http://content.apa.org/journals/edu The main purpose of the Journal of Educational Psychology is to publish original, primary psychological research pertaining to education at every educational level, from interventions during early childhood to educational efforts directed at elderly adults. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are directly pertinent to educational psychology. The scope of coverage of the Journal includes, but is not limited to, scholarship on learning, cognition, instruction, motivation, social issues, emotion, development, special populations (e.g., students with learning disabilities), individual differences in teachers, and individual differences in learners. en-us Copyright 2008 American Psychological Association Karen R. Harris, EdD 00220663 Mon, 17 Nov 2008 01:12:54 EST http://journals.apa.org/toc/journal/journal-edu.jpg 77 http://content.apa.org/journals/edu Business/Publishing and Printing/Publishing/Academic and Technical/Science Health/Mental Health Science/Social Sciences/Psychology/Journals and Publications http://blogs.law.harvard.edu/tech/rss http://content.apa.org/journals/edu/100/3/491 http://content.apa.org/journals/edu/100/3/491 This study assessed the effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math, schema-broadening instruction). Students identified as at risk (n=243) were randomly assigned, within classroom conditions, to receive or not receive Hot Math tutoring. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed that the tutored students who received validated classroom instruction achieved better than the tutored students who received conventional classroom instruction (effect size=1.34). However, the advantage for tutoring over no tutoring was similar whether students received validated or conventional classroom instruction (effect sizes=1.18 and 1.13). Tutoring, not validated classroom instruction, reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Fuchs, Lynn S.; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Schatschneider, Christopher American Psychological Association 10.1037/0022-0663.100.3.491 http://content.apa.org/journals/edu/100/3/510 http://content.apa.org/journals/edu/100/3/510 Two studies integrate the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on academic self-concept, ASC), which is based upon educational psychological research, with related social psychological research that is based on social comparison theory. Critical distinctions are the nature of the social comparison processes that are based on generalized-other (class- or school-average) or individual (target comparison classmate) comparisons, and the nature of self-belief constructs that invoke normative (social comparison) or absolute frames of reference. In a large cross-national study (26 countries; 3,851 schools; 103,558 students), school-average ability negatively affected ASC but had little effect on 4 other self-belief constructs that did not invoke social comparison processes. In Study 2 (64 classes; 764 students), 2 sources of social comparison information (class-average achievement and achievement of an individually selected target comparison classmate) each had distinct, substantial negative effects on agency self-beliefs that invoked social comparison processes but not on metacognitive responses that did not invoke these processes. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Marsh, Herbert W.; Trautwein, Ulrich; Lüdtke, Oliver; Köller, Olaf American Psychological Association 10.1037/0022-0663.100.3.510 http://content.apa.org/journals/edu/100/3/525 http://content.apa.org/journals/edu/100/3/525 The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of 412 Italian students (48% males and 52% females ranging in age from 12 to 22 years). Latent growth curve analysis revealed a progressive decline in self-regulatory efficacy from junior to senior high school, with males experiencing the greater reduction. The lower the decline in self-regulatory efficacy, the higher the high school grades and the greater the likelihood of remaining in high school controlling for socioeconomic status. Reciprocal cross-lagged models revealed that high perceived efficacy for self-regulated learning in junior high school contributed to junior high school grades and self-regulatory efficacy in high school, which partially mediated the relation of junior high grades on high school grades and the likelihood of remaining in school. Socioeconomic status contributed to high school grades only mediationally through junior high grades and to school drop out both directly and mediationally through junior high grades. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Caprara, Gian Vittorio; Fida, Roberta; Vecchione, Michele; Del Bove, Giannetta; Vecchio, Giovanni Maria; Barbaranelli, Claudio; Bandura, Albert American Psychological Association 10.1037/0022-0663.100.3.525 http://content.apa.org/journals/edu/100/3/535 http://content.apa.org/journals/edu/100/3/535 School transitions and educational innovations confront students with changes in their learning environment. Though expectations are known to influence perceptions and motivation, which, in turn, influence the effectiveness of any situation, students' expectations for a new learning environment have received little attention. This longitudinal survey, conducted with 1,335 high school students (average age, 15 years), studied students' expectations and subsequent perceptions of 5 characteristics of a new environment (fascinating content, productive learning, student autonomy, interaction, and clarity of goals) and the students' (prospective) dissatisfaction. Results showed that expectations were positively related to later perceptions. Also, high prospective dissatisfaction was related to higher actual dissatisfaction with the environment later on. Investigating expectations and prospective dissatisfaction in relation to student characteristics (i.e., motivational orientations; conceptions of learning; strategies for regulation, information processing, and affective processing) show that motivational problems and fear of failure were risk factors for educational innovations. Furthermore, students' disappointment with the new environment was related to undesirable changes in student characteristics, such as increased fear of failure. The findings stress the importance of preparing students for curricular changes. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Könings, Karen D.; Brand-Gruwel, Saskia; van Merriënboer, Jeroen J. G.; Broers, Nick J. American Psychological Association 10.1037/0022-0663.100.3.535 http://content.apa.org/journals/edu/100/3/549 http://content.apa.org/journals/edu/100/3/549 This study examined a new prewriting tool, argumentation vee diagrams (AVDs), which are used to write reflective opinion essays. AVDs are based on the theoretical concept of argument-counterargument integration, which involves evaluating and integrating both sides of an issue before developing a final conclusion on a controversial question. In a test of the effectiveness of AVDs, 45 undergraduates at a large, southwestern university were randomly assigned to an experimental or control group. Both groups wrote 4 opinion essays over a 4-week period. The experimental group also received training on using the AVDs, including instruction on criteria for weighing arguments. Results indicated that AVD training was effective in enhancing argument-counterargument integration. Furthermore, examination of integration strategies used by participants revealed a new strategy, minimization, which was not previously part of E. M. Nussbaum and G. Schraw's (2007) argument-counterargument integration framework. Minimization involves curtailing the importance or extensiveness of a problem or advantage as a heuristic shortcut for weighing advantages and disadvantages. The role of critical questions and argumentation schemata in argument-counterargument integration is discussed. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Nussbaum, E. Michael American Psychological Association 10.1037/0022-0663.100.3.549 http://content.apa.org/journals/edu/100/3/566 http://content.apa.org/journals/edu/100/3/566 Very few studies have directly compared reading acquisition across different orthographies. The authors examined the concurrent and longitudinal predictors of word decoding and reading fluency in children learning to read in an orthographically inconsistent language (English) and in an orthographically consistent language (Greek). One hundred ten English-speaking children and 70 Greek-speaking children attending Grade 1 were examined in measures of phonological awareness, phonological memory, rapid naming speed, orthographic processing, word decoding, and reading fluency. The same children were reassessed on word decoding and reading fluency measures when they were in Grade 2. The results of structural equation modeling indicated that both phonological and orthographic processing contributed uniquely to reading ability in Grades 1 and 2. However, the importance of these predictors was different in the two languages, particularly with respect to their effect on word decoding. The authors argue that the orthography that children are learning to read is an important factor that needs to be taken into account when models of reading development are being generalized across languages. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Georgiou, George K.; Parrila, Rauno; Papadopoulos, Timothy C. American Psychological Association 10.1037/0022-0663.100.3.566 http://content.apa.org/journals/edu/100/3/581 http://content.apa.org/journals/edu/100/3/581 This study explored the contribution of the phonological and executive working memory (WM) systems to 205 (102 girls, 103 boys, 6 to 9 years old) elementary school children's fluid and crystallized intelligence. The results show that (a) a 3-factor structure (phonological short-term memory [STM], visual-spatial WM, and verbal WM) was comparable between age groups, (b) controlled attention and STM storage accounted for 67% of the age-related variance in WM, (c) effect sizes for direct paths from WM were substantially larger when predicting fluid intelligence than crystallized intelligence, and (d) the contribution of STM to intelligence was isolated to reading. The results suggest that the development of WM is distinct from STM, controlled attention plus storage accounted for age-related WM changes, and WM underlies age-related changes in both fluid and crystallized intelligence. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Swanson, H. Lee American Psychological Association 10.1037/0022-0663.100.3.581 http://content.apa.org/journals/edu/100/3/603 http://content.apa.org/journals/edu/100/3/603 Rapid cognitive diagnosis allows measuring current levels of learner domain-specific knowledge in online learning environments. Such measures are required for individualizing instructional support in real time, as students progress through a learning session. This article describes 2 experiments designed to validate a rapid online diagnostic method that was inspired by experimental procedures applied in classical cognitive studies of chess expertise. With the described rapid verification method, learners are required to rapidly verify suggested steps at various stages of a problem solution procedure. In this study involving 33 university students, a high degree of correlation was found between rapid testing scores and results of in-depth cognitive diagnosis based on observations of problem-solving steps using video recordings and concurrent verbal reports in the domains of kinematics (vector addition motion problems) and mathematics (transforming graphs of linear and quadratic functions). The article discusses possible applications of the suggested method in adaptive learning environments. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Kalyuga, Slava American Psychological Association 10.1037/0022-0663.100.3.603 http://content.apa.org/journals/edu/100/3/613 http://content.apa.org/journals/edu/100/3/613 The authors identified several specific problems with the measurement of achievement goals in the current literature and illustrated these problems, focusing primarily on A. J. Elliot and H. A. McGregor's (2001) Achievement Goal Questionnaire (AGQ). They attended to these problems by creating the AGQ-Revised and conducting a study that examined the measure's structural validity and predictive utility with 229 (76 male, 150 female, 3 unspecified) undergraduates. The hypothesized factor and dimensional structures of the measure were confirmed and shown to be superior to a host of alternatives. The predictions were nearly uniformly supported with regard to both the antecedents (need for achievement and fear of failure) and consequences (intrinsic motivation and exam performance) of the 4 achievement goals. In discussing their work, the authors highlight the importance and value of additional precision in the area of achievement goal measurement. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Elliot, Andrew J.; Murayama, Kou American Psychological Association 10.1037/0022-0663.100.3.613 http://content.apa.org/journals/edu/100/3/629 http://content.apa.org/journals/edu/100/3/629 The authors performed path analysis, followed by a bootstrap procedure, to test the predictions of a model explaining the relationships among students' distal future goals (both extrinsic and intrinsic), their adoption of a middle-range subgoal, their perceptions of task instrumentality, and their proximal task-oriented self-regulation strategies. The model was based on R. B. Miller and S. J. Brickman's (2004) conceptualization of future-oriented motivation and self-regulation, which draws primarily from social-cognitive and self-determination theories. Participants were 421 college students who completed a questionnaire that included scales measuring the 5 variables of interest. Data supported the model, suggesting that students' distal future goals (intrinsic future goals in particular) may be related to their middle-range college graduation subgoal, to their perceptions of task instrumentality, and to their adoption of proximal task-oriented self-regulation strategies. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Tabachnick, Sharon E.; Miller, Raymond B.; Relyea, George E. American Psychological Association 10.1037/0022-0663.100.3.629 http://content.apa.org/journals/edu/100/3/643 http://content.apa.org/journals/edu/100/3/643 As performance goals aim to both procure acknowledgment of one's abilities and to avoid revealing a lack of one's abilities, the authors hypothesized that students hold specific performance goals for different addressees and that there are specific correlational patterns with other motivational constructs. They analyzed a data set of 2,675 pupils (1,248 boys and 1,426 girls) attending Grades 8 and 9 (mean age=15.0, SD=0.97). The students completed a questionnaire consisting of 12 items measuring performance approach goals and 12 items measuring performance avoidance goals. In each subset, 4 groups of addressees were differentiated: parents, teachers, peers, and the acting individual him/herself. Additionally, several external criteria were measured. The authors concurrently tested theory-driven, structural equation models. Incorporating all 24 items, the best-fitting model was a multitrait-multimethod model, which posited 2 factors for approach and avoidance goals and 4 addressee factors. While performance goals addressing parents showed relationships to maladaptive motivational and learning patterns, performance goals addressing classmates and self showed relationships to adaptive motivational and learning patterns. The relationships between performance goals addressing teachers and external criteria were rather weak and unsystematic. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Ziegler, Albert; Dresel, Markus; Stoeger, Heidrun American Psychological Association 10.1037/0022-0663.100.3.643 http://content.apa.org/journals/edu/100/3/655 http://content.apa.org/journals/edu/100/3/655 The present study advances understanding of (a) the development of achievement goals, (b) the changing association of achievement goals and achievement over time, and (c) the implications of changes in achievement goals for changes in achievement over time. African American and European American adolescents' (N=588) achievement goals and subsequent achievement were assessed at 4 time points (fall and spring of 6th and 7th grades) and modeled using growth-curve analytic techniques. There was an overall decline in all 3 types of achievement goals (mastery, performance-approach, and performance-avoidance goals), because of within-year rather than between-year decreases. The association between mastery goals and achievement was null at Time 1 and then positive at the following 3 time points. The association between performance-approach goals and achievement went from negative to null across time. Changes in students' goals, as well as their initial levels of goals, were particularly important in understanding how mastery goals foreshadow achievement. The implications of the findings for both theory and practice are discussed. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Shim, S. Serena; Ryan, Allison M.; Anderson, Carolyn J. American Psychological Association 10.1037/0022-0663.100.3.655 http://content.apa.org/journals/edu/100/3/672 http://content.apa.org/journals/edu/100/3/672 Two studies investigated the proposition that social achievement goals (different orientations toward social competence) are an important aspect of young adolescents' social motivation. Study 1 (N=153 6th-grade students) established that different orientations toward developing or demonstrating social competence can be seen in young adolescents' responses to open-ended questions about their social goals and social competence. Study 2 (N=217 6th-grade students) evaluated a new survey measure of social achievement goals for young adolescents. Exploratory factor analyses indicated a 3-factor model (social development, demonstration-approach, and demonstration-avoid goals). Different social achievement goals were associated with distinct patterns of subsequent self- and teacher-reported social adjustment (prosocial, aggressive, and anxious solitary behaviors, as well as social worry, best-friend quality, and perceived popularity). Effects for social achievement goals were independent of perceived social competence and gender. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Ryan, Allison M.; Shim, S. Serena American Psychological Association 10.1037/0022-0663.100.3.672 http://content.apa.org/journals/edu/100/3/688 http://content.apa.org/journals/edu/100/3/688 Previous studies in education have inspected the relations between students' autonomous versus controlled motivation and relevant outcomes. In most of those studies a global index of self-determined motivation was created. The purpose of this article was to examine (a) how the different types of motivation proposed by Self-Determination Theory combine into distinct profiles as identified by cluster analysis and (b) the links between those profiles and objective criteria of achievement. In Study 1, motivation toward physical education was assessed at the beginning of a 10-week gymnastics teaching cycle, and performance was assessed at the end of the cycle among a sample of high school students (N=210). Study 2 (N=215) extended Study 1 by controlling students' initial performance, measuring the effort they exerted and recording their grades. Cluster analyses revealed three motivational profiles: self-determined, non-self-determined, and moderate levels of both types of motivation. Path analysis showed that the self-determined profile was related to the highest achievement. The results are discussed in terms of their implications for the assessment of students' motivation and the consequences of motivational profiles for educational outcomes. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Boiché, Julie C. S.; Sarrazin, Philippe G.; Grouzet, Frederick M. E.; Pelletier, Luc G.; Chanal, Julien P. American Psychological Association 10.1037/0022-0663.100.3.688 http://content.apa.org/journals/edu/100/3/702 http://content.apa.org/journals/edu/100/3/702 Teachers' occupational well-being (level of emotional exhaustion and job satisfaction) and quality of instruction are two key aspects of research on teaching that have rarely been studied together. The role of occupational engagement and resilience as two important work-related self-regulatory dimensions that predict occupational well-being and teachers' instructional performance in the classroom was investigated. In Part 1 of the study, self-regulatory data from 1,789 German mathematics teachers were subjected to a latent profile analysis, yielding four self-regulatory types (healthy-ambitious, unambitious, excessively ambitious, and resigned) that differed significantly on emotional exhaustion and job satisfaction. In Part 2, the association between teachers' self-regulatory type and instructional performance was examined in a subsample of 318 teachers. Results showed that teachers' self-regulatory type predicted the quality of instruction in three of the four aspects of instructional performance examined. Moreover, teachers' self-regulatory type was systematically linked to differences in students' motivation. No association was found between teacher self-regulation and student achievement. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Klusmann, Uta; Kunter, Mareike; Trautwein, Ulrich; Lüdtke, Oliver; Baumert, Jürgen American Psychological Association 10.1037/0022-0663.100.3.702 http://content.apa.org/journals/edu/100/3/716 http://content.apa.org/journals/edu/100/3/716 Drawing on the work of L. S. Shulman (1986), the authors present a conceptualization of the pedagogical content knowledge and content knowledge of secondary-level mathematics teachers. They describe the theory-based construction of tests to assess these knowledge categories and the implementation of these tests in a sample of German mathematics teachers (N=198). Analyses investigate whether pedagogical content knowledge and content knowledge can be distinguished empirically, and whether the mean level of knowledge and the degree of connectedness between the two knowledge categories depends on mathematical expertise. Findings show that mathematics teachers with an in-depth mathematical training (i.e., teachers qualified to teach at the academic-track Gymnasium) outscore teachers from other school types on both knowledge categories and exhibit a higher degree of cognitive connectedness between the two knowledge categories. (PsycINFO Database Record (c) 2008 APA, all rights reserved) Journal of Educational Psychology - Vol 100, Iss 3 2008 Krauss, Stefan; Brunner, Martin; Kunter, Mareike; Baumert, Jürgen; Blum, Werner; Neubrand, Michael; Jordan, Alexander American Psychological Association 10.1037/0022-0663.100.3.716