1,432 results match your criteria British Journal of Educational Psychology [Journal]


Test- or judgement-based school track recommendations: Equal opportunities for students with different socio-economic backgrounds?

Br J Educ Psychol 2020 May 27. Epub 2020 May 27.

Department of Education, Faculty of Social and Behavioural Sciences, Utrecht University, the Netherlands.

Background: There are concerns that school track recommendations that are mostly based on teachers' judgements of students' performance ('judgement-based recommendations') are more biased by students' SES than school track recommendations that are mostly based on standardized test results ('test-based recommendations'). A recent policy reform of the Dutch educational system has provided us the unique opportunity to compare the effects of students' SES on these two types of track recommendations.

Aims: The aim of this study was to examine the differences between test-based and judgement-based recommendations regarding the direct and indirect effect of students' SES at student level and school level. Read More

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http://dx.doi.org/10.1111/bjep.12356DOI Listing

How executive functions contribute to reading comprehension.

Br J Educ Psychol 2020 May 22:e12355. Epub 2020 May 22.

Radboud University, Nijmegen, The Netherlands.

Background: Executive functions have been proposed to account for individual variation in reading comprehension beyond the contributions of decoding skills and language skills. However, insight into the direct and indirect effects of multiple executive functions on fifth-grade reading comprehension, while accounting for decoding and language skills, is limited.

Aim: The present study investigated the direct and indirect effects of fourth-grade executive functions (i. Read More

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http://dx.doi.org/10.1111/bjep.12355DOI Listing

Linguistic comprehension and narrative skills predict reading ability: A 9-year longitudinal study.

Br J Educ Psychol 2020 May 20. Epub 2020 May 20.

University of Bristol, UK.

Background: Linguistic comprehension and narrative skills encapsulate a complex array of grammatical and semantic skills that underpin complex reading comprehension processes. However, most research in this area has focused on children with reading difficulties and not on typically developing children. Also the research has mostly focused on short-term effects of these skills on reading during the primary school years. Read More

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http://dx.doi.org/10.1111/bjep.12353DOI Listing

Examining the relationships between cognitive activation, self-efficacy, socioeconomic status, and achievement in mathematics: A multi-level analysis.

Br J Educ Psychol 2020 May 5. Epub 2020 May 5.

Faculty of Psychology, Beijing Normal University, China.

Background: Previous studies have suggested that teachers' frequent use of cognitive activation strategies in mathematics lessons is positively associated with students' mathematics achievement.

Aims: This study aims to investigate the possible mediating role of mathematics self-efficacy in the association between cognitive activation and achievement in mathematics classrooms. Besides that, we explored the moderating role of students' socioeconomic status (SES) in the relationships between cognitive activation, mathematics self-efficacy, and mathematics achievement. Read More

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http://dx.doi.org/10.1111/bjep.12351DOI Listing

Control-value theory in the context of teaching: does teaching quality moderate relations between academic self-concept and achievement emotions?

Br J Educ Psychol 2020 May 5. Epub 2020 May 5.

University of Greifswald, Germany.

Background: Students' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations.

Aims: Referring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' achievement emotions at the middle of the school year. Read More

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http://dx.doi.org/10.1111/bjep.12352DOI Listing

Ordinary extraordinary: Elusive group differences in personality and psychological difficulties between STEM-gifted adolescents and their peers.

Br J Educ Psychol 2020 Apr 28. Epub 2020 Apr 28.

Sirius University of Science and Technology, Sochi, Russia.

Background: Individual differences in personality, behavioural, and academic outcomes of gifted adolescents remain under-explored.

Aims: The present study directly compared selected and unselected adolescents on multiple measures of personality, behavioural strengths and difficulties, and achievement.

Sample: Nine hundred seventy-three adolescents selected for high performance in Science, Technology, Engineering, and Mathematical (STEM) fields (M = 15. Read More

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http://dx.doi.org/10.1111/bjep.12349DOI Listing

Second-language learning difficulties in Italian children with reading difficulties.

Br J Educ Psychol 2020 Apr 17. Epub 2020 Apr 17.

Department of Psychology, University of Milano Bicocca, Italy.

Background: Children with dyslexia often show second-language reading and writing difficulties, but the cognitive mechanisms connected to this impairment need to be clarified.

Aims: The present study examined the neuropsychological mechanisms underlying learning English as a foreign language in 4th- to the 8th-grade Italian students showing reading difficulties (RD) or typical development (TD). For this purpose, screening involving 901 students was carried out to select children with RD. Read More

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http://dx.doi.org/10.1111/bjep.12348DOI Listing

Externalizing behaviour, task-focused behaviour, and academic achievement: An indirect relation?

Br J Educ Psychol 2020 Apr 1. Epub 2020 Apr 1.

Institute for Psychology of Learning and Instruction, Kiel University, Germany.

Background: Although many studies have suggested that students' externalizing (aggressive and rule-breaking) behaviour is detrimental to their academic achievement, the underlying mechanisms have rarely been investigated.

Aims: We conducted a longitudinal investigation of whether the negative relation between externalizing behaviour and academic achievement operationalized as grades and test scores is mediated by students' task-focused behaviour while controlling for the effects of initial achievement and general cognitive abilities. We conducted separate analyses for different rating perspectives (i. Read More

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http://dx.doi.org/10.1111/bjep.12347DOI Listing

Some days are more satisfying than others: A daily-diary study on optimism, pessimism, coping, and academic satisfaction.

Br J Educ Psychol 2020 Apr 1. Epub 2020 Apr 1.

University of Ottawa, Ontario, Canada.

Background: Feelings of satisfaction fluctuate across time and situations, and focusing on within-person experiences opens up the door to a better understanding of the daily lives of university students.

Aims: Our overarching goal was to situate academic satisfaction not only as a relatively enduring characteristic but also as a transient state that fluctuates across days in the lives of student. In the present study, we explored how optimism and pessimism related to inter-individual differences in academic satisfaction. Read More

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http://dx.doi.org/10.1111/bjep.12346DOI Listing

The development of an instrument to test pre-service teachers' beliefs consistent and inconsistent with self-regulation theory.

Br J Educ Psychol 2020 Mar 20:e12345. Epub 2020 Mar 20.

College of Education, Psychology and Social Work, Flinders University, Adelaide, South Australia, Australia.

Background: Students are more effective when they employ appropriate strategies to regulate their learning processes and outcomes. However, many teachers do not provide, or provide very little, explicit instructions to promote this self-regulated learning (SRL). This suggests that teachers' belief systems may include beliefs that may be inconsistent with SRL. Read More

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http://dx.doi.org/10.1111/bjep.12345DOI Listing

Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study.

Br J Educ Psychol 2020 Mar 9:e12344. Epub 2020 Mar 9.

Centre for Disability Research and Policy, The University of Sydney, New South Wales, Australia.

Background: Self-reported school satisfaction is an important indicator of child and adolescent well-being. Few studies have examined how disability, gender, and age affect school satisfaction.

Aim: We sought to determine whether the interaction between disability and gender with regard to self-reported school satisfaction might be specific to particular types of disability and particular ages. Read More

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http://dx.doi.org/10.1111/bjep.12344DOI Listing

Spatially gifted, academically inconvenienced: Spatially talented students experience less academic engagement and more behavioural issues than other talented students.

Br J Educ Psychol 2020 Feb 17. Epub 2020 Feb 17.

University of Arkansas, Fayetteville, Arkansas, USA.

Background: Spatially talented students have a capacity for success that is too often overlooked by educational services. Because these students may lack appropriate challenge, theorists suggest these students experience greater academic struggles than other gifted students, including behavioural problems and lack of academic engagement.

Aims: The goal of this research was to explore empirical evidence for the claim that spatially talented students would experience more academic struggles than other gifted students. Read More

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http://dx.doi.org/10.1111/bjep.12343DOI Listing
February 2020

School bonding and ethos in trajectories of offending: Results from the Belfast Youth Development Study.

Br J Educ Psychol 2020 May 17;90(2):424-448. Epub 2020 Feb 17.

MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, UK.

Background: Aspects of the school environment, such as school attachment levels, are linked to adolescent offending. Previous research has not clarified whether a school- or individual-level intervention approach to improving pupil school attachment and commitment is most likely to reduce adolescent offending.

Aim: The present study assessed the impact of individual- and school-level variables on offending behaviour from ages 14-16 years. Read More

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http://dx.doi.org/10.1111/bjep.12303DOI Listing

Working memory predictors of mathematics across the middle primary school years.

Br J Educ Psychol 2020 Jan 30. Epub 2020 Jan 30.

Department of Psychology, University of Durham, UK.

Background: Work surrounding the relationship between visuospatial working memory (WM) and mathematics performance is gaining significant traction as a result of a focus on improving academic attainment.

Aims: This study examined the relative contributions of verbal and visuospatial simple and complex WM measures to mathematics in primary school children aged 6-10 years.

Sample: A sample of 111 children in years 2-5 were assessed (M  = 100. Read More

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http://dx.doi.org/10.1111/bjep.12339DOI Listing
January 2020

The mathematical flexibility of college students: The role of cognitive and affective factors.

Br J Educ Psychol 2020 Jan 30. Epub 2020 Jan 30.

Department of Educational Psychology, Ball State University, Muncie, Indiana, USA.

Background: Traditional math instruction that emphasizes procedures and rote memorization is common in math classes, particularly within the United States. Students may be able to perform steps and recite information, but flexible thinking in math is also an important ability. Lay theories assume that extensive experience in math would lead to increased flexibility, but some research has posited a change-resistant account, which argues that experience with traditional instruction may make it difficult to think flexibly about even simple concepts. Read More

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http://dx.doi.org/10.1111/bjep.12340DOI Listing
January 2020

Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value.

Br J Educ Psychol 2020 Jan 30. Epub 2020 Jan 30.

Université catholique de Louvain, Ottignies-Louvain-la-Neuve, Belgium.

Background: Different teaching practices, such as autonomy support and structure, provide students with a positive learning context supporting their engagement, which can operate through their underlying motivation, including sense of competence and task value.

Aims: This study aims at investigating the best configuration (unique or synergistic) between autonomy support and structure to support student behavioural engagement, including compliance, participation, and misbehaviour, and reading achievement. A second objective is to assess students' sense of competence and task value as mediators linking teaching practices to student engagement and achievement. Read More

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http://dx.doi.org/10.1111/bjep.12342DOI Listing
January 2020

The role of recalling previous errors in middle-school children's learning.

Br J Educ Psychol 2020 Jan 30. Epub 2020 Jan 30.

Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA.

Background: Committing errors is a common part of the learning process, and adults are more likely to correct errors that they can recall. However, preadolescent children's recall of previous errors (i.e. Read More

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http://dx.doi.org/10.1111/bjep.12341DOI Listing
January 2020

Self-determined motivation and academic buoyancy as predictors of achievement in normative settings.

Br J Educ Psychol 2019 Dec 26. Epub 2019 Dec 26.

Graduate School of Education, Bilkent University, Ankara, Turkey.

Background: Academic buoyancy (Martin & Marsh, 2006, Oxford Review of Education, 35, 353; 2008, Journal of School Psychology, 46, 53) is students' competence to respond effectively to academic daily setbacks and is considered an optimal characteristic of students' functioning related to achievement. From the self-determination theory perspective (Ryan & Deci, 2017, American Psychologist, 55, 68), satisfaction of the need for autonomy, competence, and relatedness and autonomous forms of motivation relate to students' optimal functioning in schooling.

Aims: We investigated (1) whether students' end-of-course (T2) academic buoyancy in the normative environment of English preparatory programmes (EPP) is predicted by their beginning-of-course (T1) need satisfaction or frustration and autonomous or controlled motivation (i. Read More

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http://dx.doi.org/10.1111/bjep.12338DOI Listing
December 2019

The role of academic buoyancy and emotions in students' learning-related expectations and behaviours in primary school.

Br J Educ Psychol 2019 Dec 26. Epub 2019 Dec 26.

Department of Psychology, University of Jyväskylä, Finland.

Background: Academic buoyancy refers to students' ability to come through ordinary challenges they face in the academic context, and it can positively contribute to students' beliefs and behaviours in learning situations. Although buoyancy has been found to be related to positive academic outcomes, previous studies have not examined how buoyancy influences academic emotions in learning situations and how these emotions further affect students' learning-related expectations and behaviours.

Aims: This study investigated to what extent academic buoyancy predicts students' failure expectations, avoidance behaviour, and task-oriented planning in learning situations, and to what extent academic emotions mediate the effect of academic buoyancy on these expectations and behaviours. Read More

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http://dx.doi.org/10.1111/bjep.12336DOI Listing
December 2019

That's not fair! The effects of teacher justice and academic achievement on Self and Other's resistant agency.

Br J Educ Psychol 2019 Dec 26. Epub 2019 Dec 26.

Department of Humanities, Social Sciences and Cultural Industries, University of Parma, Italy.

Background: Notwithstanding the emphasis on the idea that students should be actively and accountably engaged in their educational pathways, little research has investigated learners' agentic behaviours that take the form of student resistance to adult authority.

Aims: This paper presents an experimental study aimed to assess whether, and to what extent, student Self and Other resistant agency depends on perceptions of teacher justice and student achievement.

Methods: Participants were asked to read one of four scenarios concerning a generic student asking for the possibility to retake a test she/he had previously failed, with an experimental design including two levels of teacher justice × 2 levels of academic achievement. Read More

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http://dx.doi.org/10.1111/bjep.12335DOI Listing
December 2019

Are conceptual knowledge and procedural knowledge empirically separable? The case of fractions.

Br J Educ Psychol 2019 Dec 9. Epub 2019 Dec 9.

University of Education Freiburg, Germany.

Background: Concerning students' difficulties with fractions, many explanatory approaches are based on the distinction between conceptual knowledge and procedural knowledge. For further research in this field, it is thus crucial to make these constructs accessible to valid measurement.

Aims: In this study, we aim at developing a test instrument that affords valid measurement of students' conceptual and procedural fraction knowledge, including in particular empirical validation of this distinction. Read More

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http://dx.doi.org/10.1111/bjep.12333DOI Listing
December 2019

Structural relations of language and cognitive skills, and topic knowledge to written composition: A test of the direct and indirect effects model of writing.

Br J Educ Psychol 2019 Dec 9. Epub 2019 Dec 9.

School of Education, University of California, Irvine, California, USA.

Background: Writing involves multiple processes, drawing on a number of language, cognitive, and print-related skills, and knowledge. According to the Direct and Indirect Effects model of Writing (DIEW; Kim & Park, 2019, Reading and Writing, 32, 1319), these multiple factors have hierarchical, interactive, and dynamic relations.

Aims: I examined the hierarchical relations of language and cognitive skills to written composition as well as the relation of topic knowledge to written composition, using DIEW as a theoretical framework. Read More

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http://dx.doi.org/10.1111/bjep.12330DOI Listing
December 2019

Are preschoolers who spontaneously create patterns better in mathematics?

Br J Educ Psychol 2019 Dec 9. Epub 2019 Dec 9.

Centre for Instructional Psychology and Technology, KU Leuven, Belgium.

Background: Early patterning competence has recently been identified as an important precursor of mathematical development. Whereas the focus of this research has been on children's ability regarding repeating patterns, children might also differ in their spontaneous attention to patterns.

Aims: The present study aimed to explore 4- to 5-year olds' Spontaneous Focusing On Patterns (SFOP) and its association with their patterning and mathematical ability. Read More

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http://dx.doi.org/10.1111/bjep.12329DOI Listing
December 2019

Keys to engagement: A case study exploring the participation of autistic pupils in educational decision-making at school.

Br J Educ Psychol 2019 Dec 9. Epub 2019 Dec 9.

The Centre for Innovation in Mental Health (CiMH), School of Psychology, University of Southampton, UK.

Background: The UNCRC (1989) established the importance of listening to children's views globally. In England, seeking the views of pupils with special educational needs and disability about their education, and involving them in decision-making, has been mandatory since 2015. Autistic children's views and experiences are particularly underrepresented in this context. Read More

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http://dx.doi.org/10.1111/bjep.12331DOI Listing
December 2019

Teachers' multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching.

Br J Educ Psychol 2019 Dec 9. Epub 2019 Dec 9.

Department of Psychology, Social Psychology, University of Amsterdam, The Netherlands.

Background: Culturally responsive teaching (CRT) has been associated with increased student engagement and achievement. Its practice in classrooms, however, has been shown to be less than optimal. Nonetheless, certain teacher qualities have been suggested to facilitate its practice. Read More

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http://dx.doi.org/10.1111/bjep.12328DOI Listing
December 2019

Academics' perceptions of students' motivation for learning and their own motivation for teaching in a marketized higher education context.

Br J Educ Psychol 2019 Dec 9. Epub 2019 Dec 9.

Department of Psychology, University of Winchester, UK.

Background: The marketization of higher education (HE), which positions students as consumers and academics as service providers, may adversely affect students' motivation for learning and academics' motivation for teaching. According to self-determination theory (SDT), high-quality forms of motivation are achieved when individuals experience fulfilment of three psychological needs: competence, autonomy, and relatedness.

Aims: This study applied SDT to examine academics' perceptions of whether the marketized HE context in England, UK, supported or undermined these three psychological needs for their students and for themselves. Read More

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http://dx.doi.org/10.1111/bjep.12332DOI Listing
December 2019

A cross-lagged panel analysis of fear appeal appraisal and student engagement.

Br J Educ Psychol 2019 Dec 9:e12334. Epub 2019 Dec 9.

School of Education, Liverpool John Moores University, UK.

Background: Fear appeals are persuasive messages given by teachers to students about the importance of avoiding failure in an upcoming high-stakes test. The relationship between the way that students appraise fear appeals and engagement in lessons has not previously been tested using a robust methodological and analytical design that fully controls for concurrent relationships between the variables and stability over time.

Aim: The present study addressed these limitations using a cross-lagged panel design to probe reciprocal relationships between students' appraisal of fear appeals as a threat and as a challenge, with their engagement in class. Read More

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http://dx.doi.org/10.1111/bjep.12334DOI Listing
December 2019

Motor problems in children with severe emotional and behavioural difficulties.

Br J Educ Psychol 2019 Dec 6. Epub 2019 Dec 6.

Edge Hill University, Lancashire, UK.

Background: There is growing evidence that children with motor difficulties are at risk of psychosocial problems and vice versa. However, it is not clear how far different aspects of motor function are predictive of psychosocial well-being in the context of other powerful factors, such as family upset, that are known to affect psychosocial development.

Aims: To investigate the role of basic motor skills and primary reflex persistence in young children with severe emotional and behavioural difficulties (EBD). Read More

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http://dx.doi.org/10.1111/bjep.12327DOI Listing
December 2019

Influence of parental academic involvement on the achievement goal orientations of high school students in China: A latent growth model study.

Br J Educ Psychol 2019 Nov 4. Epub 2019 Nov 4.

Shanghai Key Laboratory of Brain Functional Genomics, Shanghai Changning-ECNU Mental Health Center, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.

Background: Many studies on parental involvement in their children's education have limitations in cross-sectional designs in spite of examining the relationships between this involvement and achievement goal orientations. Thus, little is known about whether and how parental involvement affects achievement goal orientations over time.

Aims: This study examines the influence of parental involvement on achievement goal orientations among Chinese high school students. Read More

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http://dx.doi.org/10.1111/bjep.12326DOI Listing
November 2019

Scrutinizing the basis of originality in divergent thinking tests: On the measurement precision of response propensity estimates.

Br J Educ Psychol 2019 Oct 29:e12325. Epub 2019 Oct 29.

Institute of Psychology, University of Münster, Germany.

Background: The originality of divergent thinking (DT) production is one of the most critical indicators of creative potential. It is commonly scored using the statistical infrequency of responses relative to all responses provided in a given sample.

Aims: Response frequency estimates vary in terms of measurement precision. Read More

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http://dx.doi.org/10.1111/bjep.12325DOI Listing
October 2019

Why have I failed? Why have I passed? A comparison of students' causal attributions in second language acquisition (A1-B2 levels).

Br J Educ Psychol 2019 Oct 26. Epub 2019 Oct 26.

Official School of Languages (Department of Education, Culture and Sports), Valencia, Spain.

Background: Previous literature highlights the importance of causal attributions in achievement and motivation. However, the studies about causal attributions in second language acquisition (SLA) are limited and scarce.

Aims: This study was designed to determine the frequency of successful and unsuccessful activities per English level and to compare the causal attributions (explanations of outcomes) on successful and failure authentic tasks undertaken in the context of learning English as a foreign language (EFL) acquisition in an Official School of Languages (OSL). Read More

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http://dx.doi.org/10.1111/bjep.12323DOI Listing
October 2019

ADHD and emotional engagement with school in the primary years: Investigating the role of student-teacher relationships.

Br J Educ Psychol 2019 Oct 26. Epub 2019 Oct 26.

Murdoch Children's Research Institute, Parkville, Victoria, Australia.

Background: Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school-level outcomes. Although school engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well-being in the general population, little research has focused on school engagement in children with ADHD.

Aims: To explore a model of the relationships between ADHD symptoms at age 7, student-teacher closeness and conflict at age 10, and emotional engagement with school at age 10 and 12. Read More

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http://dx.doi.org/10.1111/bjep.12316DOI Listing
October 2019

The interplay of reading-related emotions and updating in reading comprehension performance.

Br J Educ Psychol 2019 Oct 26. Epub 2019 Oct 26.

University of Padova, Italy.

Background: Reading comprehension can be considered the main learning activity. All learning experiences are infused with emotions; however, to date, few studies have focused on the role of emotional aspects in reading comprehension performance. The impact of emotions on academic achievement is thought to be mediated or moderated by cognitive aspects. Read More

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http://dx.doi.org/10.1111/bjep.12324DOI Listing
October 2019

Weight bias and grading among middle and high school teachers.

Br J Educ Psychol 2019 Oct 26. Epub 2019 Oct 26.

Canisius College, Buffalo, New York, USA.

Background: Weight bias is a pervasive problem for adolescents in school contexts. Despite evidence of negative attitudes towards students who are overweight, comparatively little research has examined whether teachers provide biased assessments of student work.

Aims: The purpose of this study was to experimentally test whether middle and high school teachers unfairly assess students who are overweight and perceive them to be less competent. Read More

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http://dx.doi.org/10.1111/bjep.12322DOI Listing
October 2019

Inhibition and cognitive load in fractions and decimals.

Br J Educ Psychol 2019 Oct 1. Epub 2019 Oct 1.

UCL Institute of Education, University College London, UK.

Background: Prior research with adults and children suggests that inhibitory control may have a role to play in learning counterintuitive fractions and decimals that are inconsistent with whole number knowledge. However, there is little research to date with primary school-aged children at the early stages of fraction and decimal instruction that addresses this relationship. Understanding this association has the potential to inform instructional practices concerning the learning of counterintuitive maths concepts. Read More

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http://dx.doi.org/10.1111/bjep.12321DOI Listing
October 2019

Trajectory patterns of academic engagement among elementary school students: The implicit theory of intelligence and academic self-efficacy matters.

Br J Educ Psychol 2019 Oct 1. Epub 2019 Oct 1.

Institute of Developmental Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, China.

Background: The dropout rate of Chinese elementary school students after 2007 rose again. Little research to date has identified individual differences in pathways of academic engagement to discern those at risk of disengagement and dropout from schools, as well as the longitudinal linkages between cognitive beliefs with academic engagement.

Aims: Examine the developmental trajectories of cognitive, emotional, and behavioural engagement, and assess relations between the implicit theory of intelligence and academic self-efficacy and the development of academic engagement. Read More

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http://dx.doi.org/10.1111/bjep.12320DOI Listing
October 2019

Perceived quality of instruction: The relationship among indicators of students' basic needs, mastery goals, and academic achievement.

Br J Educ Psychol 2019 Sep 27. Epub 2019 Sep 27.

DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany.

Background: Students' mastery goals are positively related to adaptive learning behaviour. Moreover, these goals often mediate the relation between perceived classroom characteristics and academic achievement. Research generally shows a decline of academic achievement and mastery goals after transition to middle school. Read More

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http://dx.doi.org/10.1111/bjep.12313DOI Listing
September 2019
1 Read

Development and validation of the willingness to intervene in bullying scale.

Br J Educ Psychol 2019 Sep 26. Epub 2019 Sep 26.

Hong Kong Examinations and Assessment Authority, Wan Chai, Hong Kong.

Background: Most bullying incidents occur in the presence of bystanders, with few choosing to intervene. Therefore, the development of a valid instrument to measure individuals' willingness to intervene in bullying is warranted.

Aims: This study aimed to develop as well as validate a self-reported willingness to intervene in bullying scale (WIBS) for secondary school students. Read More

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http://dx.doi.org/10.1111/bjep.12319DOI Listing
September 2019

The growth rates of dot enumeration ability predict mathematics achievements: A 5-year longitudinal study.

Br J Educ Psychol 2019 Sep 12. Epub 2019 Sep 12.

Department of Psychology, The University of Hong Kong, Hong Kong.

Background: Dot enumeration is the basic mathematics competency in young children and a significant indicator of later mathematics achievement.

Aim: The present study focused on (1) how children's dot enumeration ability changed as they progressed from late kindergarten years (K3) to the second year of primary school in Hong Kong (P2), and (2) the extent to which such changes are associated with students' mathematics outcomes assessed at the fourth grade, including standardized mathematics achievement, whole number magnitude understanding, and rational number concept.

Sample(s): Two hundred and eleven Hong Kong kindergarteners were recruited. Read More

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http://dx.doi.org/10.1111/bjep.12318DOI Listing
September 2019

Examining the multidimensional role of self-efficacy for writing on student writing self-regulation and grades in elementary and high school.

Br J Educ Psychol 2019 Sep 12. Epub 2019 Sep 12.

Virginia Commonwealth University, Richmond, Virginia, USA.

Background: The powerful role of self-efficacy on student achievement is clear. Less clear, however, is our understanding of the specific roles of the different factors of writing self-efficacy on student writing self-regulation and success.

Aims: This study expands our knowledge about student writing self-efficacy - including its dimensions and the relationship between its dimensions and practical writing outcomes with students from different age groups. Read More

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http://dx.doi.org/10.1111/bjep.12315DOI Listing
September 2019

Element interactivity as a factor influencing the effectiveness of worked example-problem solving and problem solving-worked example sequences.

Br J Educ Psychol 2019 Aug 29. Epub 2019 Aug 29.

School of Education, University of New South Wales, Sydney, NSW, Australia.

Background: The worked example effect in cognitive load theory suggests that providing worked examples first followed by solving similar problems would facilitate students' learning. Using problem solving-worked example sequence is another way of implementing example-based instruction. Although research has demonstrated the superiority of worked example-problem solving sequence on learning materials that presumably are high in element interactivity for novices, none of the previous studies have compared the two sequences with levels of element interactivity experimentally manipulated in a strictly controlled manner. Read More

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http://dx.doi.org/10.1111/bjep.12317DOI Listing
August 2019
1 Read

Bullying by siblings and peers: Poly-setting victimization and the association with problem behaviours and depression.

Br J Educ Psychol 2019 Aug 8. Epub 2019 Aug 8.

Anti-Bullying Research and Resource Centre, Dublin City University, Ireland.

Background: In recent times, sibling bullying has emerged of interest to researchers concerned with the emotional and behavioural implications for victimization regardless of type and setting.

Aims: This research attempts to extend current knowledge on both peer and sibling bullying and to determine the effects of poly-setting victimization. This paper is concerned with the following objectives: (1) determining the current rate of bullying and victimization among siblings and peers in a large sample of adolescents; (2) investigating the relationship between sibling and peer bullying and depression and behaviour; (3) highlighting the carry-over effects of bullying from one setting to another; and (4) determining the overall association of poly-setting victimization with depression and behaviour. Read More

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http://dx.doi.org/10.1111/bjep.12311DOI Listing

Educating parents to improve parent-child interactions: Fostering the development of attentional control and executive functioning.

Br J Educ Psychol 2019 Aug 7. Epub 2019 Aug 7.

Department of Clinical Child and Adolescent Studies, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, The Netherlands.

Background: Parent-child interaction is essential in the development of attentional control (AC) and executive functioning (EF). Educating parents in AC and EF development may help them to respond more adaptively to their child's developmental needs.

Aim: This study aimed to investigate whether parents can be educated to improve interactions with their child through a compact psycho-educational programme that focuses on fostering the development of AC and EF. Read More

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http://dx.doi.org/10.1111/bjep.12312DOI Listing

Text reading speed in a language with a shallow orthography benefits less from comprehension as reading ability matures.

Br J Educ Psychol 2019 Aug 1. Epub 2019 Aug 1.

Department of General Psychology, University of Padova, Italy.

Background: Reading can be assessed using different materials, including non-words and texts. Unlike reading words or non-words, reading a text may be supported by reading comprehension, and the extent of this support could change with the amount of schooling.

Aim: The present study aimed to examine how reading decoding in a shallow orthography like Italian changed with years of schooling, depending on the type of material and the contribution of non-word reading and reading comprehension to text reading speed. Read More

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http://dx.doi.org/10.1111/bjep.12307DOI Listing

Effects of performance goals and social norms on academic dishonesty in a test.

Br J Educ Psychol 2020 May 30;90(2):537-559. Epub 2019 Jul 30.

University of Mannheim, Germany.

Background: Previous research has shown that achievement goals affect the frequency of academic dishonesty. However, mixed findings suggest that especially the effect of performance goals might depend on contextual factors.

Aims: We wanted to investigate whether crucial aspects of the achievement situation influence the magnitude of the effect of performance goals (here: focused on appearance) on dishonesty. Read More

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http://dx.doi.org/10.1111/bjep.12310DOI Listing

Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial.

Br J Educ Psychol 2020 May 28;90(2):382-402. Epub 2019 Jul 28.

Hector Research Institute of Education Sciences and Psychology, University of Tuebingen, Germany.

Background: Further developing students' thinking about knowledge and knowing in science (epistemic beliefs) is considered a normative goal of science education in many countries around the world, even for elementary-school-aged children.

Aims: The goal of the present study was to introduce and evaluate a new intervention in science education aimed at developing children's epistemic beliefs, epistemic curiosity, and investigative interests. The intervention included an inquiry-based learning approach as well as reflections on epistemic issues because these methods are currently seen as most promising for fostering students' epistemic beliefs. Read More

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http://dx.doi.org/10.1111/bjep.12301DOI Listing

What role do comprehension-oriented learning strategies have in solving math calculation and word problems at the end of middle school?

Br J Educ Psychol 2019 Jul 25. Epub 2019 Jul 25.

Institute of Education, University of Tartu, Estonia.

Background: Math is a difficult subject with which many upper middle-school students struggle. In addition to knowledge, skills, and motivation, effective learning strategies play an important role in learning math.

Aims: This study aimed to examine the effects of comprehension-oriented learning strategies (perceptual and abstract grouping of material) - together with math self-concept, task-persistent learning behaviour, earlier math skills, reasoning abilities, and reading comprehension - on solving mathematical calculation and word problems at the end of middle school. Read More

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http://dx.doi.org/10.1111/bjep.12308DOI Listing

Boredom begets boredom: An experience sampling study on the impact of teacher boredom on student boredom and motivation.

Br J Educ Psychol 2019 Jul 24. Epub 2019 Jul 24.

Department of Psychology, The University of Hong Kong, Hong Kong.

Background: Boredom is a common complaint among students. Boredom was previously found to be negatively associated with academic outcomes, such as academic motivation, strategies, and achievement. It is of interest to understand students' in-class boredom, especially factors that might exacerbate it. Read More

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http://dx.doi.org/10.1111/bjep.12309DOI Listing

Allocation to groups: Examples of Lord's paradox.

Authors:
Daniel B Wright

Br J Educ Psychol 2019 Jul 12. Epub 2019 Jul 12.

University of Nevada, Las Vegas, Nevada, USA.

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http://dx.doi.org/10.1111/bjep.12300DOI Listing