【SSCI】教育学期刊《Educational Psychologist》最新论文推送（2024年10月）
《Educational Psychologist》共11篇，祝大家阅读愉快。
《The role of asset-based pedagogy in an interactive view of reading》
《资产教学法在阅读互动观中的作用》
作者：Rachael Gabriel · Francesca López
英文摘要：In this paper, we present an Asset-Based Interactive View of Reading that builds on the Active View of Reading, Self-Determination Theory, and Asset-Based Pedagogy to consider the role of students’ individual, linguistic, and cultural resources in understanding reading processes. We begin by discussing some of the limitations with the ways Science of Reading has been narrowly conceived, which includes the (perhaps unintended) consequences of reliance on the Simple View of Reading. We then elaborate on each of the three components of our proposed framework to address assumptions of cultural neutrality and universal application in educational psychology. We conclude with implications for research, policy, and practice.
中文摘要：在这篇论文中，我们提出了一个基于资产的阅读互动观点，它建立在阅读的积极观点、 self-determination theory 和基于资产的教学法的基础上，考虑学生的个人、语言和文化资源在理解阅读过程中的作用。我们开始讨论一些限制与方式的阅读科学已狭义构想，其中包括(也许无意中)后果依赖于简单的阅读观点。然后，我们详细阐述了我们提出的框架的三个组成部分中的每一个，以解决文化中立性的假设和在教育心理学中的普遍应用。我们以研究、政策和实践的启示作为结论。
https://doi.org/10.1080/00461520.2024.2394031
《School segregation and social processes that shape early and middle childhood development》
《学校隔离和影响儿童早期和中期发展的社会进程》
作者：Lorraine Blatt · Lori Delale-O’Connor · Kevin R. Binning · Elizabeth Votruba-Drzal
英文摘要：De facto school segregation, stemming from structural racism, has myriad consequences for children’s development. Extant research documents the implications of segregated schools for children’s academic resources and opportunities, but there is less attention on the social processes that unfold as a result of school segregation, particularly in early and middle childhood. Social processes–including ethnic-racial socialization, stereotyping and prejudice, and intergroup contact–are important mechanisms wherein school segregation affects academic and social development, thereby upholding a recursive cycle of structural racism. We synthesize cross-disciplinary theoretical and empirical research to propose a conceptual framework for how school segregation relates to social processes that shape early and middle childhood development. We conclude with reflections and future directions including prioritizing the social benefits and costs of desegregation for minoritized children, expanding research within an intersectional framework, accounting for structural inequities and injustice in child development research more broadly, and implications for education and learning.
中文摘要：由结构性种族主义产生的事实上的学校隔离对儿童的发展有无数的影响。现存的研究记录了隔离学校对儿童学习资源和机会的影响，但对由于学校隔离而展开的社会进程，特别是在儿童早期和中期的社会进程的关注较少。社会进程——包括族裔-种族社会化、陈规定型观念和偏见以及群体间接触——是学校隔离影响学术和社会发展的重要机制，从而维持了结构性种族主义的循环。我们综合了跨学科的理论和实证研究，提出了一个关于学校隔离如何与塑造儿童早期和中期发展的社会过程相关的概念框架。最后，我们提出一些思考和未来的方向，包括优先考虑取消种族隔离对少数族裔儿童的社会利益和成本，在交叉框架内扩大研究，更广泛地说明儿童发展研究中的结构性不平等和不公正，以及对教育和学习的影响。
https://doi.org/10.1080/00461520.2023.2282443
《The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis》
《师生互动与儿童执行功能表现关系的跨文化元分析》
作者：Canmei Xu · Mariëtte Huizinga · Daniale Tekelia Ekubagewargies · Justine Soetaert · Wim Van den Noortgate · Dieter Baeyens
英文摘要：Executive function (EF) is critical to students’ academic behaviors and well-being. Environmental influences, particularly teacher-student interaction (TSI), play a key role in enhancing EF development. Previous studies have linked TSI quality to children’s EF, yet the relationships between subdimensions of TSI—such as closeness, conflict, dependency, emotional support, classroom management, and instructional support—and EF outcomes remain unclear. Moreover, it is unclear whether these relations hold true across different cultural contexts. From an initial pool of 14,915 articles, in this meta-analysis, we considered 84 empirical studies across 18 cultural regions, revealing that TSI subdimensions are consistently related to EF with small-to-medium effect sizes. The analysis also identified statistically significant moderating factors, such as individualism, power distance, EF type, EF instrument, and socioeconomic status. Notably, stronger TSI-EF correlations were found among children from cultures with low-individualism and high-power-distance, as well as among children from higher socioeconomic backgrounds. These patterns were particularly pronounced in studies measuring hot EF through adult-reported data. This comprehensive meta-analysis bridges knowledge gaps in TSI-EF dynamics, and supporting theories, such as attachment theory, social learning theory, and socio-cultural theory within educational settings. Crucially, it provides cross-cultural perspectives showing how cultural and contextual factors may intertwine with TSI-EF interactions.
中文摘要：执行功能是影响学生学习行为和幸福感的重要因素。环境的影响，特别是师生互动(TSI) ，在促进 EF 的发展中起着关键作用。以前的研究已经将 TSI 质量与儿童的 EF 联系起来，但 TSI 的子维度(如亲密度、冲突、依赖性、情感支持、课堂管理和教学支持)与 EF 结果之间的关系仍不清楚。此外，目前还不清楚这些关系是否适用于不同的文化背景。在这个荟萃分析中，从最初的14,915篇文章中，我们考虑了18个文化区域的84项经验研究，揭示了 TSI 子维度与中小效应大小的 EF 一致相关。分析还确定了统计上显著的调节因素，如个人主义、权力距离、 EF 类型、 EF 工具和社会经济地位。值得注意的是，来自低个人主义和高权力距离文化的儿童，以及来自较高社会经济背景的儿童，TSI-EF 相关性更强。这些模式在通过成人报告的数据测量热 EF 的研究中特别明显。这个全面的元分析弥补了 TSI-EF 动力学的知识差距，并支持教育背景下的理论，如依附理论、社会学习理论和社会文化理论。至关重要的是，它提供了跨文化的观点，表明文化和语境因素可能与 TSI-EF 的相互作用交织在一起。
https://doi.org/10.1080/00461520.2024.2315527
《Reflecting on decades of teacher expectations and teacher effectiveness research: considerations for current and future research》
《反思几十年来的教师期望与教师效能研究: 当前与未来研究的思考》
作者：Thomas L. Good
英文摘要：This article reviews over 50 years of research on teacher expectations and teacher effectiveness. In addition to describing these research traditions and findings, I tie the research in these evolving fields to the societal issues in play when the research was conducted and connect historical and emerging work. I describe the enormous growth of knowledge in both fields and its potential for practice. Among many outcomes, these two research traditions yielded clear evidence that teachers impact student achievement. Despite the potential value of this research, it has largely been ignored by policy makers, and when used, has been misused. I contend that policy makers have focused on the weaknesses of normative teaching and have ignored teachers’ strengths and knowledge. Of course, aspects of normative teaching can be improved, as can teacher expectations and teacher effectiveness research. Current and continuing research has some capacity for addressing the opportunity and achievement gaps that separate more advantaged and marginalized students; however, teachers and schools alone cannot resolve these vast opportunity differences that are available to American students.
中文摘要：本文回顾了50多年来教师期望与教师效能的研究。除了描述这些研究传统和发现，我将这些不断发展的领域的研究与进行研究时所涉及的社会问题联系起来，并将历史和新兴工作联系起来。我描述了这两个领域知识的巨大增长及其实践的潜力。在众多研究成果中，这两种研究传统提供了教师影响学生成绩的明确证据。尽管这项研究具有潜在的价值，但它在很大程度上被政策制定者忽视，一旦使用，就会被滥用。我认为，政策制定者关注的是规范教学的弱点，而忽视了教师的长处和知识。当然，规范教学的各个方面是可以改进的，教师期望和教师效能研究也是可以改进的。目前正在进行的和正在进行的研究有一定能力解决使处境较为优越和边缘化的学生分离的机会和成绩差距问题; 然而，仅靠教师和学校无法解决美国学生面临的这些巨大的机会差距。
https://doi.org/10.1080/00461520.2024.2324386
《Achieving an adaptive learner》
《获得适应性学习者》
作者：Daniel Schwartz
英文摘要：This essay was invited upon the receipt of the American Psychological Association Division 15’s Career Achievement Award for Distinguished Psychological Contributions to Education in 2021. I propose that modern education should prepare students to continue learning so they can adapt to changing times, circumstances, and knowledge bases. A key step in adaptation is recognizing that there is something new. I review evidence from three sets of previous studies that show traditional instruction succeeds in helping students complete routine tasks but falls well short of preparing students to learn from new information and adapt it to novel situations. I try to understand these results from three levels of analysis: The overarching goals of instruction; the psychological assumptions underlying the instruction; and the in situ demands and natural responses of classroom learners. Given these analyses, I motivate four instructional design principles that emphasize helping students innovate new ideas and solutions, which in turn, leads them to focus on new information and prepares them to adapt and learn from future situations.
中文摘要：2021年，美国心理学协会第15分会颁发了杰出心理学教育贡献职业成就奖。我建议现代教育应该让学生做好继续学习的准备，这样他们才能适应不断变化的时代、环境和知识基础。适应的一个关键步骤是认识到有一些新的东西。我回顾了之前三组研究的证据，这些证据表明传统教学能够帮助学生完成日常任务，但是远远不能使学生做好从新信息中学习并适应新情况的准备。我试图从三个层次的分析来理解这些结果: 教学的总体目标; 教学背后的心理假设; 课堂学习者的现场需求和自然反应。根据这些分析，我提出了四个教学设计原则，强调帮助学生创新新的想法和解决方案，从而引导他们关注新的信息，并准备他们适应和从未来的情况中学习。
https://doi.org/10.1080/00461520.2024.2397389
《The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis》
《反驳文本在对抗科学误解中的有效性: 一个元分析》
作者：Robert Danielson · Neil G. Jacobson · Erika A. Patall · Gale M. Sinatra · Olusola Adesope · Alana A. U. Kennedy · Bethany H. Bhat · Onur Ramazan · Blessing Akinrotimi · Gabriel Nketah · Gan Jin · Oluwafemi J. Sunday
英文摘要：Misinformation around scientific issues is rampant on social media platforms, raising concerns among educators and science communicators. A variety of approaches have been explored to confront this growing threat to science literacy. For example, refutations have been used both proactively as warning labels and in attempts to inoculate against misconceptions, and retroactively to debunk misconceptions and rebut science denialism. Refutations have been used by policy makers and scientists when communicating with the general public, yet little is known about their effectiveness or consequences. Given the interest in refutational approaches, we conducted a comprehensive, pre-registered meta-analysis comparing the effect of refutation texts to non-refutation texts on individuals’ misconceptions about scientific information. We selected 71 articles (53 published and 18 unpublished) that described 76 studies, 111 samples, and 294 effect sizes. We also examined 26 moderators. Overall, our findings show a consistent and statistically significant advantage of refutation texts over non-refutation texts in controlled experiments confronting scientific misconceptions. We also found that moderators neither enhanced nor diminished the impact of the refutation texts. We discuss the implications of using refutations in formal and informal science learning contexts and in science communications from three theoretical perspectives.
中文摘要：围绕科学问题的错误信息在社交媒体平台上十分猖獗，引起了教育工作者和科学传播者的担忧。为了应对这种对科学素养日益增长的威胁，已经探索了各种各样的方法。例如，反驳既被积极地用作警告标签，也被用来试图预防错误观念，也被追溯性地用来揭穿错误观念和反驳科学否定主义。政策制定者和科学家在与公众交流时使用了驳斥手段，但对其有效性或后果知之甚少。鉴于驳斥方法的兴趣，我们进行了一个全面的，预先注册的荟萃分析，比较驳斥文本和非驳斥文本对个人对科学信息的误解的影响。我们选择了71篇文章(53篇已发表，18篇未发表) ，描述了76项研究，111个样本和294个效应大小。我们还检查了26个版主。总的来说，我们的研究结果表明，在面对科学误解的对照实验中，驳斥文本相对于非驳斥文本具有一致性和统计学意义上的显著优势。我们还发现，主持人既没有加强也没有减少反驳案文的影响。我们从三个理论视角讨论了在正式和非正式的科学学习语境中以及在科学传播中使用反驳的含义。
https://doi.org/10.1080/00461520.2024.2365628
《Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency》
《在科学课堂上支持学生的声音: 社会心理学方法的局限性以及社会文化和学生能动性批判性观点的重要性》
作者：Christine L. Bae · Ananya M. Matewos · John E. Fife
英文摘要：In this paper, we examine traditional psychosocial approaches to the study of student agency in science education, emphasizing the importance of incorporating sociocultural and critical perspectives. We present both contemporary studies of student agency in educational psychology and the work of scholars who study students’ student agency with attention to the cultural, economic, political, and historical forces shaping agentic behaviors in schools. We overview conceptualizations of and evidence for fostering agency among historically marginalized students in science across three major theoretical frames (i.e., psychosocial, sociocultural, and critical). We end by calling for the expansion of psychosocial conceptions of student agency to underscore the role of complex classroom dynamics and to account for the historical exclusion of nondominant communities in science. Specifically, four principles for broadening the scholarship of student agency toward socially just goals are presented.
中文摘要：在本文中，我们审查传统的心理社会方法的研究学生代理在科学教育，强调重要性纳入社会文化和批判的观点。我们介绍了当代教育心理学中关于学生代理的研究，以及学者们对学生代理的研究，他们关注学校中塑造主体行为的文化、经济、政治和历史力量。我们从三个主要的理论框架(即心理社会学、社会文化学和批判学)概述了在历史上被边缘化的科学学生中培养机构的概念和证据。最后，我们呼吁扩大学生代理的心理社会概念，以强调复杂的课堂动态的作用，并解释历史上在科学领域排斥非主流群体的现象。具体而言，本文提出了扩大学生社会公正目标研究的四个原则。
https://doi.org/10.1080/00461520.2024.2370549
《A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship》
《考虑种族/族裔多样性的概念和衡量: 澄清模糊性和提高学术水平》
作者：Mei‐ki Chan · Aprile D. Benner
英文摘要：There has been little discussion of racial/ethnic diversity conceptualization and measurement in educational and psychological research. With the surge of research on school diversity and its significant social meaning, the lack of clarity on how diversity is conceptualized and operationalized warrants a systematic review. This article (1) reviews diversity concepts in the literature, (2) describes potential conceptual and methodological concerns, (3) proposes an alternative method to measure two specific types of diversity, and (4) highlights considerations for future research and methodology when studying diversity. More specifically, we conducted a systematic review to summarize the available measures that quantify diversity, mapped these measures onto existing diversity definitions, and elaborated on the similarities and differences of the existing diversity indices. Additionally, we proposed a new measure, the Frequentist-based Representative Diversity index, which can capture two different aspects of diversity, is easy to interpret, and potentially broadens the scope of diversity research. Future research directions and recommendations are also discussed.
中文摘要：在教育和心理学研究中，很少有关于种族/民族多样性概念化和测量的讨论。随着有关学校多元化及其重要社会意义的研究日益增多，对于多元化的概念和运作方式缺乏清晰的认识，我们有必要对此提出系统综述。本文(1)回顾了文献中的多样性概念，(2)描述了潜在的概念和方法论问题，(3)提出了衡量两种特定类型多样性的替代方法，(4)强调了在研究多样性时对未来研究和方法论的考虑。更具体地说，我们进行了一次系统综述，总结了量化多样性的现有措施，将这些措施纳入现有的多样性定义，并阐述了现有多样性指数的异同。此外，我们还提出了一种新的测度方法——基于常客的代表性多样性指数，它可以捕获多样性的两个不同方面，易于解释，并有可能扩大多样性研究的范围。并对今后的研究方向和建议进行了讨论。
https://doi.org/10.1080/00461520.2024.2376020
《An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation》
《社会共享学习调节的整合模型: 元认知、情感和动机的作用》
作者：Cara A. Singh · Krista R. Muis
英文摘要：The purpose of this paper is to present an integrated theoretical model of socially shared regulation of learning (SSRL), which is an elaboration of Efklides’ Motivation and Affect in Self-Regulated Learning model that situates metacognition, affect, and motivation at the socially shared level. Building from existing theoretical and empirical work, the role of metacognition, affect and motivation in socially shared regulation of learning is described along with how these facets may facilitate or constrain regulatory phases and processes in relation to the individual and the group, and in consideration of the learning task. Educational implications are discussed including increasing focus on the social and cognitive processes involved in SSRL in pre-service teaching programs and advocating for the development of learning situations where students practice SSRL strategies.
中文摘要：本文旨在提出一个社会共享学习调节(SSRL)的整合理论模型，该模型阐述了艾弗克利德的自我调节学习模型中的动机和情感，该模型将元认知、情感和动机置于社会共享水平。在现有理论和实证工作的基础上，描述了元认知、情感和动机在社会共享的学习调节中的作用，以及这些方面如何促进或限制与个人和群体有关的调节阶段和过程，并考虑到学习任务。教育意义的讨论，包括越来越重视社会和认知过程中涉及到的 SSRL 在职前教学计划和倡导发展的学习情境，学生实践 SSRL 策略。
https://doi.org/10.1080/00461520.2023.2294881
《Reconceptualizing teacher identity development》
《重新认识教师身份发展》
作者：Ji Young Hong · Dionne Cross Francis · Paul A. Schutz
英文摘要：In this article, we focus on developing a clearer conceptualization of teacher identity. We provide an inclusive definition that integrates three key dimensions of the construct that have been previously underexamined: (1) Teacher identity as part of ongoing, goal-focused, agentic regulating processes, (2) Teacher identity as part of multiple intersecting identities within social-cultural-historical contexts, and (3) Teacher identity negotiated within professional experiences including professional community standards. By foregrounding and integrating these three dimensions that have been underexamined in existing approaches of teacher identity, we aim to provide conceptual clarity, which will allow educational psychologists to better explain the role teacher identity plays in the work and lives of teachers.
中文摘要：在本文中，我们的重点是发展一个更清晰的概念化的教师身份。我们提供了一个包容性的定义，整合了以前被忽视的三个关键结构维度: (1)教师身份作为正在进行的，以目标为中心的，主体调节过程的一部分; (2)教师身份作为社会文化历史背景下多重交叉身份的一部分; (3)教师身份在包括专业社区标准在内的专业经验中协商。通过突出和整合这三个方面，已经在现有的方法检查教师身份，我们的目的是提供概念清晰，这将使教育心理学家能够更好地解释教师身份在教师的工作和生活中发挥的作用。
https://doi.org/10.1080/00461520.2023.2292713
《Using a model of domain learning to understand the development of creativity》
《运用领域学习模式理解创造力的发展》
作者：Denis Dumas · Boris Forthmann · Patricia A. Alexander
英文摘要：Creative thinking is a process through which individuals generate ideas that are simultaneously novel and meaningful within a given social context. Historically, psychologists have closely studied the general creative capacity of young learners, as well as the domain-specific creativity of experts. However, the developmental trajectory from children’s general creativity to experts’ domain-specific creativity remains largely unmapped. In this article, we work to address this issue theoretically by drawing on one established conceptual framework of academic development, the Model of Domain Learning (MDL). The MDL contains specific hypotheses about how learners’ declarative and procedural knowledge, motivation, and performance within a domain change as they learn, and we here delineate our hypothesized ways in which creative thinking could be expected to concomitantly progress throughout that development. We suggest that domain creative thinking develops from a largely self-referenced process when domain knowledge is low, to a more highly socially-referenced process as domain knowledge grows. In addition, we argue that creativity can both support, and be supported by, domain learning and offer specific suggestions for incorporating creative thinking into instruction at each stage of domain learning. We also show that, as learners develop academically within a domain, creative thinking requires a progressively greater investment of time and effort, which contributes to the riskiness of creative innovation and the rareness of creative experts.
中文摘要：创造性思维是一个过程，通过这个过程，个人在特定的社会环境中产生既新颖又有意义的想法。历史上，心理学家们对青年学习者的一般创造能力以及专家的领域创造力进行了深入的研究。然而，从儿童的一般创造力到专家领域特定创造力的发展轨迹在很大程度上还没有绘制出来。在本文中，我们致力于从理论上解决这个问题，借鉴学术发展的一个既定概念框架——领域学习模型(MDL)。MDL 包含了关于学习者在一个领域内的陈述和过程性知识、动机和表现如何随着他们的学习而改变的特定假设，我们在这里描述了我们假设的方式，在这种发展过程中，创造性思维可能会随之发展。我们认为，领域创造性思维从领域知识不足时的自我参照过程发展到领域知识增长时的社会参照过程。此外，我们认为，创造力既可以支持领域学习，也可以得到领域学习的支持，并提供具体建议，将创造性思维纳入领域学习的每个阶段的教学。我们还表明，随着学习者在一个领域内进行学术发展，创造性思维需要投入越来越多的时间和精力，这就增加了创造性创新的风险和创造性专家的稀缺性。
https://doi.org/10.1080/00461520.2023.2291577
【SSCI】教育学期刊《International Journal of Educational Research》最新论文推送
