Educational Psychology Review Research Articles

University teachers’ self-reported emotions and electrodermal activity during teaching-related working events

ABSTRACT This intensive longitudinal study examined Finnish technical university teachers’ (N = 22) self-reported emotions and electrodermal activity during teaching-related events (teaching, tutoring, planning, assessing). Emotions were examined in the context of control-value theory (Pekrun, R. 2006. “The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries and Implications for Educational Research and Practice.” Educational Psychology Review 18 (4): 315–41. https://doi.org/10.1007/s10648-006-9029-9). An experience sampling method with event-contingent sampling was applied via a smartphone application for a measurement period of two weeks. Participants were also equipped with a smart ring biosensor that recorded their electrodermal activity (EDA, an indicator of physiological arousal). Results indicated that teaching-related events led to predominantly positive prospective and retrospective emotions. Interactive events, such as teaching and tutoring, were especially effective in generating positive outcomes and activating emotions. Results showed that that teaching-related events had higher EDA levels than typical work hours. In addition, higher within-teacher EDA levels during teaching-related events slightly increased the likelihood of reporting positive emotional valence after teaching. Further, results indicated that teacher-student interaction (teaching and tutoring events) and higher EDA during, and emotional activity before, teaching-related events increased the likelihood of activating emotions after teaching. The results can be generalized with reservations due to the small number of participants.

Disputing recent attempts to reject the evidence in favour of systematic phonics instruction

AbstractTwo recent articles from authors in Britain have attempted to show that the evidence in favour of systematic phonics in initial literacy instruction is weak; here, their arguments are disputed. Bowers (‘Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction’, Educational Psychology Review, 32, 2020) attempts to show that there is little or no research evidence that systematic phonics instruction is more effective than other commonly used methods. Detailed inspection shows that his analysis appears flawed. Wyse and Bradbury (‘Reading wars or reading reconciliation’, Review of Education, 10, 2022) offer four strands of evidence which, they suggest, undermine the case for systematic phonics teaching. However, they themselves admit they cannot draw conclusions from two of those strands; their survey of teachers in primary schools in England is unrepresentative and therefore unreliable; and their analysis of previous systematic reviews adopts such unnecessarily restrictive criteria that its conclusions cannot be accepted. Context and implicationsRationale for this studyEvidence in favour of using systematic phonics instruction as part of the teaching of initial literacy has grown steadily for decades, as shown by Brooks (2022). However, other specialists in the field have disputed whether the evidence on the effectiveness of systematic phonics is reliable.Why this mattersIf that evidence were proved inadequate, much official policy on, and widespread practice in, initial literacy teaching would be cast in doubt. This article therefore analyses two recent critiques from British authors (Bowers, 2020; Wyse & Bradbury, 2022), and attempts to demonstrate that those critiques fail in their attempts to show that the evidence on phonics is unreliable.ImplicationsGiven this, in the current state of knowledge the evidence in favour of systematic phonics seems robust, and the key implication for teachers of initial literacy is therefore that systematic phonics instruction should remain an essential element within their repertoire. Furthermore, institutions of teacher education should ensure that intending teachers of early years are trained to provide phonics teaching that is soundly based on research evidence.

Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges

Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges

The revision process during handwritten text production: The case of French higher education students with dyslexia.

The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them-according to capacity theory applied to written text production (McCutchen, Educational Psychology Review, 8, 1996, 299)-to allocate more cognitive resources to higher-level processes (Bereiter & Scardamalia, The psychology of written composition. Hillsdale: Lawrence Erlbaum, 1987). A lack of automation in spelling could result in poor compositional performance (Fayol & Miret, Psychologie Française, 50, 2005, 391). Moreover, Morken and Helland (Dyslexia, 19, 2013, 131) have shown that young children with dyslexia, engaged in a sentence dictation task, revise their text as much as control children, however their revisions are of lower quality. If students with dyslexia have not totally automated spelling (Mazur-Palandre, Développements (Revue Interdisciplinaire du développement Cognitif Normal et Pathologique), 18, 2016, 177), what is the impact on higher-level processes, such as revision? Our goal is to examine if students with dyslexia and control students proofread their texts in the same way. Results show that they display some similarity but students with dyslexia seem to have a deficit in the error detection mechanism (Horowitz & Breznitz, International Journal of Disability, Development and Education, 58, 2011, 33) and revisions are less efficient. We discuss these results by considering previous studies we conducted on spelling, speech and neuropsychological assessments of our dyslexic participants.

Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
 Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education

Using Mind Mapping Learning Methods for Children’s Language Skills

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development.
 Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods

ДОСЛІДЖЕННЯ ЗДАТНОСТІ ДО СХЕМАТИЗАЦІЇ ЗДОБУВАЧІВ СТУПЕНЯ ДОКТОРА ФІЛОСОФІЇ (Ph.D.) ЯК МЕХАНІЗМУ ЇХ ПРОФЕСІЙНОГО МИСЛЕННЯ ТА МИСЛЕКОМУНІКАЦІЇ

Статтю присвячено дослідженню здатності до схематизації здобувачів ступеня доктора філософії (Ph.D.) як механізму їх професійного мислення і мислекомунікації. Проаналізовано основні положення сучасної психологічної науки щодо розуміння сутності схематизації, як інструменту мислення і комунікації, засобу спільного проєктування і розвитку миследіяльності, а здатності до схематизації – як провідної професійної якості науковця, що має формуватися на етапі його професійної підготовки. Методи дослідження: теоретичні (аналіз: теоретичний, термінологічний; узагальнення, систематизація, класифікація); емпіричні (методи діагностики, адаптовані до завдань дослідження – самооцінювання, опитування, тестування); математичної статистики (метод середніх величин, кореляційного аналізу за допомогою IBM SPSS Statistics v.23). За результатами проведеного емпіричного дослідження визначено, що більшість здобувачів ступеня доктора філософії, які взяли участь у діагностиці, мають недостатній рівень знань (на рівні інтуїтивного знання) щодо сутності схем, усвідомлення їх місця серед інших методів візуалізації інформації, а також типів та принципів побудови, що унеможливлює актуалізацію їх здатності до схематизації як усвідомленої, відрефлексованої. Крім того, більшість здобувачів ступеня доктора філософії мають недостатній рівень розвитку уміння схематизації як об’єктів, так і процесів, порушують їх родо-видову організацію, існуючі правила символічної, графічної презентації. Попри це, оцінюють рівень розвитку власних умінь переважно на середньому та високому рівнях і кожен третій з них має низький рівень індивідуальної актуалізованості парціальної рефлексії діяльності, що забезпечує осмислення, оцінку їх миследіяльності й мислекомунікації. Встановлено, що актуальним завданням вітчизняної вищої освіти є цілеспрямований розвиток здатності до схематизації здобувачів ступеня доктора філософії, що забезпечується реалізацією у змісті освітньо-наукових програм таких принципів, як: забезпечення усвідомленості сутності схематизації, вбудованості в існуючий досвід, вербалізації, колективної миследіяльності, актуалізації різнорівневої рефлексії та мисленнєвої діяльності, поступового ускладнення побудованих схем, єдності конструктів, згорнутості інформації, етапності схематизаційного руху.
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Systematic phonics instruction belongs in evidence-based reading programs: A response to Bowers

This article is a rejoinder to J.S. Bowers (2020), ‘Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction’, Educational Psychology Review (https://doi.org/10.1007/s10648-019-09515-y). There is strong agreement among reading scientists that learning the phonological connections between speech and print is an essential element of early reading acquisition. Meta-analyses of reading research have consistently found that methods of reading instruction that include systematic phonics instruction are more effective than methods that do not. This article critiques a recent article by Jeffery S. Bowers that attempts to challenge the robustness of the research on systematic phonics instruction. On this basis, Bowers proposes that teachers and researchers consider using alternative methods. This article finds that even with a revisionist and conservative analysis of the research literature, the strongest available evidence shows systematic phonics instruction to be more effective than any existing alternative. While it is fair to argue that researchers should investigate new practices, it is irresponsible to suggest that classroom teachers use anything other than methods based on the best evidence to date, and that evidence favours systematic phonics.

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

Context and Implications Document for: Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science

This guide accompanies the following article: Hobbiss, M., Sims, S. & Allen, R. Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science, Review of Education, [https://doi.org/10.1002/rev3.3226.] Habitual behaviour may make it difficult for teachers to adapt practice in the light of new evidence on effective practice, new curricula or different types of students—thus locking in certain suboptimal ways of working. Breaking such habits may require different approaches to those currently used by most CPD provision. For example, professional development programmes that target increased teacher knowledge of certain pedagogical techniques are unlikely to be sufficient for improved practice. Unless environmental changes which serve to weaken the contextual cues for pre-existing habitual behaviour are also enacted in parallel, increasing teachers’ knowledge is unlikely to disrupt established habits. Instead, approaches which aim to replace one behaviour with another, and which provide opportunities for the deliberate practice of such new behaviours, such as teacher coaching, are likely to be more effective. This is of relevance both to providers of initial teacher training, to external providers of CPD, and to the design of schools’ in-house CPD opportunities. Kraft, M. A. & Papay, J. P. (2014) Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience, Educational Evaluation and Policy Analysis, 36(4), 476–500. https://doi.org/10.3102/0162373713519496 Teacher expertise growth beyond 3 years requires being in a supportive school. The top 25% of schools see teacher expertise still growing after 10 years. However, on average teaching returns on experience begin to asymptote at between 3–5 years. Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268 Meta-analysis demonstrating positive effects of teacher coaching CPD approaches on teacher effectiveness. Feldon, D. F. (2007) Cognitive load and classroom teaching: The double-edged sword of automaticity, Educational Psychologist, 42(3), 123–137. http://dx.doi.org/10.1080/00461520701416173 Excellent review of both the potential harms and the benefits of automaticity for teachers, and the conditions under which this might occur. Robbins, T. W. & Costa, R. M. (2017) Habits, Current Biology, 27(22), R1200–R1206. https://doi.org/10.1016/j.cub.2017.09.060 Clear, readable and concise introduction to the neuroscience of habits. Tricomi, E. M., Balleine, B. W. & O’Doherty, J. P. (2009) A specific role for posterior dorsolateral striatum in human habit learning, European Journal of Neuroscience, 29(11), 2225–2232. https://doi.org/10.1111/j.1460-9568.2009.06796.x.A One of the few studies to have demonstrated, in humans, a shift from goal-directed to habit-based control of behaviour, along with parallel changes in the neural circuits controlling the behaviour. De Wit, S., Kindt, M., Knot, S., Verhoeven, A., Robbins, T., Gasull-Camos, J., … Gillan, C. (2018) Shifting the balance between goals and habits: Five failures in experimental habit induction. Journal of Experimental Psychology-General, 147(7), 1043–1065. Interesting account of failures to produce habitual behaviours in humans, including an attempted replication of the Tricomi et al. study above, which demonstrate the complexity of habitual behaviour in humans. Fiorella, L. (2020) The science of habit and its implications for student learning and well-being. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09525-1 Continuous improvement in teaching—overcoming the three-year plateau. Assigning the paper and designing methods to encourage prolonged teacher growth. Productive habits in the classroom—students could work to identify positive/productive habitual behaviours in both teachers and students (using Fiorella, 2020, as above), and then work backwards to design the conditions under which these behaviours would be more likely to occur.

Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details

The main goals of this paper are to exemplify and further elaborate on the theoretical connections between cognitive load and self-regulated learning. In an effort to achieve this, we integrate the concepts of self-control and self-management within the effort monitoring and regulation (EMR) framework laid out by de Bruin et al. (Educational Psychology Review this issue). More specifically, we argue that (1) cognitive load results from how the instruction is processed and not just from how it is designed (cf. self-management effect). (2) How instruction is processed by students (also) depends on their skill and will to self-control. For instance, high self-control may reflect compensatory processing of poorer instructional designs so that these designs may not lead to higher extraneous cognitive load. As soon as students’ willingness to self-control declines (e.g., with increasing study durations or previous demanding tasks), there is a closer link between (poorer) instructional designs and (higher) extraneous cognitive load in self-regulated learning tasks. Combining (1) and (2), we consider cognitive load to be influenced by self-control; (self-)control, in turn, is one central process of the monitoring-control cycle that characterizes self-regulated learning. We support these theoretical arguments by referring to empirical research in the domain of learning with multiple representations—with a particular focus on learning with and without seductive details during extended study episodes. We conclude with suggestions for further research.

Review of Educational Psychology: Attitudes towards Physics

The purpose of this research is to find out the comparison of students' attitudes towards physics and the results of the student attitudes description by using indicators of scientist normality, scientific attitudes adoption and a career interest in physics at SMA Ferdy Ferry Putra Kota Jambi and SMAN 6 Batang Hari. This type of research is quantitative using survey research procedures where the instruments used are questionnaires. The subjects of this study were 281 students consisting of 125 students from SMA Ferdy Ferry Putra Kota Jambi and 156 students from SMAN 6 Batang Hari. Quantitative data analysis techniques use descriptive and inferential statistics. The results are indicator of the scientists normality towards physics which has differences in each school, which amounted to 65.6% and 44.9% with sufficient and good categories. For the indicator of the most dominant scientific attitudes adoption is categorized as good with a percentage of 62.4% and 64.1%, respectively. Then the indicators of career interest in physics also have similarities in each school, namely sufficient categories with a percentage of 68% and 66%. Based on these results, students at SMA Ferdy Ferry Putra Kota Jambi have sufficient attitudes towards learning physics. While at SMAN 6 Batang Hari students have good attitudes towards learning physics.

Children's Outdoor Activities and Parenting Style in Children's Social Skill

Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills.

Media-Multitasking

While internet capable technology (ICT) use integrated within the curriculum has been linked to higher test scores, better GPAs and greater learning goal achievement (Kay & Lauricella, 2014), technology use does not always enhance learning. Within learning environments many students use ICT for off-task activities, and this is referred to as media-multitasking (Ophir, Nass, & Wagner, 2009). Unless two tasks are simple and well practiced, people show diminished attention and performance capabilities whilst multitasking due to cognitive limitations. Within educational contexts this explains why higher levels of media-multitasking have been associated with poorer academic performance and lower GPAs (e.g., Bowman, Levine, Waite, & Gendron, 2010). Given the significant implications of students’ media-multitasking for their learning outcomes, it is important to understand what media-multitasking activities are undertaken within learning contexts. The current study presents data examining the association between students’ media-multitasking within academic contexts (lectures, tutorials, exam study, assignment writing and recorded lecture viewing), and their attention and memory skills. Across all academic contexts, higher levels of media-multitasking were associated with more mental errors, more attentional focus and memory problems, and more mind wandering. Students reported more media-multitasking during assignment writing and exam study than when at class or viewing recorded lectures. The cognitive consequences of media-multitasking within learning environments will be discussed (e.g., increased task difficulty, memory load and switching between tasks) and the Cognitive Load Theory (Van Merrienboer & Sweller, 2005) will be used to illustrate why media-multitasking interferes with learning. Given the duty of care of educators for student learning, strategies for educating and regulating student media-multitasking behaviours within academic learning environments (e.g., technology use rules, engaging classes, active learning and educational activities, Hayashi, & Nenstiel, 2019, Purwaningtyas, 2019) will also be discussed.
 
 References
 Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54(4), 927-931.
 Hayashi, Y., & Nenstiel, J. N. (2019). Media multitasking in the classroom: Problematic mobile phone use and impulse control as predictors of texting in the classroom. Current Psychology, 1-7.
 Kay, R. H., & Lauricella, S. (2014). Investigating the benefits and challenges of using laptop computers in higher education classrooms. Canadian Journal of Learning and Technology, 40(2), n2.
 Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587. https://doi.org/10.1073/pnas.0903620106
 Purwaningtyas, I. (2019). Pursuing Effective Media Multitasking: An Effort of Managing Distractions in Digital Learning Classrooms.
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Student teachers’ emotions in anticipation of their first team practicum

ABSTRACTThis study investigates student teachers' emotions about their upcoming team practicum. The theoretical foundation grounds in the FIT-Choice approach (Watt, H. M. G., and P. W. Richardson. 2008. “Motivations for Teaching: Theoretical Perspectives and Empirical Findings.” Learning and Instruction 18: 405–98) and in control-value theory (Pekrun, R. 2006. “The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice.” Educational Psychology Review 18: 315–41). We examined 405 Swiss student teachers who answered open- and close-ended questions. The quantitative results show that students' beliefs in their teaching and their teamwork skills were significantly related to positive and negative affect; this was also supported by the qualitative data. Further, student teachers experienced more positive affect if they had chosen teaching due to intrinsic reasons. The qualitative results reveal that the quality of relationships in the team practicum must be regarded as another significant source of emotions.

THE EFFECTIVENESS COMPARISON BETWEEN INQUIRY AND PROBLEM BASED LEARNING TOWARDS GEOGRAPHY LEARNING OUTCOMES

THE EFFECTIVENESS COMPARISON BETWEEN INQUIRY AND PROBLEM BASED LEARNING TOWARDS GEOGRAPHY LEARNING OUTCOMES

A Case for Domain-Specific Curiosity in Mathematics

Epistemic curiosity is a desire for knowledge accompanied by positive emotions, increased arousal, and exploratory behavior (Grossnickle, Educational Psychology Review, 28(1), 23–60, 2016). Although curiosity has typically been characterized as a domain-general construct, domain-general conceptualizations do not acknowledge systematic changes in an individuals’ development (e.g., domain knowledge) as they advance within a domain. Moreover, a domain-general conceptualization of curiosity stands in direct contrast to research on interest, given that interest is typically described as domain-specific (e.g., interest for mathematics). Without a domain-specific conceptualization of curiosity as it relates to development within academic domains, comparisons between curiosity and interest will remain muddled. In the present theoretical review, we put forward a conceptualization of curiosity as domain-specific and examine how the components of curiosity develop within one academic domain: mathematics. In doing so, we juxtapose conceptualizations of epistemic curiosity with literature related to the development of other epistemic factors (i.e., knowledge, epistemic beliefs) in mathematics. Specifically, we build on the knowledge gap theories of epistemic curiosity (Litman, Personality and Individual Differences, 48(4), 397–410, 2010; Loewenstein, Psychological Bulletin, 116(1), 75–98, 1994) to consider developmental shifts in (a) knowledge gaps, (b) heightened arousal, and (c) exploratory behaviors within the domain of mathematics. Understanding the domain-specific and developmental nature of curiosity is critical for distinguishing curiosity from interest and for supporting motivation within mathematics classrooms.

Understanding associations between perceptions of student behaviour, conflict representations in the teacher-student relationship and teachers’ emotional experiences

The present cross-sectional study of 230 teachers aimed to test Spilt, Koomen & Thijs's [Educational Psychology Review, 23, 457 (2011)] proposal that teachers' mental representations of their student relationships shape their affective responses to behaviour perceived as problematic. The association between student problematic behaviour and teachers' affective responses was mediated by relational conflict and this indirect effect was lessened by relational closeness. The degree to which teachers' attachment patterns were characterised by compulsive caregiving did not impact on these processes. The present study is consistent with relational theories of teacher wellbeing and argues for relationship-focused reflective practice in teacher training.

Exploring the Development and Research Focus of Cognitive Load Theory, as Described by Its Founders: Interviewing John Sweller, Fred Paas, and Jeroen van Merriënboer

This manuscript presents an interview with John Sweller, Fred Paas, and Jeroen van Merrienboer about cognitive load theory. It presents the views of these main founders of the theory on the progress from the first major publication on the theory in 1998 (Sweller, Van Merrienboer, & Paas, Educational Psychology Review, 10(3), 251–296, 1998) to the current publication, 20 years later in 2018 (Sweller, Van Merrienboer, & Paas, Educational Psychology Review, https://doi.org/10.1007/s10648-019-09465-5 , 2019). More specifically, the interview focuses on challenges and opportunities of cognitive load theory and the associated instructional design research, the role of measurement of cognitive load and mental efficiency, as well as the instructional control of cognitive load in the cognitive load research. The interview is concluded with suggestions and advice for young researchers.

Female Participation as Top-Producing Authors, Editors, and Editorial Board Members in Educational Psychology Journals from 2009 to 2016

This article examines top-producing female authors, editors, and editorial board members in five educational psychology journals (i.e., Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2016. Results extend data from four previous studies (Evans et al. Educational Psychology Review, 17(3), 263–271, 2005; Fong et al. Educational Psychology Review, 21(3), 267–277, 2009; Greenbaum et al. Educational Psychology Review, 28, 215–223, 2016; Robinson et al. Contemporary Educational Psychology, 23, 331–343, 1998) and also compare top female authors to the top male authors. The top-producing women in the field have, on average, less seniority in the field than do top male authors. Male authors have more publications, on average, and more sole authorships and first authorships, as compared to female authors. No discernible progress has been made by women in terms of editorial board memberships or editorships since 2004.