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    1303 results match your criteria British Journal of Educational Psychology [Journal]

    1 OF 27

    Agency and responsibility in adolescent students: A challenge for the societies of tomorrow.
    Br J Educ Psychol 2018 Feb 23. Epub 2018 Feb 23.
    Department on Education Sciences, University of Bologna, Italy.
    Background: The literature in educational psychology converges on the idea that students should take an active and accountable position in their learning processes. Nevertheless, there is still a lack of research that has systematically put the constructs of agency and responsibility at the core of their interests.

    Aims: In this study, we explore whether good experiences at school - here conceptualized as the general level of basic needs fulfilment and interpersonal justice - impact on student agency and responsibility, which in turn are considered as possible mediators between a good educational experience and two outcome measures, that is, academic achievement and career decision-making self-efficacy. Read More

    The relation between cognitive and metacognitive processing: Building bridges between the SRL, MDL, and SAL domains.
    Br J Educ Psychol 2018 Mar;88(1):138-151
    Psychological Sciences Research Institute, Université Catholique de Louvain, Louvain-la-Neuve, Belgium.
    Aim: The main aim of this commentary was to connect the insights from the contributions of the special issue on the intersection between depth and the regulation of strategy use. The seven contributions in this special issue stem from three perspectives: self-regulated learning (SRL), model of domain learning (MDL), or the student approaches to learning (SAL).

    Procedure: Prior to combining insights from different studies, the definition and operationalization of cognitive and metacognitive processing in the seven contributions is described. Read More

    Looking down the road: Future directions for research on depth and regulation of strategic processing.
    Br J Educ Psychol 2018 Mar;88(1):152-166
    Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, USA.
    Purpose: The primary goal of this commentary was to consider the future directions that researchers dealing with levels and regulation of strategies and with approaches to learning may wish to pursue in the years to come.

    Procedure: In order to accomplish this goal, the first step was to look for any common ground shared by authors contributing to this Special Issue. That common ground represented a convergence of evidence for these programmes of research; in effect, where they intersect. Read More

    Correlates of students' internalization and defiance of classroom rules: A self-determination theory perspective.
    Br J Educ Psychol 2018 Jan 23. Epub 2018 Jan 23.
    Ghent University, Belgium.
    Background: It is generally accepted that well-established classroom rules prevent problem behaviour, while also supporting students' achievement gains. Yet, there might be considerable variability in students' underlying motives to comply or refrain from complying with classroom rules, with some students adhering to them because they fully accept them as their own, and others feeling compelled by external or internal demands to do so or even defying the rules altogether.

    Aims: Grounded in self-determination theory, this study aimed to examine whether students' reasons for following (i. Read More

    Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years.
    Br J Educ Psychol 2018 Jan 22. Epub 2018 Jan 22.
    UCL Institute of Education, University of London, UK.
    Background: Prior longitudinal and correlational research with adults and adolescents indicates that spatial ability is a predictor of science learning and achievement. However, there is little research to date with primary-school aged children that addresses this relationship. Understanding this association has the potential to inform curriculum design and support the development of early interventions. Read More

    Exposure to violence, teacher support, and school delay amongst adolescents in South Africa.
    Br J Educ Psychol 2018 Jan 16. Epub 2018 Jan 16.
    Department of Social Policy and Intervention, University of Oxford, UK.
    Background: Many adolescents in South Africa are exposed to multiple types of violence, socio-economic disadvantage, and low-quality education: all risk factors for educational outcomes including school delay (grade enrolment below that which is age-appropriate). Supportive teacher-student relationships are known to be associated with improved academic outcomes in high-income contexts.

    Aims: To investigate whether the academic and emotional support provided by teachers can protect against school delay for adolescents exposed to multiple types of violence and socio-economic disadvantage in South Africa. Read More

    The unique role of executive function skills in predicting Hong Kong kindergarteners' reading comprehension.
    Br J Educ Psychol 2018 Jan 15. Epub 2018 Jan 15.
    Department of Psychology, The Education University of Hong Kong, Tai Po, Hong Kong.
    Background: Word reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills.

    Aim: This study was novel in two ways. Read More

    Doing better (or worse) than one's parents: Social status, mobility, and performance-avoidance goals.
    Br J Educ Psychol 2018 Jan 11. Epub 2018 Jan 11.
    Clermont Auvergne University, CNRS, LAPSCO, Clermont-Ferrand, France.
    Background: Previous research has shown that, when succeeding in higher education, first-generation (FG) students endorse more performance-avoidance goals (i.e., the fear of performing poorly) than continuing-generation (CG) students. Read More

    An exploration of the application and implementation of growth mindset principles within a primary school.
    Br J Educ Psychol 2017 Dec 20. Epub 2017 Dec 20.
    Brownhill of Annochie Croft, Ellon, UK.
    Background: A growth mindset is a significant factor in the motivation and achievement of learners. Previous research has shown one-off interventions do encourage growth mindset thinking but only improvements are only short-lived. A sustainable and embedded approach may therefore be the only way to engender long-term changes to an individual's mindset. Read More

    School readiness in children with special educational needs and disabilities: Psychometric findings from a new screening tool, the Brief Early Skills, and Support Index.
    Br J Educ Psychol 2017 Dec 21. Epub 2017 Dec 21.
    Centre for Family Research, University of Cambridge, UK.
    Background: There is an urgent need to accelerate the detection of special educational needs and disabilities (SEND). A recent brief questionnaire designed for teachers and nursery staff, the Brief Early Skills and Support Index (BESSI), shows promising psychometric properties (Hughes, Daly, Foley, White, & Devine, . British Journal of Educational Psychology, 85(3), 332-356. Read More

    Gender differences in mathematics achievement in Beijing: A meta-analysis.
    Br J Educ Psychol 2017 Dec 19. Epub 2017 Dec 19.
    Educational Supervision and Quality Assessment Research Center, Beijing Academy of Educational Sciences, China.
    Background: The topic of gender differences in mathematical performance has received considerable attention in the fields of education, sociology, economics and psychology.

    Aims: We analysed gender differences based on data from the Beijing Assessment of Educational Quality in China.

    Sample: A large data set of Grade 5 and Grade 8 students who took the mathematical test from 2008 to 2013 (n = 73,318) were analysed. Read More

    Instructor personality matters for student evaluations: Evidence from two subject areas at university.
    Br J Educ Psychol 2017 Dec 4. Epub 2017 Dec 4.
    School of Psychology, The University of Sydney, Australia.
    Background: Instructors are under pressure to produce excellent outcomes in students. Although the contribution of student personality on student outcomes is well established, the contribution of instructor personality to student outcomes is largely unknown.

    Aim: This study examined the influence of instructor personality (as reported by both students and instructors themselves) on student educational outcomes at university. Read More

    Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies.
    Br J Educ Psychol 2017 Nov 19. Epub 2017 Nov 19.
    School of Education, University of Bristol, UK.
    Background: Inclusive education policies have led to a worldwide increase in the number of teaching assistants (TAs) working in mainstream schools. TAs have a large amount of responsibility for supporting children with special educational needs and disabilities (SEND), a role which by default has become instructional in practice, and for which training and preparation are rarely adequate. While there is some research into the nature of TAs' interactions with pupils and the strategies they use which are helpful for children's learning, TAs' perspectives on their own classroom practice have yet to be explored. Read More

    Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading.
    Br J Educ Psychol 2017 Nov 20. Epub 2017 Nov 20.
    Centre for Instructional Psychology and Technology, KU Leuven, Belgium.
    Background: Young children's spontaneous focusing on numerosity (SFON) as measured by experimental tasks is related to their mathematics achievement. This association is hypothetically explained by children's self-initiated practice in number recognition during everyday activities. As such, experimentally measured SFON should be associated with SFON exhibited during everyday activities and play. Read More

    The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour.
    Br J Educ Psychol 2017 Nov 15. Epub 2017 Nov 15.
    TU Dortmund University, Germany.
    Background: Researchers often report and discuss gender differences. However, recent research has drawn attention to interaction effects between gender and other social categories.

    Aims: This study analysed the development of disparities in students' reading-related self-concept, intrinsic motivation, and behaviour, as they relate to differences in gender and socio-economic family background. Read More

    Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples.
    Br J Educ Psychol 2017 Nov 12. Epub 2017 Nov 12.
    University of Trier, Germany.
    Background: Achievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Read More

    Extending the seductive allure of neuroscience explanations effect to popular articles about educational topics.
    Br J Educ Psychol 2017 Dec 18;87(4):518-534. Epub 2017 May 18.
    Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota, USA.
    Background: The seductive allure of neuroscience explanations (SANE) is the finding that people overweight psychological arguments when framed in terms of neuroscience findings.

    Aim: This study extended this finding to arguments concerning the application of psychological findings to educational topics.

    Sample: Participants (n = 320) were recruited from the general public, specifically among English-speaking Amazon Mechanical Turk workers residing in the United States. Read More

    Morningness-eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings.
    Br J Educ Psychol 2017 Nov 1. Epub 2017 Nov 1.
    Faculty of Psychology, Complutense University of Madrid, Spain.
    Background: The effect of morningness-eveningness, sleep habits, and intelligence on academic performance has been studied in a fixed morning school shift. However, no studies have analysed these variables in an afternoon school shift and tested whether morningness-eveningness is related to academic performance beyond sleep habits and intelligence effects.

    Aims: The psychometric properties of the Morningness-Eveningness Scale for Children (MESC) were analysed. Read More

    The influence of text cohesion and picture detail on young readers' knowledge of science topics.
    Br J Educ Psychol 2017 Oct 16. Epub 2017 Oct 16.
    California State University, Chico, California, USA.
    Background And Aim: The effects of text cohesion and added pictures on acquired knowledge have been heavily studied each in isolation. Furthermore, studies on the effects of specific characteristics of pictures, whether facilitating or hindering, are scarce. Schnotz's ITCP Model (2014) allows to formulate hypotheses regarding the combined effect of text cohesion and presence and level of detail of a picture. Read More

    Thinking or feeling? An exploratory study of maternal scaffolding, child mental state talk, and emotion understanding in language-impaired and typically developing school-aged children.
    Br J Educ Psychol 2017 Oct 6. Epub 2017 Oct 6.
    Children & Technology Lab, School of Psychology, University of Sussex, Brighton, UK.
    Background: Mother-child mental state talk (MST) supports children's developing social-emotional understanding. In typically developing (TD) children, family conversations about emotion, cognition, and causes have been linked to children's emotion understanding. Specific language impairment (SLI) may compromise developing emotion understanding and adjustment. Read More

    An online growth mindset intervention in a sample of rural adolescent girls.
    Br J Educ Psychol 2017 Sep 27. Epub 2017 Sep 27.
    NCSU Psychology Department, North Carolina State University, Raleigh, North Carolina, USA.
    Background: Students living in rural areas of the United States exhibit lower levels of educational attainment than their suburban counterparts. Innovative interventions are needed to close this educational achievement gap.

    Aims: We investigated whether an online growth mindset intervention could be leveraged to promote academic outcomes. Read More

    Measuring the impact of teaching approaches on achievement-related emotions: The use of the Achievement Emotions Questionnaire.
    Br J Educ Psychol 2017 Sep 25. Epub 2017 Sep 25.
    Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, UK.
    Background: This study focuses on achievement emotions in a context of foreign language acquisition in a French-speaking population.

    Aims: Firstly, the reliability and construct validity of the Achievement Emotion Questionnaire were examined; the second aim was to compare the effectiveness of two teaching approaches, classical and task-based learning and teaching (TBLT) on students' emotions over time.

    Sample: This study involves 299 participants. Read More

    Epistemic beliefs as predictors of epistemic emotions: Extending a theoretical model.
    Br J Educ Psychol 2017 Sep 21. Epub 2017 Sep 21.
    Leibniz Institute for Psychology Information (ZPID), Trier, Germany.
    Background: The cognitive incongruity model of epistemic beliefs and emotions states that if students' beliefs about the nature of knowledge (e.g., knowledge as simple and absolute) are incompatible with the epistemic nature of learning materials (e. Read More

    School connectedness and the primary to secondary school transition for young people with autism spectrum conditions.
    Br J Educ Psychol 2017 Sep 20. Epub 2017 Sep 20.
    School of Education, University of Leeds, UK.
    Background: Young people with autism spectrum conditions (ASC) face many educational challenges, particularly in terms of academic achievement, social inclusion, and mental health. School connectedness is linked to many positive outcomes and may be of particular salience at the primary-secondary school transition, when young people with ASC are expected to cope in new and unfamiliar settings.

    Aims: This study explores for the first time school connectedness across the primary to secondary school transition for young people with ASC. Read More

    Family support and gains in school readiness: A longitudinal study.
    Br J Educ Psychol 2017 Sep 17. Epub 2017 Sep 17.
    Centre for Family Research, University of Cambridge, UK.
    Background: Traditional measures of school readiness are labour-intensive and do not assess family support.

    Aims: The current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers' ratings of young children's school readiness and investigate the role of family support as a predictor of school readiness.

    Sample: Five hundred and seventy-eight children (270 boys; 74. Read More

    Revealing hidden talents: The development, use, and benefit of VESPARCH.
    Br J Educ Psychol 2017 Sep 14. Epub 2017 Sep 14.
    Department of Experimental Psychology, University of Oxford, UK.
    Background: School attainment tests and Cognitive Abilities Tests are used in the United Kingdom to set targets for educational outcome. Whilst these are good predictors, they depend not only on basic ability but also on learnt knowledge and skills, such as reading.

    Method And Aims: VESPARCH is an online group test of verbal and spatial reasoning, which we propose gives a measure that more closely approximates to basic ability - fluid intelligence. Read More

    The relationship between motor skills and psychosocial factors in young children: A test of the elaborated environmental stress hypothesis.
    Br J Educ Psychol 2017 Sep 8. Epub 2017 Sep 8.
    School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia.
    Background: The elaborated environmental stress hypothesis (EESH) provides a framework that describes how motor skills may indirectly cause internalizing problems through various mediating psychosocial factors. While there is evidence to support this framework, little is known about how the proposed relationships may vary across different stages of development.

    Aims: This study aimed to investigate whether peer problems and perceived self-competence mediated the relationship between motor skills and internalizing problems in pre-primary children, and at 18-month follow up. Read More

    Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction.
    Br J Educ Psychol 2017 Sep 8. Epub 2017 Sep 8.
    Department of Educational Psychology, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong.
    Background: Prior studies on fraction magnitude understanding focused mainly on students with relatively sufficient formal instruction on fractions whose fraction magnitude understanding is relatively mature.

    Aim: This study fills a research gap by investigating fraction magnitude understanding in the early stages of fraction instruction. It extends previous findings to children with limited and primary formal fraction instruction. Read More

    Teacher spatial skills are linked to differences in geometry instruction.
    Br J Educ Psychol 2017 Dec 31;87(4):683-699. Epub 2017 Aug 31.
    Department of Educational Psychology, University of Georgia, Athens, Georgia, USA.
    Background: Spatial skills have been linked to better performance in mathematics.

    Aim: The purpose of this study was to examine the relationship between teacher spatial skills and their instruction, including teacher content and pedagogical knowledge, use of pictorial representations, and use of gestures during geometry instruction.

    Sample: Fifty-six middle school teachers participated in the study. Read More

    Sleep difficulties and academic performance in Norwegian higher education students.
    Br J Educ Psychol 2017 Dec 31;87(4):722-737. Epub 2017 Aug 31.
    Department of Health Promotion, Norwegian Institute of Public Health, Bergen, Norway.
    Background: Sleep difficulties are common among university students and may detrimentally affect academic outcomes. Despite this, remarkably little information is currently available during this critical developmental period of early adulthood, and thus, the direct effect on measurable domains of academic ability and proficiency is equivocal.

    Aims: To evaluate the associations between difficulties initiating and maintaining sleep (DIMS) and subjective and objective academic performance in a large sample of university students. Read More

    Scaffolding under the microscope: Applying self-regulation and other-regulation perspectives to a scaffolded task.
    Br J Educ Psychol 2017 Aug 29. Epub 2017 Aug 29.
    School of Psychology, University of Sussex, Falmer, Brighton, UK.
    Background: Typical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child's contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task.

    Aims: This study applies a transition of regulation framework to scaffolding coding, using a self-regulation and other-regulation coding scheme, to explore how rich and detailed data on mother-child dyadic interactions fit alongside collapsed sample-level scores. Read More

    The complexity of school racial climate: Reliability and validity of a new measure for secondary students.
    Br J Educ Psychol 2017 Dec 29;87(4):700-721. Epub 2017 Aug 29.
    Psychology Department, University of California, Santa Cruz, California, USA.
    Background: The conceptualization of the role of race and culture in students' experience of school has been limited. This study presents a more comprehensive and multidimensional framework than previously conceptualized and includes the two domains of (1) intergroup interactions (frequency of interaction, quality of interaction, equal status, and support for positive interaction) and (2) school racial socialization (cultural socialization, mainstream socialization, promotion of cultural competence, colourblind socialization, critical consciousness socialization, and stereotyping) (Byrd, 2015, Journal of Educational Research, 108, 10).

    Aims: The scale presents a measure of school racial climate for middle and high school students and tests for evidence of reliability and validity in two independent, nationwide samples. Read More

    How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking.
    Br J Educ Psychol 2018 Mar 29;88(1):118-137. Epub 2017 Aug 29.
    Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Belgium.
    Background: Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures.

    Aims: This study aimed at extending current research on students' learning strategies by combining general and task-specific measurements of students' learning strategies using both offline and online measures. We want to clarify how students process learning contents and to what extent this is related to their self-report of learning strategies. Read More

    Monitoring and depth of strategy use in computer-based learning environments for science and history.
    Br J Educ Psychol 2018 Mar 12;88(1):63-79. Epub 2017 Aug 12.
    University of North Carolina at Chapel Hill, North Carolina, USA.
    Background: Self-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance.

    Aims: In this study, we investigated the relationships among the frequency of metacognitive monitoring and the utilization of deep and surface-level strategies, and the connections between these SRL processes and learning outcomes across two academic domains, science and history. Read More

    The relation between cognitive and metacognitive strategic processing during a science simulation.
    Br J Educ Psychol 2018 Mar 10;88(1):95-117. Epub 2017 Aug 10.
    Department of Foundations and Secondary Education, University of North Florida, Jacksonville, Florida, USA.
    Background: This investigation was designed to uncover the relations between students' cognitive and metacognitive strategies used during a complex climate simulation. While cognitive strategy use during science inquiry has been studied, the factors related to this strategy use, such as concurrent metacognition, prior knowledge, and prior interest, have not been investigated in a multidimensional fashion.

    Aims: This study addressed current issues in strategy research by examining not only how metacognitive, surface-level, and deep-level strategies influence performance, but also how these strategies related to each other during a contextually relevant science simulation. Read More

    Multiple aspects of high school students' strategic processing on reading outcomes: The role of quantity, quality, and conjunctive strategy use.
    Br J Educ Psychol 2018 Mar 9;88(1):42-62. Epub 2017 Aug 9.
    Department of Foundations and Secondary Education, University of North Florida, Jacksonville, Florida, USA.
    Background: While the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important.

    Aims: This study examines how multiple aspects of strategy use, namely frequency, quality, and conjunctive use of strategies, influence task performance on both well- and ill-structured task outcomes in addition to other concomitant variables that may interact with strategic processing during reading. Read More

    Theorizing and researching levels of processing in self-regulated learning.
    Br J Educ Psychol 2018 Mar 9;88(1):9-20. Epub 2017 Aug 9.
    Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada.
    Background: Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empirically demonstrated to limit knowledge learners gain, curtail what they can do with newly acquired knowledge, and shorten the life span of recently acquired knowledge. Read More

    Self-regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia.
    Br J Educ Psychol 2018 Mar 7;88(1):80-94. Epub 2017 Aug 7.
    Leibniz-Institut für Wissensmedien, Tübingen, Germany.
    Background: When learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school children's learning from text and pictures in previous studies.

    Aims: We tested whether the positive effects of EMME for improving self-regulated multimedia learning extend to university students and teaching of more comprehensive processing strategies. Read More

    Longitudinal tracking of academic progress during teacher preparation.
    Br J Educ Psychol 2017 Dec 4;87(4):664-682. Epub 2017 Aug 4.
    University of Limerick, Ireland.
    Background: Given that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting their primary objective. Prior academic performance informs predominantly the selection and retention of teacher candidates. However, there remains a dearth of evidence linking academic performance with outcomes in teacher preparation or the workplace. Read More

    Regulating approaches to learning: Testing learning strategy convergences across a year at university.
    Br J Educ Psychol 2018 Mar 10;88(1):21-41. Epub 2017 Jul 10.
    University of Cambridge, UK.
    Background: Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. Read More

    Pathways to arithmetic fact retrieval and percentage calculation in adolescents.
    Br J Educ Psychol 2017 Dec 23;87(4):647-663. Epub 2017 Jun 23.
    Department of Behavioural Sciences and Learning, Linköping University, Sweden.
    Background: Developing sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge.

    Aims: The purpose was to examine whether the pathways to mathematics model provides a valid account of the cognitive mechanisms underlying symbolic-number processing and mathematics in adolescents. Read More

    Achievement goal profiles and developments in effort and achievement in upper elementary school.
    Br J Educ Psychol 2017 Dec 13;87(4):606-629. Epub 2017 Jun 13.
    Research Institute of Child Development and Education, University of Amsterdam, The Netherlands.
    Background: The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes.

    Aims: This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school.

    Sample: Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). Read More

    Effects of achievement goals on perceptions of competence in conditions of unfavourable social comparisons: The mastery goal advantage effect.
    Br J Educ Psychol 2017 Dec 11;87(4):630-646. Epub 2017 Jun 11.
    University of Thessaly, Greece.
    Background: Previous prospective studies have documented that mastery-approach goals are adaptive because they facilitate less negative psychological responses to unfavourable social comparisons than performance-approach goals.

    Aims: This study aimed to confirm this so-called 'mastery goal advantage' effect experimentally.

    Methods: A 2 × 3 design was adopted where achievement goals (mastery vs. Read More

    How restudy decisions affect overall comprehension for seventh-grade students.
    Br J Educ Psychol 2017 Dec 12;87(4):590-605. Epub 2017 Jun 12.
    University of Illinois at Chicago, USA.
    Background: Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study.

    Aims: We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. Read More

    Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.
    Br J Educ Psychol 2017 Dec 31;87(4):573-589. Epub 2017 May 31.
    Department of Psychology, University of Jaén, Spain.
    Background: Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation.

    Aims: This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Read More

    Bullying and cyberbullying studies in the school-aged population on the island of Ireland: A meta-analysis.
    Br J Educ Psychol 2017 Dec 26;87(4):535-557. Epub 2017 May 26.
    Anti-Bullying Research and Resource Centre (ABC), Dublin City University, Ireland.
    Background: Bullying research has gained a substantial amount of interest in recent years because of the implications for child and adolescent development.

    Aim And Sample: We conducted a meta-analysis of traditional and cyberbullying studies in the Republic and North of Ireland to gain an understanding of prevalence rates and associated issues (particularly psychological correlates and intervention strategies) among young people (primary and secondary school students).

    Method: Four electronic databases were searched (PsychArticles, ERIC, PsychInfo and Education Research Complete) for studies of traditional bullying and cyberbullying behaviours (perpetrators, victims or both) published between January 1997 and April 2016. Read More

    Preliminary validation of the Perceived Locus of Causality scale for academic motivation in the context of university studies (PLOC-U).
    Br J Educ Psychol 2017 Dec 25;87(4):558-572. Epub 2017 May 25.
    University of the Basque Country (UPV/EHU), Donostia/San Sebastian, Spain.
    Background: Research has shown that self-determination theory can be useful in the study of motivation in sport and other forms of physical activity. The Perceived Locus of Causality (PLOC) scale was originally designed to study both.

    Aim: The current research presents and validates the new PLOC-U scale to measure academic motivation in the university context. Read More

    An investigation of the mechanism underlying teacher aggression: Testing Itheory and the General Aggression Model.
    Br J Educ Psychol 2017 Dec 8;87(4):497-517. Epub 2017 May 8.
    Department of Education, Utrecht University, The Netherlands.
    Background: Considerable research has investigated the deleterious effects of teachers responding aggressively to students who misbehave, but the mechanism underlying this dysfunctional behaviour remains unknown.

    Aims: This study investigated whether the mechanism underlying teacher aggression follows Itheory or General Aggression Model (GAM) metatheory of human aggression. Itheory explains exceptional, catastrophic events of human aggression, whereas the GAM explains common human aggression behaviours. Read More

    Individual, social, and family factors associated with high school dropout among low-SES youth: Differential effects as a function of immigrant status.
    Br J Educ Psychol 2017 Sep 28;87(3):456-477. Epub 2017 Apr 28.
    Department of Education, University of Montreal, Quebec, Canada.
    Background: In most Western countries, the individual, social, and family characteristics associated with students' dropout in the general population are well documented. Yet, there is a lack of large-scale studies to establish whether these characteristics have the same influence for students with an immigrant background.

    Aims: The first aim of this study was to assess the differences between first-, second-, and third-generation-plus students in terms of the individual, social, and family factors associated with school dropout. Read More

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