Educational Psychology Journals Research Articles

Trends in mathematics education and insights from a meta-review and bibliometric analysis of review studies

AbstractReview studies are vital for advancing knowledge in many scientific fields, including mathematics education, amid burgeoning publications. Based on an extensive consideration of existing review typologies, we conducted a meta-review and bibliometric analysis to provide a comprehensive overview of and deeper insights into review studies within mathematics education. After searching Web of Science, we identified 259 review studies, revealing a significant increase in such studies over the last five years. Systematic reviews were the most prevalent type, followed by meta-analyses, generic literature reviews, and scoping reviews. On average, the review studies had a sample size of 99, with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines commonly employed. Despite certain studies offering nuanced distinctions among review types, ambiguity persisted. Only about a quarter of the studies explicitly reported employing specific theoretical frameworks (particularly, technology, knowledge, and competence models). Co-authored publications were most common within American institutions and the leading countries are the United States, Germany, China, Australia, and England in publishing most review studies. Educational review journals, educational psychology journals, special education journals, educational technology journals, and mathematics education journals provided platforms for review studies, and prominent research topics included digital technologies, teacher education, mathematics achievement, and learning disabilities. In this study, we synthesised a range of reviews to facilitate readers’ comprehension of conceptual congruities and disparities across various review types, as well as to track current research trends. The results suggest that there is a need for discipline-specific standards and guidelines for different types of mathematics education reviews, which may lead to more high-quality review studies to enhance progress in mathematics education.

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 14, No. 1

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 14, No. 1, 2024.

Trends of cultural studies in science education: A systematic review from 1973 to 2023

In this study, a systematic literature review on cultural studies in science education between 1973 and 2023 was conducted through the Scopus database. Content analysis was used in this study in which 277 articles from the last 50 years were reviewed. According to the guidelines of Petticrew and Roberts (2006), trends of cultural studies in science education were investigated in terms of annual accounts, number of articles by authors, distribution of articles by country, most productive journals, most cited articles, and most preferred research methods. The results showed that research on cultural studies in science education fluctuated between slowing down and positively accelerating. The growth rate of the articles peaked in 2013. Three authors have three papers, twenty authors have two papers, and the rest of author each have one paper in terms of the distribution of number of authors. Analysis revealed that most articles come from countries such as the United States, the United Kingdom, and Germany, while interest in this area is growing in countries such as Australia, Canada, and Turkey. Cultural Studies of Science Education, International Journal of Science Education, International Journal of Psychology, and Science and Education being the most productive journals in this field. The most cited article with 160 citations was published in 2012 by Nagengast and Marsh (2012) in Journal of Educational Psychology. Finally, the most popular research design was quantitative research method followed by mixed (quantitative and qualitative together) research method. Some implications are proposed for future studies.

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 13, No. 2

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 13, No. 2, 2023.

A Bibliometric Analysis of Research on Self-Regulated Learning: From the Beginning To 2021

The present study explores the self-regulated learning (SRL) research published in English or Turkish language journals included in the Web of Science database from the beginning to 2021 via bibliometric analysis. The 2197 articles that met the eligibility criteria were included in the study. The results reveal that the research on SRL has been carried out mostly by scholars from the USA and has gained increased attention since the 2000s. The three most influential scholars of self-regulated research are Chia-Wen Tsai, Philip H. Winne, and Roger Azevedo; however, the two top documents by local citations belong to Barry J. Zimmerman (2008) and Paul R. Pintrich (2004) in the study. The analyzed studies cited the Journal of Educational Psychology and Contemporary Educational Psychology most. The results reveal that motivation, metacognition, self-efficacy, and learning strategies are the keywords that most frequently occur and co-occur in the analyzed studies along with SRL. The trend topics of SRL research have been learning analytics, flipped classrooms, and MOOCs since 2018.

A Bibliometric Review of Learning Approaches in Primary Education Level: Examining the Indonesian Contribution to the Field

<p>It is crucial to employ contemporary pedagogical approaches in primary education to cultivate capable and skilled young individuals who are equipped to excel in competitive environments. Despite a significant amount of field research on the use of learning approaches in primary education, there is a lack of studies that consolidate the findings through bibliometric techniques. The main aim of this bibliometric investigation is to identify prevalent research patterns and evaluate Indonesia's scientific contributions to the study of learning approaches in primary education. The study employs bibliometric analysis, which includes four stages: initial search, application of inclusion and exclusion criteria, data extraction, and data cleaning. Data analysis is conducted using Publish or Perish, Ms. Excel, and Chat GPT. This research analyzed 549 papers published over 56 years, which gathered 4552 citations. The citation frequency peaked in 2008 with 690 citations. The 17 most influential authors came mainly from Indonesia and the United States. Most of the most-cited works were published more than ten years ago. The British Journal of Educational Psychology and Switzerland's Sustainability Journal lead in publishing educational research articles. Six out of the top 11 institutions in learning approaches research are Indonesian universities, showcasing Indonesia's dominance in the field. Surpassing other countries like the United States, Turkey, Spain, the UK, Australia, and China, Indonesia has achieved significant success.</p>

The Effect: An Introduction to Research Design and CausalityNickHuntington‐KleinChapman & Hall/CRC, 2022, xiv + 620 pages, $39.95, paperback. ISBN: 9781032125787

International Statistical ReviewEarly View Book Review The Effect: An Introduction to Research Design and Causality , Nick Huntington-Klein Chapman & Hall/CRC, 2022, xiv + 620 pages, $39.95, paperback. ISBN: 9781032125787 Brian W. Sloboda, Corresponding Author Brian W. Sloboda [email protected] Department of Economics and Finance, 1616 McCormick Drive, University of Maryland, Global Campus, Largo, 20774 Maryland, USASearch for more papers by this author Brian W. Sloboda, Corresponding Author Brian W. Sloboda [email protected] Department of Economics and Finance, 1616 McCormick Drive, University of Maryland, Global Campus, Largo, 20774 Maryland, USASearch for more papers by this author First published: 21 June 2023 https://doi.org/10.1111/insr.12547Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. References Angrist, J. D., and Pischke, J. S. (2009). Mostly Harmless Econometrics: An Empiricist's Companion. Princeton: Princeton University Press. Angrist, J. D., and Pischke, J. S. (2014). Mastering' Metrics: The Path from Cause to Effect. Princeton: Princeton University Press. Athey, S., and Imbens, G. W. (2017). The State of Applied Econometrics: Causality and Policy Evaluation. Journal of Economic Perspectives, 31(2), 3– 32. Holland, P. W. (1986). Statistics and Causal Inference. Journal of the American Statistical Association, 81(396), 945– 960. Imbens, G. W., and Angrist, J. D. (1994). Identification and estimation of local average treatment effects. Econometrica: Journal of the Econometric Society, 467– 475 62. Rubin, D. B. (1974). Estimating causal effects of treatments in randomized and nonrandomized studies. Journal of Educational Psychology, 66, 688– 701. Early ViewOnline Version of Record before inclusion in an issue ReferencesRelatedInformation

Fighting human hubris: Intelligence in nonhuman animals and artefacts

Abstract100 years ago, the editors of theJournal of Educational Psychologyconducted one of the most famous studies of experts’ conceptions of human intelligence. This was reason enough to prompt the question where we stand today with making sense of “intelligence”. In this paper, we argue that we should overcome our anthropocentrism and appreciate the wonders of intelligence in nonhuman and nonbiological animals instead. For that reason, we study two cases of octopus intelligence and intelligence in machine learning systems to embrace the notion of intelligence as a non-unitary faculty with pluralistic forms. Furthermore, we derive lessons for advancing our human self-understanding.

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 13, No. 1

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 13, No. 1, 2023.

An Evaluation of the Studies on Self-Regulated Learning in Primary Education: A Bibliometric Mapping Analysis

This research emerged to get an overview of the choices made in the field of self-regulation in primary education. The purpose of this research is to examine the bibliometric properties of studies on self-regulated learning at primary school level and scanned in the Web of Sience database. In accordance with this purpose, by using key words of “self-regulation” or “self-regulated learning” and topics of “primary school” or “primary education”, 526 studies conducted between 1994-2020 have been reached. By selecting “education” or “psychology” categories, biblometric mapping analysis was performed with 392 studies suitable for the scope of the study. The bibliometric mapping analysis of the studies reached by using the Vosviewer software tool was performed, bibloyometric networks were created and presented visually. In the studies, the most used keywords, words in the abstracts, citation analysis and co-citation analysis were done. As a result, it has been revealed that the majority of the publication language of the studies within the scope of the study is English, studies have increased since 2007, the most used words in keywords are self-regulation, self-regulated learning and motivation, the most cited authors according to co-citation analysis are Zimmerman, Pintrich and Schunk, the most cited journals according to co-citation analysis are Journal of Educational Psychology, Journal of Educational Psychology, Child Development and Developmental Psychology, and the most cited countries according to citation analysis are United States, Germany and Netherlands. The results of the research provide general information about the self-regulation studies carried out at primary school level and it is thought that it will be useful for the researchers who will conduct research on this subject.

Opportunities to improve student mathematics achievement and outcomes: Building student–teacher relationships and the integration of inclusive and equity‐minded teaching practices

Opportunities to improve student mathematics achievement and outcomes: Building student–teacher relationships and the integration of inclusive and equity‐minded teaching practices

Metacognition in Language Teaching and Research: A Conversation With Professor Lawrence Jun Zhang

Professor Lawrence Jun Zhang is a leading scholar in the field of language education, especially in teaching English to speakers of other languages (TESOL), who has published extensively on metacognition in leading international journals such as Applied Linguistics, TESOL Quarterly, Metacognition and Learning, British Journal of Educational Psychology, Journal of Second Language Writing, Language Awareness, System, Journal of Psycholinguistic Research, Frontiers in Psychology, Sustainability, Reading and Writing and Current Psychology, among others. He was the sole recipient of the TESOL Award for Distinguished Research 2010–2011 from the TESOL International Association. In 2016, he was awarded ‘50@50’ by the TESOL International Association (USA), which acknowledged ‘50 Outstanding Leaders’ around the globe in the profession of TESOL when the Association celebrated its 50th anniversary.

How much do we care about teacher job insecurity during the pandemic? A bibliometric review.

In this study, a descriptive bibliometric analysis of the scientific production in the Web of Science on job insecurity perceived by teachers in pandemic situations was carried out. The result shows the growing interest in the topic with an upward trend with an annual growth of 41.52%. Forty-seven papers from 41 journals with 2,182 cited references were considered, with 149 researchers from 30 countries publishing at least one article. The country with the most publications was the United States, followed by Germany and Spain. The United States was the country with the most collaborations. A total of 95 institutions published papers, and the universities with the most registrations were Miami University and the University of the Basque Country, although York University and the University of the Basque Country had a higher overall citation coefficient (102 and 40, respectively). Of the 41 journals that have published on the topic, Frontiers in Education and the British Journal of Educational Psychology stood out in terms of their article numbers. However, this last one was superior in terms of the overall number of citations per year, followed by Frontiers of Psychology.

The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing: a Follow-up Replication Study

The COVID-19 pandemic and the move by governments worldwide to cancel in-class instruction and move to emergency remote instruction in March and April of 2020 created an unprecedented disruption in children’s education. As the COVID-19 pandemic took form and continued to impact education in the following 2020/2021 academic year, multiple concerns were raised about possible negative effects on students’ learning. The current longitudinal replication study examined this proposition for second-grade students in Norway. In a previous investigation (Skar et al. Journal of Educational Psychology 114:1553–1566, 2022), we found that scores for quality of writing, handwriting fluency, and attitude toward writing of first-grade children tested immediately after emergency remote instruction ended in the Spring of 2020 (During COVID-19 cohort) were lower than the scores of first-grade students from the same schools tested a year earlier before the start of the pandemic (Before COVID-19 cohort). In the present study, we compared the scores for the During COVID-19 cohort (333 girls, 308 boys) on these same writing measures 1 year later at the end of second grade to a During COVID-19 cohort of second-graders (888 girls, 780 boys) from the same schools tested 2 years earlier before the start of the pandemic. The initial negative impact of the COVID-19 pandemic on first-grade students’ writing observed by Skar et al. (Journal of Educational Psychology 114:1553–1566, 2022) was no longer evident 1 year later at the end of second grade in the current study.

Women as Top-Producing Authors, Editors, and Editorial Board Members in Educational Psychology Journals from 2017 to 2021

Women as Top-Producing Authors, Editors, and Editorial Board Members in Educational Psychology Journals from 2017 to 2021

Low Research-Data Availability in Educational-Psychology Journals: No Indication of Effective Research-Data Policies

Research-data availability contributes to the transparency of the research process and the credibility of educational-psychology research and science in general. Recently, there have been many initiatives to increase the availability and quality of research data. Many research institutions have adopted research-data policies. This increased awareness might have raised the sharing of research data in empirical articles. To test this idea, we coded 1,242 publications from six educational-psychology journals and the psychological journal Cognition (as a baseline) published in 2018 and 2020. Research-data availability was low (3.85% compared with 62.74% in Cognition) but has increased from 0.32% (2018) to 7.16% (2020). However, neither the data-transparency level of the journal nor the existence of an official research-data policy on the level of the corresponding author’s institution was related to research-data availability. We discuss the consequences of these findings for institutional research-data-management processes.

A Blueprint for Genetic Determinism

A Blueprint for Genetic Determinism

Human Intelligence and Exceptionalism Revisited by a Philosopher: 100 Years After 'Intelligence and its Measurement'

100 years ago, the editors of the Journal of Educational Psychology conducted one of the most famous studies of experts' conceptions of human intelligence. Reason enough to prompt the question where we stand today with conceptualizing 'intelligence'. In this paper, I provide a synopsis of the latest research on human intelligence(s). I embrace the notion of intelligence as a non-unitary faculty with pluralistic forms. Even though I do not provide a definition of 'intelligence' of my own, I provide good reasons for this reluctance. Nonetheless, I specify the term as complex, gradual, embedded, multidirectional, and dynamic. Furthermore, I argue for the special status of musical, not linguistic, intelligence.

Individual and Institutional Productivity in Educational Psychology Journals from 2015 to 2021

Individual and Institutional Productivity in Educational Psychology Journals from 2015 to 2021

Examination of Conceptual Change Research Over A Decade: A Bibliometric Analysis Using Science Mapping Tool

This study aims to deliver a summary of conceptual change research based on scientific production, most rele-vant researchers and countries, co-authorship collaboration, and research foci. A bibliometric analysis of the scientific output in the field of conceptual change was carried out utilizing articles published between 2012 and 2021.A total of 515 articles published in educational psychology, cognitive science and science education jour-nals were extracted from Scopus databases. The main findings reveal that the number of articles on conceptual change during the 2012-2021 period is relatively constant. Co-authorship collaborations predominantly consist of researchers from the same country. In addition, a shift in the research foci was observed. Past studies have been widely carried out across disciplines, such as educational psychology, cognitive science, and pedagogic. Meanwhile, recent research foci have brought up curriculum and curriculum development as important keywords.