harassment, assault, or other violence. Previous researchers have found that these incidents are severely under-reported, which may be related to a range of factors, including campus policies, campus climates, and administrator incompetence. These campus characteristics are upheld through systems of anti-LGBTQ+ surveillance and oppression, including compulsory heterogenderism, which normalize anti-LGBTQ+ violence. In this study, we used a survey of 143 LGBTQ+ college students in the Southeastern U.S. to examine their experiences of violence on campus. Using queer theory, we analyzed student responses about bias-motivated incidents and whether they chose to report the incidents to campus or legal authorities via convergent mixed methods. In this analysis, LGBTQ+ students' decisions to report a bias incident are moderated by considerations of the significance of the incidents, unclear and prohibitive reporting options, and the risks associated with reporting. Additionally, students regularly minimized the seriousness of violence against themselves even when describing incidents that commonly meet college and university definitions of harassment and/or assault. This study shows LGBTQ+ students' experiences of bias-motivated violence and (non)reporting are complex and affected by many facets of college life. Therefore, colleges and universities looking to address violence on campus need to improve not only policy but also communication and other efforts that demonstrate students experiencing violence will be heard, supported, and affirmed.

Creative potential is one of the very most important topics for research. It is difficult to study because, unlike creative products, potential is by definition latent. There are several methods. One involves comparing creative activity expressed in various settings. Previous research has, for example, compared creativity expressed in school with that expressed by the same individuals when they are outside of school. There tends to be more creative activity outside of school, suggesting that the individual has creative potential, but it is only allowed to be expressed in certain settings. The present investigation extended this line of research by comparing creative activity in school, at home, and that occurring outside of school and home. Results indicated that the activity scores from the three settings shared less than 52% of their variance. The measures used were highly reliable, so the conclusion was that, as in previous research, various settings do indeed differentially allow the expression of creative potential. Comparisons of means also supported this finding. Interestingly, creative activity at home was significantly more common than creative activity at school and when outside of the home and school. A statistical test of method variance indicated that it was not a notable contribution nor confound. Limitations are discussed at the end of the manuscript.

Autoethnographic study for building methodology of researching teenage literary self‑educational courses upon analysis of one such course consisting of about 200 authors and titles. In the process of study, the following facts, ideas, and hypotheses have been discovered: a) it may be worth to explore whether right of every child and teenager for self‑education which is not controlled by any authorities, governments, and business entities could be included into Universal Declaration of Human Rights and Convention of the Rights of the Child; b) active literary self-learning is possible even in the situation of social collapse and criminalized society; such factors as support of relatives/teachers, intellectual/behavioral segregation within school, and density of libraries within pedestrian accessibility may overpower social trends; however, presence of large home library and accessible public libraries is not enough to stimulate teenagers to read much; c) topics, styles, and rhythm of literary self-studies may change abruptly upon the end of teenage years; d) even in educated family where active reading is encouraged by parents/grandparents some cultural practices of reading are not transmitted between generations; e) some self-learners invent their own cultural practices of reading; and some of these practices may be very rare; f) avid readers may skip significant portions of easily available literary materials and concentrate at others; g) discovery paths of literary materials for reading could change significantly during the latest 20 years upon widespread usage of Internet and mobile devices; h) reading literary materials describing different sexual deviations may be completely unrelated to practiced sexual behavior as in teenage years as in adult years; i) correlation between village-style thinking practiced by parents and self-learning practices of child may be non-linear; j) correlation between nutrition quality and amount of self-learning may be non-linear; k) periods of the highest concentration on self-studies spanned over many years may be not numerous and take 1-3 months each.

The goal of positive education is to improve students’ well-being, as well as academic performance. This holistic approach to student development is on the rise, yet most of the academic research on positive education is conducted in Western countries. This is despite the fact that two-thirds of the world’s population live in Asia. The primary aim of this scoping review is to rigorously examine the extent of the current original research work on positive education within public and private higher education institutions across South, East, and Southeast Asia. The descriptive analyses will shed light on the amount, the nature and the characteristics of this work done so far and identify any major gaps in the evidence base. It is anticipated that by presenting the results in an accessible and summarised format, stakeholders will be well placed to make effective use of the findings. To promote transparency, we report our planned methodology for that scoping review. This protocol is published during the literature search stage, before data charting has started.

How critical thinking is understood has a logical impact on pedagogy and curriculum design in a critical thinking education. If critical thinking is seen as a complex mix of knowledge, skills and dispositions that can be articulated and made an object of study in themselves, then there is scope for intentional and explicit targeting of such things. If, however, critical thinking is seen as a general skill more or less impermeable to pedagogical influence and best realised through the development of content knowledge, then an explicit focus on developing thinking skills is misplaced and potentially distracting. The latter view is that of cognitive load theory (CLT), a theoretical framing of thinking and learning that has gained traction in education including with practitioners. This paper will explore some of the assumptions of CLT and show that they are either (1) in error, (2) vaguely or confusingly expressed and/or (3) the conclusions drawn within the theory are often errors of inference. Moreover, I point out that important educational research that weakens the claims of CLT is often not engaged with or addressed.

Critical thinking is of paramount importance in our society. People regularly assume that critical thinking is a way to reduce conspiracy belief, although the relationship between critical thinking ability and conspiracy belief has never been tested. Interestingly, certain conspiracy believers claim to have higher critical thinking ability, whereas most researchers hypothesize that conspiracy believers have lower critical thinking ability. To resolve this debate, we conducted two studies (Study 1, N = 86; Study 2, N = 252), in which we found that critical thinking ability—measured by a writing task that requires identifying poor arguments and reasoning—is negatively associated with belief in conspiracy theories. Additionally, we did not find a significant relationship between self-reported (subjective) critical thinking ability and conspiracy belief. Our results support the idea that conspiracy believers have less developed critical thinking ability and stimulate discussion about the possibility to reduce conspiracy beliefs via critical thinking development.

Research on public value is inevitable interdisciplinary in its nature due to its aim and purpose. Both philosophical and empirical approaches are necessary to conduct such research in a successful manner. In the present paper, I intend to discuss the importance of empirical approaches in research on public values, particularly psychological and neuroscientific approaches with concrete examples. I proposed that such empirical approaches are essential in better understanding the processes and mechanisms associated with how people address issues engaging in public value in the modern society. Also, I overviewed how the psychological and neuroscientific approaches contribute to practical aspects related to public value, such as policy making and education. Based on the aforementioned points, I briefly discussed directions for future research in research on public value as an interdisciplinary field.

It is important to understand the nature of math anxiety in the general adult population, as the importance of math skills does not end when one leaves school. To this end, we present a well-powered, preregistered study of English-speaking U.S. adults describing the nature of math anxiety in this population. 1000 participants were recruited online. Math anxiety was approximately normally distributed, with the mean between “some” and “moderate”. Math anxiety was significantly negatively correlated with probability knowledge and math fluency, and significantly positively correlated with general anxiety and test anxiety. Women reported higher math anxiety than did men. Participants who had completed graduate school or had a STEM career had significantly lower levels of math anxiety than did those with less education, or non-STEM careers. Thus, we see evidence for math anxiety in U.S. adults and that it correlates with factors also reported in previous studies using younger and student populations.

In this article we describe the origins of the subtests that appear on the modern Stanford-Binet Intelligence Scales (SB5), Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV), Wechsler Intelligence Scale for Children (WISC-V), and Wechsler Adult Intelligence Scale (WAIS-IV). We found that the majority of these subtest formats were first created in 1908 or earlier and that only three have been created since 1980. We discuss the implications of these findings, which are that (1) many subtests have lengthy research histories that support their use in measuring intelligence; (2) many subtests have formats that predate modern theories of test creation, cognitive psychology, and intelligence; and (3) the history of many subtests is more complex than psychologists probably realize.

Teachers’ content-related humor matters for the quality of higher education, however, little is known about the circumstances under which teachers use it. From a socio-cognitive perspective, teachers’ achievement goals and self-efficacy appear to be relevant personal precursors. We investigated their effects on content-related humor in two studies. In Study 1, 229 teachers (79 female; 159 PhDs; 33 full professors) participated with 387 courses while 10,296 students assessed the humor in these courses. Study 2 used a similar design for 45 teachers (20 female; 27 PhDs, 9 full professors), 116 course sessions, and 2,333 student assessments. Three-level-analyses pointed to substantial variance in students’ assessments of content-related humor which could be attributed to differences between courses/sessions within teachers (ICC=.12–.13) and between teachers themselves (ICC=.21). In both studies, performance (appearance component) avoidance goals emerged as negative predictors, and relational goals and self-efficacy as positive predictors of content-related humor, highlighting the relevance of instructors’ motivations for the use of instructional humor.

We developed and tested a behavioral version of the Defining Issues Test-1 revised (DIT-1r), which is a measure of the development of moral judgment. We conducted a behavioral experiment using the behavioral Defining Issues Test (bDIT) to examine the relationship between participants’ moral developmental status, moral competence, and reaction time when making moral judgments. We found that when the judgments were made based on the preferred moral schema, the reaction time for moral judgments was significantly moderated by the moral developmental status. In addition, as a participant becomes more confident with moral judgment, the participant differentiates the preferred versus other schemas better particularly when the participant’s abilities for moral judgment are more developed.

Awe is described as an a “epistemic emotion” because it is hypothesized to make gaps in one’s knowledge salient. However, no empirical evidence for this yet exists. Awe is also hypothesized to be an antecedent to interest in science because science is one way to fill those knowledge gaps. Results from four pre-registered studies (N = 1,518) indicate that manipulating awe through online (Studies 1a, 1b, and 1c) and virtual reality (Study 2) videos, led to greater awareness of knowledge gaps. Awareness of knowledge gaps was consistently associated with greater science interest and to choosing tickets to a science museum over tickets to an art museum (Study 1b). These effects were not consistently observed on, nor moderated by, other measures related to cognition, religion, and spirituality. However, exploratory analyses showed that science interest was better predicted by positive emotions than by awe. Still, these results provide the first empirical evidence of awe as an “epistemic emotion” by demonstrating its effects on awareness of knowledge gaps. These findings are also extended to the effects of awe on science interest as one possible outcome of awareness of knowledge gaps.

Empirical scientists cannot do without statistics. This fact is reflected by the pervasiveness of statistics courses in the curricula of essentially all scientific disciplines. Unfortunately, many students exhibit statistics anxiety, that is, ''feelings of anxiety [...] when taking a statistics course or doing statistical analyses'' (Cruise, Cash, & Bolton, 1985, p. 92). In a recent publication, Siew, McCartney, & Vitevitch (2019) aim to shed new light on this highly relevant topic by using data analysis tools from the field of network science. However, just as with any other statistical model, one has to carefully assess the adequacy and robustness of a network model. In this commentary, we point to a number of shortcomings in the article by Siew et al. (2019) with respect to this goal that question their main conclusions. We explain each problem and suggest ways to address it. We hope that these suggestions help to put future investigation of statistics anxiety using network models on a firm methodological basis.

Boys show less adaptive behaviour and engagement than girls at school. Much research has examined gender differences in academic motivation to explain gender differences in school engagement. However, students engage in schools both academically and socially, and gender differences in social motivation may further contribute to the gender gap in academic engagement. In this study, 536 secondary school students in England (ages 13–14) reported their social achievement goals, academic achievement goals, and self-handicapping behaviours. Boys were more likely to adopt social demonstration goals, performance-approach and -avoidance goals, and reported greater behavioural self-handicapping. Moreover, structural equation models showed that social demonstration goals uniquely mediated the relationship between gender and self-handicapping, beyond the effect of performance-avoidance goals. Results highlight the importance of social achievement goals in explaining gender differences in self-handicapping. The findings suggest that educators need to attend to adolescents' social goals in addition to their academic goals in secondary school.

In contemporary identity research Erik Erikson is seldom associated with work on culture, race, and ethnicity. What is ironic about this lack of association is that not only did Erikson consider these factors, but that they figured prominently into his theorizing. The purpose of this article is to provide an analysis of Erikson’s views that is more accurate than is what is typically represented by: 1) reviewing a brief history of empirical research on identity development since Erikson, 2) providing a broad summary of Erikson’s writing on how identity is shaped by culture, race, and ethnicity, 3) arguing that Erikson’s work suggests that historical trauma serves as an ideological setting for the identity development of marginalized groups, and 4) describing how historical trauma is associated with threats to temporal identity integration, or self-continuity.

This study derived ten standardized causal statistical equations to model the association between various proxies of curriculum management and the viability of graduate programmes in universities, with indices of institutional effectiveness mediating the association. The study was guided by three specific research objectives. Quantitative data were gathered from a population of 149 respondents who are institutional leaders at different cadres in two public universities in the state of Cross River, Nigeria. A validated questionnaire was the main instrument used for data collection, with reliability properties meeting the internal consistency criteria. All the proxies of curriculum management jointly explained some portion of variances in the proxies of the mediating and dependent variables respectively. Not all indices of curriculum management caused a significant change in institutional effectiveness and the viability of graduate programmes. All the proxies of institutional effectiveness played a significant role in causing a direct and mediated effect on the indices of the viability of graduate programmes such as availability of funds, persistent procurement of facilities and so on. Based on these findings, key practical and policy implications are discussed for effective curriculum development and educational reforms.

Teori beban kognitif mengintegrasikan asal-usul kognisi manusia dalam teori evolusi dengan struktur dan fungsi arsitektur kognitif manusia untuk pro-vide prinsip-prinsip desain instruksional yang efektif. Banyak dari prinsip-prinsip tersebut secara langsung relevan dengan teknologi instruksional. Bab ini menguraikan dasar evolusi untuk arsitektur kognitif manusia, meneliti aspek-aspek kognisi manusia yang secara langsung rel-evant instruksi, dan membahas berbagai prinsip-prinsip instruksional yang dihasilkan oleh teori beban kognitif dengan referensi khusus untuk penerapannya untuk teknologi instruksional .Arsitektur kognitif manusia mengacu pada cara di mana struktur kognitif seperti memori kerja dan memori jangka panjang diselenggarakan untuk memproses informasi. Dalam bab ini, arsitektur kognitif manusia dianalisis dari perspektif evolusi biologis. Psikologi pendidikan evolusioner prihatin dengan konsekuensi untuk pendidikan cara kognisi manusia telah berkembang, dan digunakan dalam bab ini untuk menunjukkan dua kategori pengetahuan berdasarkan teori evolusi, bersama dengan implikasi pembelajaran mereka. Menggunakan perbedaan Geary, cara di mana penawaran arsitektur kognitif manusia dengan aspek-aspek pengetahuan yang relevan dengan pendidikan akan mengikuti.

Background Britain is rich in longitudinal population cohort studies that posit valuable data resources for social science. However, education researchers currently underutilize these resources. Aims The current paper (1) outlines the power and benefits of secondary data analyses for educational science and (2) provides a practical guide for education researchers on the characteristics, data, and accessibility of British population cohort studies. Methods We identified eight British population cohort studies from the past 40 years that collected scholastic performance data during primary and secondary schooling, including (1) Avon Longitudinal Study of Parents And Children (ALSPAC), (2) Twins Early Development Study (TEDS), (3) Effective Pre-School, Primary and Secondary Education Project (EPPSE), (4) Millennium Cohort Study (MCS), (5) Born in Bradford (BiB), (6) Next Steps (LYSPE1), (7) Understanding Society (US), and (8) Our Future (LYSPE2). Participants across these studies were born between 1989 and 2010, and followed up at least once and up to 68 times, over periods of 7 to 29 years. For each study, we summarize here the context and aims, review the assessed variables, and describe the process for accessing the data. Conclusions We hope this article will encourage and support education researchers to widely utilize existing population cohort studies to further advance education science in Britain and elsewhere.

This study depicts the phenomena of learners’ motivation in English language learning at the tertiary level in our country. This study deals with whether learners are integrative or instrumental motivated. This study also focuses on which type’s motivation is effective for learners. For this study, data is collected through questionnaire from the learners at the tertiary level. The major findings of the study is that most of the learners are integrative motivated in learning English at their tertiary level. Most of the learners think integrative motivation is effective in English language learning than instrumental motivation. However, very few numbers of learners are instrumental motivated, which can be solve by understanding them about the effectiveness of integrative motivation.

This paper investigates an important area of learning English that is Computer Assisted Language Learning (CALL). The aim of the study is to show a complete overview of Computer Assisted Language Learning (CALL) in EFL classroom in Bangladesh. In Bangladesh most of the EFL learners do not get the facilities of learning through technology that can be one of the major reasons behind the backwardness of learners in learning a foreign language. This study is conducted among thirty students of Department of English at Tertiary level. Those students are considered as a representative of EFL learners at tertiary level. The finding of the study shows that learners are interested and want to learn through CALL but there are many obstacles and challenges of learning language through computer. This dissertation is recommended the ways of applying CALL in EFL classroom after examine the obstacles.

Most studies utilizing a person-oriented approach to investigating students’ achievement goal orientation profiles have been domain-general or focused on a single domain (usually mathematics), thus excluding the possibility of identifying distinct subject-specific motivational profiles. In this study, we looked into this by examining upper secondary school students’ subject-specific achievement goal orientation profiles simultaneously in mathematics and English. As distinct profiles might contribute to how students invest time and effort in studying, we also examined differences in perceived subject-specific cost (i.e., effort required, emotional cost, opportunity cost) among students with different profiles, and how this was linked with students’ more general academic well-being (i.e., school engagement, burnout). The 434 Finnish general upper secondary school students participating in the study were classified based on their achievement goal orientations in the two subjects using latent profile analysis, and the predictions of the latent profile on distal outcomes (i.e., measures of cost and academic well-being) were examined within the mixture model. Five divergent achievement goal orientation profiles were identified: indifferent (29%), success-oriented (26%), mastery-oriented (25%), English-oriented, math-avoidant (14%), and avoidance-oriented (6%). The English-oriented, math-avoidant students showed the most distinct domain-specificity in their profile but, in general, profiles indicated more cross-domain generality than specificity. Overall, mastery-oriented students showed the most adaptive academic well-being, while avoidance-oriented students were the least engaged. Success-oriented students were characterised by high multiple goals in both subjects, elevated costs, and high scores on both positive (engagement) and negative (burnout) well-being indicators. The English-oriented, math-avoidant students perceived studying math as costly. The findings suggest that addressing students’ achievement motivation in different subjects may be useful for recognising factors endangering or fostering student learning and well-being.

Management education scholarship has long outlined the need to enhance student engagement and participation in business schools, using more innovative teaching practices. This is increasingly motivating scholars to strive for more collaborative pedagogic dynamics between teachers and students. At the same time, research into co-creation of Game Based Learning material such as board games has largely focused on the value added to games when educators involve students in the design process. However there has been scant research examining the qualities of co-creational game design exercises as teaching experiences themselves, thus overlooking the opportunity to conceptualise such activities as an innovative teaching tool that can help educators facilitate student engagement and participation. To address this research gap, this paper presents a case study where Project Management students participated in two co-creation workshops designing educational Project Management games. Data were collected conducting focus groups at the end of the two workshops. Throughout the paper we have sought to present some positive outcomes of such processes as well as some critical points that emerged through the data that were collected. Mentionable outcomes include a series of positive characteristics of co-creative Game Based Learning activities like enhanced engagement as well as a list of challenges when facilitating such activities. The main findings of this research have been organised in two frameworks, one outlining five positive characteristics of co-creative Game Based Learning activities: engagement with knowledge, knowledge assessment, creativity, communication and the second outlining challenges in facilitating such activities: lack of focus, lack of structure and the need for more practice-oriented games., European Conference on Game Based Learning

Achievement goal theory is a popular theoretical framework that has been widely used to understand the goals students hold regarding their academic work. This theoretical model has been subject to an ongoing debate regarding the number and nature of constructs it includes. Notable in such debates has been the inclusion or exclusion of mastery-avoidance goals. The purpose of this study was to conduct meta-analytic confirmatory factor analyses (MA-CFA) on two popular achievement goal measures, the Achievement Goal Questionnaire-Revised (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS) achievement goals scales, to analyze the structure of these scales across published studies. The models were a better fit for the data without mastery-avoidance, and overall the data suggest researchers should consider excluding mastery-avoidance.

Argumentation competence is a major skill to be acquired in university education. However, there is a lack of advanced argumentation competence even for graduate students. To foster argumentation competence, typical interventions focus on example-based learning. Another approach is learning from advocatory errors. The combination of both approaches is presenting examples of erroneous arguments. Drawing on the concept of case-based learning, we developed a learning intervention that presents examples of argumentation errors in a story-based designs, i.e., the erroneous examples are embedded in a story featuring the argumentation between two persons in an authentic setting. In this contribution, we report results of two studies. In a pilot study, we compared an experimental condition receiving a story-based learning intervention with a control condition without a learning intervention. W found that learning from advocatory errors in a story-based design indeed fosters students’ argumentation competence. In a main study, we compared two forms of instructional support (elaboration vs. testing prompts) against a control condition without instructional support. There was a significant increase of argumentation competence in both conditions with instructional support but not in the control condition. The results also support the cautious conclusion that elaboration prompts seem to be more effective than testing prompts. Overall, the results from both studies indicate that the story-based design is apt to foster students’ argumentation competence. We also considered the impact of prior argumentation competence and found in both studies that the present level of argumentation competence is factor determining the argumentation competence after learning.

Models of word reading that simultaneously take into account item-level and person-level fixed and random effects are broadly known as explanatory item response models (EIRM). Although many variants of the EIRM are available, the field has generally focused on the doubly explanatory model for modeling individual differences on item responses. Moreover, the historical application of the EIRM has been a Rasch version of the model where the item discrimination values are fixed at 1.0 and the random or fixed item effects only pertain to the item difficulties. The statistical literature has advanced to allow for more robust testing of observed or latent outcomes, as well as more flexible parameterizations of the EIRM. The purpose of the present study was to compare four types of Rasch-based EIRMs (i.e., doubly descriptive, person explanatory, item explanatory, doubly explanatory) and more broadly compare Rasch and 2PL EIRM when including person-level and item-level predictors. Results showed that not only was the error variance smaller in the unconditional 2PL EIRM compared to the Rasch EIRM due to including the item discrimination random effect, but that patterns of unique item-level explanatory variables differ between the two approaches. Results are interpreted within the context of what each statistical model affords to the opportunity for describing and explaining differences in word-level performance.

Over the last two decades there has been a growing interest in promoting a smooth transition to the first grade of primary school, given the potential long-term change this can have in preschool children at an academic and personal level. Research shows that psycho-educational interventions help improve children’s academic and personal skills, lessening the effects of this challenging period. The effectiveness of transition-related interventions has been mainly focused on developed economies, such as Australia, the US, the UK, Italy, Hong Kong, etc. However, there is limited evidence regarding how this type of intervention could support stakeholders in developing economies, such as Latin America. The Latin American region displays some of the lowest rates of academic performance and highest rates of social inequality in the world, making this region a priority in the international research agenda. This study sought to explore the efficacy of an intervention programme to facilitate this transition in Mexico City. Findings provide evidence of the positive impact of the preschool transition-intervention programme on children’s cognitive, social and fine motor skills, as well as in the frequency with which preschool teachers (PT) and the teaching assistants (TA) use transition practices that promote literacy in preparation for the first grade of primary school. Parents reported that the quality and closeness of the primary school were the main factors to consider when choosing the primary school that their child will attend. Parents reported that promoting academic skills in their child is essential to prepare them for this transition. Implications for policy and practice are discussed.

Multiword units play an important role in language learning and use. It was proposed that learning from such units can facilitate mastery of certain grammatical relations, and that children and adults differ in their use of multiword units during learning, contributing to their varying language-learning trajectories. Accordingly, adults learn gender agreement better when encouraged to learn from multiword units. Previous work has not examined two core predictions of this proposal: (1) that children also benefit from initial exposure to multiword units, and (2) that their learning patterns reflect a greater reliance on multiword units compared to adults. We test both predictions using an artificial-language. As predicted, both children and adults benefit from early exposure to multiword units. In addition, when exposed to unsegmented input – adults show better learning of nouns compared to article-noun pairings, but children do not, a pattern consistent with adults’ predicted tendency to focus less on multiword units.

BACKGROUND: The Coronavirus disease has quickly spread to all corners across Latin-American countries. Its exponential capacity has overwhelmed even the most resilient health systems (1). The already significant impact of the Coronavirus (COVID-19) on the global scale is worsened by psychological responses that may aggravate the health crisis. OBJECTIVE: This study is aimed at collecting demographic information, prevalence of psychological morbidities and associated coping styles during the COVID-19 pandemic on Peruvian population. Methods: This cross-sectional study was conducted through online survey using snowball sampling techniques after the state of emergency was declared in Perú. The General Health Questionnaire (GHQ -28) identify somatic symptom, anxiety/ insomnia, social misfunctioning and depression prevalence and the Coping Strategy Questionnaire (COPE-28) maps strategies addressing recent stress. RESULTS: We collected data from 434 self-selected participants within 18-68 years old (ME =33.87), by analysing the socio-economic information in which the majority of the respondents were women (61.3%), aged between 18 and 28 (41.7%), from well-educated groups (>=85.0 %), Peruvian (94.2%), working citizen (57.4%) and single (71.20 %). Nearly 40.8% rated psychological problems, expressing fear of being infected by coronavirus (71.43%). Regression analysis shows that female gender is associated to higher somatic (p

Berdasarkan perspektif bahwa motivasi adalah elemen penting untuk pembelajaran dan prestasi akademik maupun tantangan bahwa komponen motivasi bukan variabel yang dapat diamati secara langsung, kami secara empiris memeriksa instrumen melalui data survei yang cermat. Instrumen yang digunakan adalah Science Motivation Questionnaire II (SMQ-II) yang diterjemahkan ke dalam Bahasa Indonesia. Sebanyak 4 pakar menilai SMQ-II versi terjemahan bahasa Indonesia kami dan 206 siswa menanggapi versi ini. Instrumen ini menilai lima komponen motivasi: motivasi intrinsik, determinasi diri, efikasi diri, motivasi karier, dan motivasi nilai. Temuan dari riset ini menunjukkan bahwa instrumen tersebut valid dan dapat diandalkan serta seluruh kuesioner dapat diselesaikan dalam waktu sekitar 15 menit.

Background The underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. Aims This study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests. Sample Participants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 females Methods Electronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. Results Regression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEM Conclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education

The COVID-19 outbreak has simultaneously increased the need for mental health services and decreased their availability. Brief online self-help interventions that can be completed in a single session could be especially helpful in improving access to care during the crisis. However, little is known about the uptake, acceptability, and perceived utility of these interventions outside of clinical trials in which participants are compensated. Here, we describe the development, deployment, acceptability ratings, and pre-post effects of a single-session intervention, the Common Elements Toolbox (COMET), adapted for the COVID-19 crisis to support graduate and professional students. Participants (n = 263), who were not compensated, were randomly assigned to two of three modules: behavioral activation, cognitive restructuring, and gratitude. Over one week, 263 individuals began and 189 individuals (72%) completed the intervention. Participants reported that the intervention modules were acceptable (93% endorsing), helpful (88%), engaging (86%), applicable to their lives (87%), and could help them manage COVID-related challenges (88%). Participants reported pre- to post-program improvements in secondary control (i.e., the belief that one can control their reactions to objective events; dav=0.36, dz=0.50, p

There is growing interest to teach computer science and programming skills at schools. Here we investigate the efficacy of peer-tutoring which is known to be a useful educational resource in other domains, but never before examined in such a core aspect of applied logical thinking in children. We compared (1) how children learn computer programming from an adult vs learning from a peer, and (2) the effect of teaching a peer vs simply revising what has been learned. Our results indicate that children taught by a peer showed comparable performance to their classmates taught by an adult. However, learning from a peer promoted a more exploratory behavior, resulting in a less conservative speed-accuracy trade-off, with shorter response times, at the expense of lower accuracy. By contrast, no effects of teaching were found. Our results thus provide empirical evidence in support of peer tutoring as a way to help teaching computer programming to children. This could contribute to the promotion of a widespread understanding of how computers operate and how to shape them, essential to our values of democracy, plurality and freedom.