View in EDS HTML Full Text PDF Full Text

A Computational Model of School Achievement.

Saved in:
Bibliographic Details
Title: A Computational Model of School Achievement.
Authors: Schuetze, Brendan A. (AUTHOR)
Source: Educational Psychology Review. Mar2024, Vol. 36 Issue 1, p1-38. 38p.
Abstract: The computational model of school achievement represents a novel approach to theorizing school achievement, conceptualizing educational interventions as modifications to students’ learning curves. By modeling the process and products of educational achievement simultaneously, this tool addresses several unresolved questions in educational psychology through computational modeling. For example, prior research has highlighted perplexing inconsistencies in the relationship between time spent on task and academic achievement. The present simulation reveals that even under the assumption that time-on-task always positively contributes to achievement, the correlations between time-on-task and achievement can vary substantially across different contexts and, in some cases, may even be negative. Analysis of the correlation between prior knowledge and knowledge gains uncovers similar patterns. The computational model of school achievement presents a framework, bolstered through simulation, enabling researchers to formalize their assumptions, address ongoing debates, and design tailored interventions that consider both the school environment and individual student contexts. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 175352500
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Computational Model of School Achievement.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Schuetze%2C+Brendan+A%2E%22">Schuetze, Brendan A.</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Mar2024, Vol. 36 Issue 1, p1-38. 38p.
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The computational model of school achievement represents a novel approach to theorizing school achievement, conceptualizing educational interventions as modifications to students’ learning curves. By modeling the process and products of educational achievement simultaneously, this tool addresses several unresolved questions in educational psychology through computational modeling. For example, prior research has highlighted perplexing inconsistencies in the relationship between time spent on task and academic achievement. The present simulation reveals that even under the assumption that time-on-task always positively contributes to achievement, the correlations between time-on-task and achievement can vary substantially across different contexts and, in some cases, may even be negative. Analysis of the correlation between prior knowledge and knowledge gains uncovers similar patterns. The computational model of school achievement presents a framework, bolstered through simulation, enabling researchers to formalize their assumptions, address ongoing debates, and design tailored interventions that consider both the school environment and individual student contexts. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=175352500
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10648-024-09853-6
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 38
        StartPage: 1
    Titles:
      – TitleFull: A Computational Model of School Achievement.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Schuetze, Brendan A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1040726X
          Numbering:
            – Type: volume
              Value: 36
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Educational Psychology Review
              Type: main
ResultId 1