Educational Psychology Journals Research Articles

Emotions in Learning, Teaching, and Leadership: A Bibliometric Review of Asian Literature (1990–2018)

This study aims to map the Asian literature on emotions in learning, teaching, and leadership through a review of published research in Web of Science Core Collection. In all, 862 articles published between 1990 and 2018 were retrieved and analyzed. Bibliographic coupling of the countries, bibliographic coupling of the authors, co-occurrences of author keywords, bibliographic coupling of the journals, and bibliographic coupling of the institutions were extracted through bibliographic visualization methods. All the h-classics publications were also reviewed and categorized according to their topics. People’s Republic of China (Hong Kong), Israel, Turkey, and Cyprus are the countries with most relevant evidence. The top authors are found to be D.W Chan and M. Zembylas, while emotional intelligence, empathy, burnout, emotion, and self-efficacy have been the most frequently studied concepts. Teaching and Teacher Education and Journal of Educational Psychology are the journals with prominent pertinent influence. Education University of Hong Kong, Chinese University of Hong Kong, and Ben-Gurion University of the Negev are the institutions with the most notable influence. The current situation and research trends are discussed in the article.

Enhancing research excellence through diversity and transparency.

It is an honor, a privilege, and an enormous responsibility to serve as the editor of the Journal of Educational Psychology (JEP), the leading outlet for high-quality empirical research in the field of educational psychology. The journal’s stellar reputation and standing in the field have continuously grown under the leadership of my predecessors (including those during the last 4 decades: Joanna Williams, Samuel Ball, Robert Calfee, Joel Levin, Michael Pressley, Karen Harris, Art Graesser, and Steve Graham). They have ensured that the work submitted and published in the journal represents the best empirical research in educational psychology and education more broadly. I recognize that the publication standards each editor sets in the journal not only have a direct impact on what gets published but also influence research practices and, consequently, the training of new scholars. My main priority is to be a good steward of this legacy and continue to enhance the journal’s commitment to research excellence through greater emphasis on diversity and transparency . (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

Early Discipline Behavior: Read aloud Story with Big Book Media

Early Discipline Behavior: Read aloud Story with Big Book Media

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 10, No. 2

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 10, No. 2, 2020.

"Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model": Correction to Kim and Burić (2019).

Reports an error in Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model by Lisa E. Kim and Irena Buric (Journal of Educational Psychology, Advanced Online Publication, Oct 10, 2019, np). In the original article, one of the studies discussed (Praetorius et al., 2017), was incorrectly interpreted. The longitudinal study findings from Praetorius et al (2017) challenged the assumption that TSE may be an antecedent construct. When teachers’ stable inter-individual differences were taken into account, there were no significant cross-lagged effects from TSE to teaching quality (or vice versa). (The following abstract of the original article appeared in record 2019-60502-001). It is often assumed that low levels of teacher self-efficacy (TSE) leads to negative outcomes, including burnout; however, the temporal order of the construct predictions has rarely been examined. We used an autoregressive cross-lagged panel design to examine whether TSE and burnout are concurrently associated with each other, whether TSE predicts future burnout levels, and/or whether burnout predicts future TSE levels. An initial sample of 3,002 Croatian teachers (82% female) from across three educational levels (i.e., elementary, middle, and secondary schools) with varying years of teaching experiences (M = 15.28, SD = 10.50) completed questionnaires on their levels of TSE and burnout (exhaustion and disengagement) at 3 time points (at approximately 6-month intervals). We found that burnout has a more prominent role in predicting future levels of TSE than TSE does in predicting future levels of burnout. These findings challenge the theoretical and empirical conceptualizations assuming that TSE is a predictor of burnout. Policies and interventions that focus on decreasing teacher burnout rather than increasing TSE levels may be best. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model.

[Correction Notice: An Erratum for this article was reported online in Journal of Educational Psychology on Sep 17 2020 (see record 2020-70452-001). In the original article, one of the studies discussed (Praetorius et al., 2017), was incorrectly interpreted. The longitudinal study findings from Praetorius et al (2017) challenged the assumption that TSE may be an antecedent construct. When teachers’ stable inter-individual differences were taken into account, there were no significant cross-lagged effects from TSE to teaching quality (or vice versa).] It is often assumed that low levels of teacher self-efficacy (TSE) leads to negative outcomes, including burnout; however, the temporal order of the construct predictions has rarely been examined. We used an autoregressive cross-lagged panel design to examine whether TSE and burnout are concurrently associated with each other, whether TSE predicts future burnout levels, and/or whether burnout predicts future TSE levels. An initial sample of 3,002 Croatian teachers (82% female) from across three educational levels (i.e., elementary, middle, and secondary schools) with varying years of teaching experiences (M = 15.28, SD = 10.50) completed questionnaires on their levels of TSE and burnout (exhaustion and disengagement) at 3 time points (at approximately 6-month intervals). We found that burnout has a more prominent role in predicting future levels of TSE than TSE does in predicting future levels of burnout. These findings challenge the theoretical and empirical conceptualizations assuming that TSE is a predictor of burnout. Policies and interventions that focus on decreasing teacher burnout rather than increasing TSE levels may be best. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Theoretical foundations of phenomenography: a critical review

ABSTRACT Phenomenography is an empirical approach to ascertain the qualitatively different ways in which individuals experience and understand aspects of the world around them. Originating in educational research (Marton, F., & Säljö, R. (1976). On qualitative differences in learning. 1- outcome and process. British Journal of Educational Psychology, 46(1), 4–11), phenomenography has since been deployed in a range of disciplines, including marketing, nursing and physics. This paper traces the development of traditional phenomenography, together with its ontological and epistemological underpinnings. It also addresses some questions related to the methodological assumptions of phenomenographic research – the most common research methods, characteristics of the sample and the relationship between a phenomenographer and their participants. The fundamental strengths and weaknesses of phenomenography and some issues regarding the validity and reliability of phenomenographic studies are also discussed. By doing this, the paper aims to encourage scholars to consider the possibilities and opportunities offered by taking a phenomenographic approach in their future research.

Retraction Notice to “The Role of Positive Emotion as a Mediator between Psychological Capital and Work Engagement” [Journal of Educational, Health and Community Psychology, 2019, 8(2), 85-104

Abstract Following a rigorous, carefully concerns and considered review of the article publishedin theJournal of Educational, Health and Community Psychology to article entitled “The Role of Positive Emotion as a Mediator between Psychological Capital and Work Engagement” [Journal of Educational, Health and Community Psychology 2019 8 (2) 85 - 104] DOI http://dx.doi.org/10.12928/jehcp.v8i2.12563. This paper has been found to be in violation of the Journal of Educational, Health and Community Psychology Publication principles and has been retracted. This article has been retracted at the request of the Supervisor of the author, Nerinda Rizky Firdaus (Airlangga University Indonesia), because the author didn't communicate with him to publish the research work in this journal and didn't write his name on the article as responsible to teamwork effort. This practice is count as the unethical publication of the Journal of Educational, Health and Community Psychology.

Pseudoscience, an Emerging Field, or Just a Framework Without Outcomes? A Bibliometric Analysis and Case Study Presentation of Social Justice Research

The term social justice is frequently utilized in the field of school psychology. However, a systematic review of this framework in terms of its relationship to research and outcomes has not been undertaken. As such, the purpose of this study was to conduct a bibliometric analysis and case study review of research literature associated with the term social justice in the field of school psychology. To accomplish this, the following school psychology journals were utilized: Contemporary School Psychology, Psychology in the Schools, International Journal of School and Educational Psychology, Journal of Applied School Psychology, Journal of School Psychology, School Psychology (Quarterly), School Psychology Review, School Psychology International, and the Journal of Educational and Psychological Consultation. Based on a 40-year timeframe (1980–2020) a total of 28 articles were found. Social justice topical articles demonstrated an increasing trend during this period, with the dominant research theme being how to define the term social justice. Surprisingly, when comparing published research on social justice to the current initiatives being implemented by practice organizations such as the NASP Social Justice Committee, there is evidence of a rare practice-to-research gap. Meaning that practice is tackling topics (e.g., White privilege and school-to-prison pipeline) that are not present in the social justice research literature. Implications are discussed in terms of encouraging proponents of social justice to begin to expand their research beyond definition rhetoric to include outcomes associated with applied psychological outcomes.

Introduction

Introduction

Individual trajectories of boredom in learning English as a foreign language at the university level: insights from three students’ self-reported experience

ABSTRACT Boredom is one of the most pervasive and unpleasant emotions in school settings, yet it still remains a neglected and underappreciated research area (Daschmann, Goetz, and Stupnisky, 2011. “Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales.” British Journal of Educational Psychology 81: 421–440), especially in relation to the language classroom. The present study set out to fill this gap by investigating the role of boredom in the process of learning a foreign language (L2) approached from the perspective of three advanced students’ individual trajectories of this experience, using data from self-ratings. They were collected by means of the Boredom in Practical English Language Classes Questionnaire (Kruk, and Zawodniak, 2017. "Nuda a praktyczna nauka języka angielskiego [Boredom in Practical English Language Classes]." Neofilolog 49 (1): 115–131) and an in-class boredom questionnaire, encompassing a self-reported boredom grid, a semantic differential scale-based evaluation of classes and a description of experienced boredom. A combination of quantitative and qualitative analysis revealed the patterns of boredom manifested by the participants, the connection between general boredom proneness and individual trajectories, as well as factors likely to influence fluctuations in the experience of boredom.

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 10, No. 1

Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 10, No. 1, 2020.

Parenting Strategy for Enhancing Children’s Self-Regulated Learning

Parenting Strategy for Enhancing Children’s Self-Regulated Learning

Introduction to the special section: Qualitative studies of reasoning and participation.

There are indications that the recognition and use of qualitative methods in psychology are growing. Yet, qualitative methodologies are still not integrated into many traditionally quantitative publication spaces that are, in principle, open to them. This special section in the Journal of Educational Psychology, a traditionally quantitative publication outlet, features qualitative studies of reasoning and participation. The articles here demonstrate affordances of qualitative methods for understanding a broad range of topics relevant to educational psychology. We hope that this special section sparks a methodological conversation among readers, prospective authors, potential reviewers, and editors around how qualitative research studies can fit into the mission, contribution, and publication practices of traditionally quantitative publication spaces in psychology, such as this one.

Publishing qualitative research in the Journal of Educational Psychology: Synthesizing research perspectives across methodological silos.

Although there is increasing recognition of the value of mixed-methods research, many publication spaces remain methodologically siloed, primarily publishing either qualitative or quantitative research studies. This methodological siloing presents a risk to coherence in the psychological sciences if qualitative and quantitative research traditions continue to exist and develop in disconnected spaces. In this commentary, we share our editorial experience while editing this special section via a case study of the process of publishing qualitative research in a traditionally quantitative publication venue. Our central goal is to describe how we aimed to increase contact between qualitative and quantitative research traditions during the editorial process and the unique challenges and opportunities that arose as a result. We hope that this case study of how the special section was produced will help spark discussion and debate about the roles of qualitative and quantitative methods in educational psychology and about how research communities can transform the ways in which they publish and evaluate research. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

Trends in Teaching and Learning Research in <i>The Japanese Journal of Educational Psychology</i> and Future Prospects of Inquiry-Based Learning

Trends in Teaching and Learning Research in <i>The Japanese Journal of Educational Psychology</i> and Future Prospects of Inquiry-Based Learning

A multidimensional examination of Chinese family involvement in early childhood education: Validation of the Chinese version of the Family Involvement Questionnaire

ABSTRACT This study preliminarily examined the multiple dimensions of Chinese family involvement in early childhood education across demographic variables through a pilot translation and validation of a revised 36-item measure of the Family Involvement Questionnaire (FIQ; Fantuzzo, J., E. Tighe, and S. Childs. 2000. “Family Involvement Questionnaire: A Multivariate Assessment of Family Participation in Early Childhood Education.” Journal of Educational Psychology 92 (2): 367–376) for use in Chinese kindergartens. Participants were 311 parents or caregivers (Mean age = 35.74) of children (Mean age = 5.53) enrolled in kindergartens in Shanghai, China. Exploratory factor analysis revealed a three-factor structure similar to the original (non-Chinese) FIQ: school-based involvement, home-based involvement, and home-school conferencing. However, 12 items were removed because they either had cross loadings or did not load onto any factors. As expected, based on prior research with the original FIQ, differences in the Chinese Family Involvement Questionnaire (FIQ-C, hereafter) dimension scores across subgroups based on parents’ educational levels and monthly family income were found using MANOVA. Implications for future research and cross-cultural studies on family involvement are discussed.

A population-level analysis of associations between school music participation and academic achievement.

[Correction Notice: An Erratum for this article was reported online in Journal of Educational Psychology on Oct 17 2019 (see record 2019-62704-001). In the original article, Tables 2 and 4 contained typographical errors regarding the reporting of some sample sizes. In Table 2, for the Unadjusted Analyses section, the n for the “No participation in school music” group should read 75,616 for the Math 10 group, and 95,873 for the Science 10 group while the n for the “Participation in school music” group should read 13,772 for the Math 10 group, and 15,416 for the Science 10 group. In Table 4, for the Unadjusted Analyses section, the n for the “No participation in school music” group should read 75,616 for the Math 10 group, and 95,873 for the Science 10 group. All calculations were based on the correct sample sizes, the typographical error was isolated to n reported in the aforementioned instances in these two tables. All versions of this article have been corrected.] The present study employed population-level educational records from 4 public school student cohorts (n = 112,916; Grades 7–12) in British Columbia (Canada) to examine relationships between music education (any participation, type of participation, music achievement, and engagement level) and mathematics and science achievement in Grade 10 as well as English achievement in Grades 10 and 12, while controlling for language/cultural background, Grade 7 academic achievement, and neighborhood socioeconomic status. Music participation was related to higher scores on all 4 subjects and these relationships were stronger for instrumental music than vocal music (Cohen’s d range: .28 to .44 [small-medium effect sizes] and .05 to .13 [null-small effect sizes]). School music achievement positively related to scores on all subjects; such relationships were stronger for achievement in instrumental music compared with vocal music. Higher levels of music engagement (number of courses) was related to higher exam scores on all subjects; this pattern was more pronounced for very high engagement in instrumental music (d range: .37 to .55; medium effect sizes) compared with vocal music (d range: .11 to .26; small effect sizes). The effect sizes of these group differences are greater than the effect sizes corresponding to average annual gains of students’ academic achievement during high school—in other words, highly engaged instrumental music students were, on average, academically over 1 year ahead of their peers. The findings suggest that multiyear engagement in music, especially instrumental music, may benefit high school academic achievement. Findings and implications are discussed within the broader interdisciplinary literature on music learning. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

STRENGTHENING EMOTIONAL SUPPORT IN CLASSROOM TO ORPHANS OF GAZA ASTO IMPROVE THEIR ACADEMIC PERFORMANCE

The purpose of this study is to highlight the classroomemotional support of Gaza orphans to improve their academicperformance via a comprehensive review of relevant literature. Asystematic approach was followed to review the relevant previousliterature. A total of 39 research articles from renowned journals(Education & Development, Journal of social and Psychology,International Electronic Journal of Elementary Education, InternationalJournal of Research Studies in Education, Journal of EducationalPsychology and Child Development Perspectives) were reviewed. Thefindings of the systematic literature review of prior studies revealed thatemotional support affects academic performance, as well as children’spersonal behaviour, social life and the environment in which they live.The study considered studies only related to the emotional support ofGaza orphans. This research paper is likely to have some interestingimplications for the Ministry of Education and the Ministry of SocialAffairs by pointing out the challenges of strengthening the emotional support of Gaza orphans.