Intriguing investigation of myside bias based on beliefs about the malleability (or lack thereof) of working memory. Tl;dr - myside bias happened, particularly for those who thought WM was malleable. This bias led to less engagement with arguments. Those with static beliefs questioned the trustworthiness of articles saying otherwise. Novel, cool application of mindset theory, here.
https://doi.org/10.1080/02702711.2023.2179145

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There's good evidence that incorporating active learning tools and strategies DURING classes helps all learners but what about BEFORE class? Kudos Metcalf et al for making a great case for why science educators should also provide active learning opportunities and support outside of class. And kudos on their analysis of current digital textbook affordances and opportunities. A must read!
https://doi.org/10.1002/tea.21845

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Sometimes I think it's just too soon for a meta-analysis. I'd love to see evidence that games promote critical thinking, but there just isn't a sufficient volume of rigorous studies to meta-analyze. By the time you filter for validated measures of actual critical thinking skills, you've got little to no data left. I appreciate the effort here, but think it's just too early. https://journals.sagepub.com/doi/10.1177/07356331211007098

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Are you curious about the latest in how people #learn? Do you want to listen to authors of great articles talk about their work? Would you like to hear Jeff Greene say "That's really important" over and over again? Then you should check out the APA Division 15 #podcast on Emerging #Research in #educationalpsychology ! Check out episodes here and/or feel free to subscribe on your favorite podcast service! https://apadiv15.org/podcast-series/

I appreciate these authors' work to measure epistemic beliefs across four different domains and then investigate how best to model them. But I disagree with how they modeled those beliefs. I would've looked at latent mean level differences across factors. And I'd be really interested in the stability of factor structure across time. I suspect it wouldn't hold up. https://doi.org/10.1080/01443410.2023.2179605

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To paraphrase Homer Simpson: "Growth mindsets, is there anything they can't do?" Yet another article detailing promising outcomes, now in mental health, from growth mindset interventions. I suspect the critics will respond, loudly. I suspect the truth lies in the interaction of person and environment. https://doi.org/10.1038/s44220-022-00009-5

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Authors argue that often people aren't "irrational" or "unmotivated" to think deeply but rather in many situations such thinking is hard due to "metacognitive myopia." The solution seems to be systems for alerting people to such situations and creating tools to help them navigate the difficulty. To me, this is what reliable processes and epistemic ideals do. They formalize productive ways of thinking. https://journals.sagepub.com/doi/full/10.1177/09637214221126906

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Intriguing entry into the growing narrative that, perhaps, all this focus on people's susceptibility to misinformation is somewhat overblown and, ironically, is fueling distrust in media. Their surveys suggest the more you believe others are gullible, the more you share concerns about misinformation, perhaps fueling a moral/technology panic. https://journals.sagepub.com/doi/10.1177/14614448231153379

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Alert: Free access to great articles! Within the special collection of #EducationalPsychologist on Race and #educationalpsychology the ten most-downloaded articles are now free-to-access for one month. Please check out these important articles and spread the word! https://www.tandfonline.com/journals/hedp20/collections/race-and-educational-psychology

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SUPER excited to share this article by Shelbi Kuhlmann on achievement goals, students' use of multimedia video, and their relations with achievement. There's so much to learn from data about students' video use; Shelbi is really leading the charge here. https://doi.org/10.1016/j.cedpsych.2023.102162

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Finally, the #podcast and the special collection of #EducationalPsychologist are driven by Drs. Kumar and DeCuir-Gunby's excellent article, available here: https://www.tandfonline.com/doi/full/10.1080/00461520.2022.2137804

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And I'm delighted to share a special collection of #EducationalPsychologist on Race, where we've gathered all the articles that Drs. DeCuir-Gunby and Kumar analyzed. Check it out here: https://www.tandfonline.com/journals/hedp20/collections/race-and-educational-psychology

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I am THRILLED to share this #podcast on "The Role of Race in #Educationalpsychology A Review of Research in #EducationalPsychologist " with Drs. Revathy Kumar and Jessica DeCuir-Gunby. It's a great conversation about how the field has and has not engaged with issues of race and justice, as well as what the future of the field could and dare I say should look like. I was so grateful to these scholars for their work! https://soundcloud.com/user-883650452/revathy-kumar-jessica-decuir-gunby

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I'm pleased to see research on active learning being done outside of the STEM context. And in general the results of this meta-analysis align with theory and intuition. But I wish more modern meta-analytic methods had been used; it makes me wonder about the resilience of the findings. https://doi.org/10.1007/s10734-022-00977-8

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It makes sense that teachers' motivational beliefs (e.g., self-efficacy for classroom management, self-efficacy for engagement) affect their practices and, subsequently, students' interest. But it's good to see longitudinal evidence of these relations, as shown here. I also appreciate the caveat that systems play a key role in teachers' motivation. Wish there were academic outcomes included. https://doi.org/10.1037/edu0000777

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Promising lab study showing evidence of near and far transfer of cognitive flexibility learning (what they call "meta-flexibility"). Makes sense to me that metacognitive awareness (what I'd call it) can be learned and then is more likely to transfer than cognitive strategies, which tend to be "sticky" in domain. https://doi.org/10.1177/09567976221141854

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Fascinating meta-analysis on motivational messaging, with implications for how to design such messages. Many people view persuasion as negative, but like Murphy and others, I see benevolent persuasion as a key aspect of effective argumentation, teaching, etc. Thus, this meta-analysis has use for people who endeavor to persuade others about things they believe are beneficial. https://doi.org/10.1037/bul0000377

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I don't agree with everything in this article, but I appreciate the questions it raises about social motivations of behind popular embrace of educational neuroscience, the use of the term "plasticity", and self-regulation. The latter often fails to account for sociocultural and historical context, obscuring important contextual factors, and thus ignoring oppression. Challenging read. https://doi.org/10.1007/s11013-021-09731-8

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This is well-conducted longitudinal study with multiple objective measures providing compelling evidence that, among elementary school students, executive functions and math achievement bidirectionally predict one another, with the strength of the relationship decreasing over time. I think causal claims aren't quite yet warranted, but this is a very strong step in that direction. Kudos! https://doi.org/10.1016/j.cedpsych.2022.102126

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Students can learn much from their errors. But how can we construct curricula and experiences that maximize that learning? Zhang and Fiorella have a great new article in #educationalpsychologist proposing a model for learning from generating and detecting and correcting errors, with guidance for design. Check it out! https://doi.org/10.1080/00461520.2022.2149525

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