1,364 results match your criteria British Journal of Educational Psychology [Journal]


Improving university students' web savvy: An intervention study.

Br J Educ Psychol 2019 Apr 16. Epub 2019 Apr 16.

Stanford Graduate School of Education, Stanford University, California, USA.

Background: Young people increasingly turn to the Internet for information about social and political issues. However, they struggle to evaluate the trustworthiness of the information they encounter online.

Aims: This pilot study investigated whether a focused curricular intervention could improve university students' ability to make sound judgements of credibility. Read More

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http://dx.doi.org/10.1111/bjep.12279DOI Listing

Performance assessment to investigate the domain specificity of instructional skills among pre-service and in-service teachers of mathematics and economics.

Br J Educ Psychol 2019 Apr 16. Epub 2019 Apr 16.

Leibniz Institute for Science and Mathematics Education, Kiel, Germany.

Background: Key elements of instructional quality include the teacher's ability to immediately react in domain-specific classroom situations. Such skills - defined as action-related skills - can only be validly assessed using authentic representations of real-life teaching practice. However, research has not yet explained how teachers apply domain-specific knowledge for teaching and to what extent action-related skills are transferable from one domain to another. Read More

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http://dx.doi.org/10.1111/bjep.12277DOI Listing

Validating process variables of sourcing in an assessment of multiple document comprehension.

Br J Educ Psychol 2019 Apr 13. Epub 2019 Apr 13.

University of Bamberg, Germany.

Background: With digital technologies, competence assessments can provide process data, such as mouse clicks with corresponding timestamps, as additional information about the skills and strategies of test takers. However, in order to use variables generated from process data sensibly for educational purposes, their interpretation needs to be validated with regard to their intended meaning.

Aims: This study seeks to demonstrate how process data from an assessment of multiple document comprehension can be used to represent sourcing, which summarizes activities for the consideration of the origin and intention of documents. Read More

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http://dx.doi.org/10.1111/bjep.12278DOI Listing

The Incredible Years® Teacher Classroom Management programme and its impact on teachers' professional self-efficacy, work-related stress, and general well-being: Results from the STARS randomized controlled trial.

Br J Educ Psychol 2019 Apr 13. Epub 2019 Apr 13.

University of Exeter Medical School, Exeter, UK.

Background: Teaching is a stressful occupation with poor retention. The Incredible Years® Teacher Classroom Management (TCM) programme is a training programme that research has demonstrated may be an effective intervention for improving children's mental health, but little research has explored any impacts there may be on the teachers' own professional confidence and mental health.

Aims: In this paper, we evaluate whether TCM may lead to changes in teachers' well-being, namely a reduction in burnout and an improvement in self-efficacy and mental health. Read More

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http://dx.doi.org/10.1111/bjep.12284DOI Listing

The development of children's epistemic beliefs across the early years of elementary school.

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

Department of Early Childhood Education, University of Stavanger, Norway.

Background: A growing body of research shows that the beliefs we hold about the nature of knowing and knowledge (epistemic beliefs) may mediate moral reasoning. However, a limitation of much of the research in the area of epistemic beliefs is the lack of a longitudinal approach.

Aims: The study investigated longitudinal changes in Australian elementary school children's beliefs about knowing and knowledge (epistemic beliefs) across three judgement domains (personal taste, ambiguous facts, and moral values). Read More

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http://dx.doi.org/10.1111/bjep.12280DOI Listing
April 2019
1 Read

Supporting emotional well-being in schools in the context of austerity: An ecologically informed humanistic perspective.

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

Anna Freud National Centre for Children and Families, London, UK.

Background: Schools are commonly asked to take on roles that support the emotional well-being of students. These practices are in line with humanistic education theory and can be difficult to fulfil by schools. Broader ecological pressures, such as periods of austerity, are likely to add to the difficulty in meeting students' needs. Read More

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http://dx.doi.org/10.1111/bjep.12275DOI Listing

Performance assessment and standardization in higher education: A problematic conjunction?

Authors:
Henry Braun

Br J Educ Psychol 2019 Mar 21. Epub 2019 Mar 21.

Boston College, Chestnut Hill, Massachusetts, USA.

Background: There is unrealized potential in higher education for greater use of performance assessment, particularly in support of teaching and learning: Well-designed performance tasks can elicit evidence regarding what students know and can do with respect to complex learning objectives. At the same time, there is some pressure, at least in the United States, to widen usage of standardized assessments in order to facilitate comparisons among institutions.

Aims And Methods: We distinguish assessments requiring extended performances of some kind from those involving other response formats. Read More

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http://dx.doi.org/10.1111/bjep.12274DOI Listing

Influence of social anxiety and emotional self-efficacy on pre-transition concerns, social threat sensitivity, and social adaptation to secondary school.

Br J Educ Psychol 2019 Mar 19. Epub 2019 Mar 19.

Manchester Institute of Education, University of Manchester, UK.

Background: Much of the literature on school transfers has centred on academic adjustment and/or achievement, but school transfers also involve social adaption. Children who are socially anxious or lack emotional self-efficacy are likely to have difficulties with social aspects of the transition.

Aim(s): We examined the influence of social anxiety, depressive symptoms, and emotional self-efficacy on (1) pre-transition concerns about the move to secondary school and social threat sensitivity relating to that transition experience, and (2) school and peer connectedness after the school transfer. Read More

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http://dx.doi.org/10.1111/bjep.12276DOI Listing

The risk-return trade-off: Performance assessments and cognitive validation of inferences.

Br J Educ Psychol 2019 Mar 18. Epub 2019 Mar 18.

Department of Educational Psychology, Faculty of Education, School and Clinical Child Psychology, University of Alberta, Edmonton, Alberta, Canada.

Background And Aims: In educational measurement, performance assessments occupy a niche for offering a true-to-life format that affords the measurement of high-level cognitive competencies and the evidence to draw inferences about intellectual capital. However, true-to-life formats also introduce myriad complexities and can skew if not outright distort the accuracy of inferences. For validating claims about test-takers from performance assessments, the collection of evidence about response processes is a necessity of sufficient import that the validation process needs to be labelled a cognitive validation to ensure that the cognitive is not forgotten in the logic of the validation process. Read More

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http://dx.doi.org/10.1111/bjep.12271DOI Listing

'You're in this world now': Students', teachers', and parents' experiences of school transition and how they feel it can be improved.

Br J Educ Psychol 2019 Mar 13. Epub 2019 Mar 13.

Keele University, United Kingdom.

Background: Primary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children's academic performance and social well-being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: students, parents, and teachers.

Aims: To explore transfer students', parents', and teachers' experiences in the lead up to and over the transition period, and how they feel it could be improved. Read More

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http://dx.doi.org/10.1111/bjep.12273DOI Listing
March 2019
2 Reads

Progression and individual differences in children's series completion after dynamic testing.

Br J Educ Psychol 2019 Mar 13. Epub 2019 Mar 13.

Developmental and Educational Psychology, Leiden University, The Netherlands.

Background: The need to focus more on children's abilities to change requires new assessment technologies in education. Process-oriented assessment can be useful in this regard. Dynamic testing has the potential to provide in-depth information about children's learning processes and cognitive abilities. Read More

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http://dx.doi.org/10.1111/bjep.12272DOI Listing

A latent growth curve analysis of precursor cognitive abilities and academic achievement.

Br J Educ Psychol 2019 Mar 3. Epub 2019 Mar 3.

Walden University, Minneapolis, Minnesota.

Background: Language-based cognitive fitness describes the ability to carry out cognitive tasks with vigour and alertness, to learn, and to adapt.

Aims: The purpose of this research was to test the efficacy of a brain fitness training programme to better understand the role played by three precursor abilities for language-based cognitive development-verbal reasoning, visual synthesis, and active analysis-and their impact on academic achievement.

Sample: The sample included 92 children from a private school designed to deliver a prescriptive educational model for the spectrum of challenged, average, and gifted students. Read More

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http://dx.doi.org/10.1111/bjep.12270DOI Listing
March 2019
2 Reads

Measure reliability of the Perceived Competence and Social Acceptance for Children Scale via Rasch analysis.

Br J Educ Psychol 2019 Feb 11. Epub 2019 Feb 11.

School of Psychology, Curtin University, Perth, Western Australia, Australia.

Background: The self-concept of children has an impact on later behavioural development and psychopathology; therefore, evidence of the accurate measurement of self-concept is important. Harter and Pike's (1984, Child Development, 55, 1969) commonly used measure of self-concept, the Pictorial Scale of Perceived Competence and Social Acceptance for Children, has demonstrated varying evidence of its construct validity and reliability, particularly with preschool- or kindergarten-aged participants.

Aim: To examine the measurement properties of the Acceptance and Competence measures, and to substantiate the measures' adequacy within the latter participant age range. Read More

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http://doi.wiley.com/10.1111/bjep.12268
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http://dx.doi.org/10.1111/bjep.12268DOI Listing
February 2019
13 Reads

What motivates academic dishonesty in students? A reinforcement sensitivity theory explanation.

Br J Educ Psychol 2019 Feb 11. Epub 2019 Feb 11.

Department of Psychology, City, University of London, UK.

Background: Academic dishonesty (AD) is an increasing challenge for universities worldwide. The rise of the Internet has further increased opportunities for students to cheat.

Aims: In this study, we investigate the role of personality traits defined within Reinforcement Sensitivity Theory (RST) as potential determinants of AD. Read More

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http://dx.doi.org/10.1111/bjep.12269DOI Listing
February 2019
2 Reads

Examining teachers' ratings of feedback following success and failure: a study of Chinese English teachers.

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

University of Kent at Canterbury, Canterbury, UK.

Background: Previous research has explored the impact of different types of praise and criticism on how children experience success and failure. However, less is known about how teachers choose to deliver feedback and specifically whether they deliver person (ability) or process (effort) feedback.

Aim: The aim of the current study was to use vignettes to explore how teachers would deliver feedback following success and failure. Read More

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http://dx.doi.org/10.1111/bjep.12261DOI Listing
February 2019
1 Read

A three-wave longitudinal assessment of socioemotional development in a year-long school-based 'gap year'.

Authors:
Aidan Clerkin

Br J Educ Psychol 2019 Feb 3. Epub 2019 Feb 3.

Educational Research Centre, Dublin, Ireland.

Background: Transition Year (TY) is a quasi-gap year offered midway through post-primary education in Ireland. TY is intended to provide a low-stakes environment to promote maturity and social skills, and to prepare students for adult life. Previous interview-based research has found that TY is seen as a positive experience by many students and teachers. Read More

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http://dx.doi.org/10.1111/bjep.12267DOI Listing
February 2019
1 Read

Re-examining the reciprocal effects model of self-concept, self-efficacy, and academic achievement in a comparison of the Cross-Lagged Panel and Random-Intercept Cross-Lagged Panel frameworks.

Br J Educ Psychol 2019 Jan 17. Epub 2019 Jan 17.

Department of Education, University of Sunshine Coast, Sippy Downs, Queensland, Australia.

Background: The cross-lagged panel (regression) model (CLPM) is the usual framework of choice to test the longitudinal reciprocal effects between self-concept and achievement. Criticisms of the CLPM are that causal paths are over-estimated as they fail to discriminate between- and within-person variation. The random-intercept cross-lagged panel model (RI-CLPM) is one alternative that extends the CLPM by partialling out between-person variance. Read More

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http://dx.doi.org/10.1111/bjep.12265DOI Listing
January 2019
2 Reads

School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct.

Br J Educ Psychol 2019 Jan 17. Epub 2019 Jan 17.

School of Education, Liverpool John Moores University, UK.

Background: Previous studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct.

Aim: The aim of the present study was to test a bidirectional model of school-related subjective well-being and adaptability, and how they relate to achievement and behavioural conduct. Read More

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http://dx.doi.org/10.1111/bjep.12266DOI Listing
January 2019
1 Read

Individual differences in college-age learners: The importance of relational reasoning for learning and assessment in higher education.

Br J Educ Psychol 2019 Jan 11. Epub 2019 Jan 11.

Department of Human Learning and Development, University of Maryland, College Park, Maryland, USA.

Background: The term individual differences refers to the physical, behavioral, cognitive, social, and emotional attributes that make each human unique. Late adolescence to young adulthood represents a time of significant neurobiological and cognitive transformations that contribute further to human variability. Those transformations include an increase in the white matter of the brain accompanied by an increased capacity for higher-order thinking, reasoning, decision-making, and selfcontrol. Read More

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http://doi.wiley.com/10.1111/bjep.12264
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http://dx.doi.org/10.1111/bjep.12264DOI Listing
January 2019
13 Reads

Are theory of mind and bullying separately associated with later academic performance among preadolescents?

Br J Educ Psychol 2018 Dec 27. Epub 2018 Dec 27.

Child and Adolescent Mental Health Centre, Mental Health Services, The Capital Region of Denmark, Glostrup, Denmark.

Background: Bullying and poor theory of mind (ToM) are both considered to negatively impact academic performance. However, it is unclear if they have separate effects.

Aim: The aim of the current study was to examine the potentially separate associations of bullying and ToM with academic performance. Read More

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http://dx.doi.org/10.1111/bjep.12263DOI Listing
December 2018
1 Read

The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers.

Br J Educ Psychol 2018 Dec 23. Epub 2018 Dec 23.

School of Education, University of Bristol, UK.

Background And Aims: Children with special educational needs (SEN) are generally less accepted by peers in school and have fewer friendships than those without SEN. However, little research has examined peer relations across multiple dimensions, relative to severity of need and in relation to classroom experiences and individual behavioural characteristics. This unique study aimed to extend understanding of the peer relations of pupils with differing levels of SEN support relative to children of differing attainment levels without a formally recognized SEN and in relation to levels of social contact in class and teacher ratings of behaviour. Read More

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http://dx.doi.org/10.1111/bjep.12262DOI Listing
December 2018
2 Reads

More than the sum of its parts: Cumulative risk effects on school functioning in middle childhood.

Br J Educ Psychol 2018 Dec 17. Epub 2018 Dec 17.

Institute of Education, University of Manchester, UK.

Background: Risk factors for poor school functioning rarely occur in isolation, but instead are likely to cluster together. As they accumulate, cumulative risk theory (CRT) predicts that the likelihood of negative outcomes increases, often disproportionately.

Aims: We build upon and extend previous research by (i) examining two critical aspects of school functioning (reading attainment and behavioural difficulties); (ii) utilizing a large number of candidate risk factors across multiple ecological domains; (iii) testing the two core assumptions of CRT; and (iv) formally examining the functional form of the risk-outcome relationships. Read More

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http://dx.doi.org/10.1111/bjep.12260DOI Listing
December 2018
2 Reads

The nature of the association between number line and mathematical performance: An international twin study.

Br J Educ Psychol 2018 Dec 11. Epub 2018 Dec 11.

Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.

Background: The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. Read More

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http://dx.doi.org/10.1111/bjep.12259DOI Listing
December 2018
2 Reads

Work-related learning in the transition from higher education to work: The role of the development of self-efficacy and achievement goals.

Br J Educ Psychol 2018 Dec 1. Epub 2018 Dec 1.

Centre for Research on Professional Learning & Development, and Lifelong Learning, KU Leuven - University of Leuven, Belgium.

Background: Work-related learning is particularly important at the start of graduates' careers. Preparing students for work-related learning is a chief aim of higher education, demonstrating its relevance when investigating the transition to work.

Aim: This study aimed to investigate the role of personal factors for work-related learning during the transition from higher education to work. Read More

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http://dx.doi.org/10.1111/bjep.12258DOI Listing
December 2018
1 Read

What makes a good teacher? The relative importance of mathematics teachers' cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality.

Br J Educ Psychol 2018 Nov 11. Epub 2018 Nov 11.

Goethe University Frankfurt, Germany.

Background: Teachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality) or profession-specific (professional knowledge, beliefs, and motivation for teaching) teacher characteristics as predictors of instructional quality but their relative importance has not yet been tested. Read More

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http://dx.doi.org/10.1111/bjep.12256DOI Listing
November 2018
2 Reads

School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences.

Br J Educ Psychol 2018 Oct 30. Epub 2018 Oct 30.

University of Luxembourg, Esch-sur-Alzette, Luxembourg.

Background: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes.

Aims: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Read More

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http://doi.wiley.com/10.1111/bjep.12252
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http://dx.doi.org/10.1111/bjep.12252DOI Listing
October 2018
39 Reads

'Putting oneself in someone else's shoes during childhood: How to learn it' Training for preschool age children.

Br J Educ Psychol 2018 Oct 30. Epub 2018 Oct 30.

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

Background: Perspective taking, defined as the aptitude to understand the cognitive, affective, and visual point of view of others, represents a fundamental social ability for the development of socio-cognitive and affective skills.

Aims: The aim of the present study was to evaluate the possibility of promoting perspective taking in typically developmental preschoolers using an evidence-based training procedure.

Sample And Method: The research used a pre-test/post-test quasi-experimental design in which 206 typically developmental preschoolers (104 males and 102 females) were categorized into the experimental or the control group. Read More

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http://dx.doi.org/10.1111/bjep.12255DOI Listing
October 2018
1 Read

Significant predictors of mathematical literacy for top-tiered countries/economies, Canada, and the United States on PISA 2012: Case for the sparse regression model.

Authors:
Mark V Brow

Br J Educ Psychol 2018 Oct 29. Epub 2018 Oct 29.

Department of Educational Psychology, University of Illinois at Chicago, Illinois, USA.

Background: National ranking from the triennial Programme of International Student Assessment (PISA) often serves as a barometer of national performance and human capital. Though excessive student- and school-level covariates (n > 700) may prove intractable for traditional least-squares estimate procedures, shrinkage methods may be more suitable for subset selection.

Aims: With a focus on the United States, this paper proposes sparse regression for PISA 2012 to discover salient student- and school-level predictor variables for mathematical literacy achievement. Read More

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http://dx.doi.org/10.1111/bjep.12254DOI Listing
October 2018
2 Reads

Classroom identification in ethnic minority and majority students: Effects of relationships and ethnic composition.

Br J Educ Psychol 2018 Oct 26. Epub 2018 Oct 26.

Ercomer, Utrecht University, The Netherlands.

Background: Many studies have shown that school belonging is crucial for students' school adjustment, but the construct has been operationalized in different ways. Moreover, most research has focused on adolescents and not compared its antecedents for ethnic minority versus majority students.

Aims: Based on Goodenow and Grady's () seminal paper, we examined classroom identification as a central aspect of school belonging in minority and majority preadolescents, and predicted it from relationships with peers and teachers, taking into account classroom ethnic composition and perceived multicultural teaching. Read More

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http://dx.doi.org/10.1111/bjep.12253DOI Listing
October 2018
9 Reads

Effects of teaching planning strategies to first-grade writers.

Br J Educ Psychol 2018 Oct 26. Epub 2018 Oct 26.

Departmento de Psicología, Sociología y Filosofía, Facultad de Educación, Universidad de León, Spain.

Background: Traditionally writing instruction at the start of school has focused on developing students' ability to spell and handwrite. Teaching children explicit self-regulatory strategies for developing content and structure for their text has proved effective for students in later grades of primary (elementary) education.

Aims: The present study aims to determine whether first-grade students benefit from learning higher-level self-regulating strategies for explicit planning of content and structure. Read More

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http://doi.wiley.com/10.1111/bjep.12251
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http://dx.doi.org/10.1111/bjep.12251DOI Listing
October 2018
17 Reads

Retrieval practice opportunities in middle school mathematics teachers' oral questions.

Authors:
Lisa K Fazio

Br J Educ Psychol 2018 Oct 14. Epub 2018 Oct 14.

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

Background: Tasks that involve retrieving information from memory, such as answering short answer questions, are more effective at improving learning than restudying, concept mapping, and other study techniques. However, little is known about how often teachers naturally provide these retrieval practice opportunities during lectures and classroom discussions.

Aims: To identify how often teachers ask questions that require retrieval, what types of retrieval questions they ask, and whether teachers in high-growth classrooms differ in their use of retrieval questions compared to teachers in low-growth classrooms. Read More

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http://dx.doi.org/10.1111/bjep.12250DOI Listing
October 2018
1 Read

The roles of place-value understanding and non-symbolic ratio processing system in symbolic rational number processing.

Br J Educ Psychol 2018 Oct 11. Epub 2018 Oct 11.

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

Background: While it has been widely demonstrated that children's and adolescents' understanding of rational number plays an important role in their mathematics achievement, we have limited knowledge about the cognitive correlates of this understanding.

Aims: The current study aimed at examining whether children's non-symbolic ratio processing and their understanding of place-value structure of whole numbers play a role in their understanding of fractions and decimals and whether their roles are different for fractions versus decimal understanding.

Sample: A sample of 124 fourth graders was tested. Read More

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http://doi.wiley.com/10.1111/bjep.12249
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http://dx.doi.org/10.1111/bjep.12249DOI Listing
October 2018
2 Reads

'Best friends forever'? Friendship stability across school transition and associations with mental health and educational attainment.

Br J Educ Psychol 2018 Sep 27. Epub 2018 Sep 27.

Department of Clinical, Educational and Health Psychology, University College London, UK.

Background: Friendships have been linked to mental health and school attainment in children. The effects of friendlessness and friendship quality have been well researched, but less is known about the role of friendship stability (i.e. Read More

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http://dx.doi.org/10.1111/bjep.12246DOI Listing
September 2018
4 Reads

Teacher-student interaction and lower secondary school students' situational engagement.

Br J Educ Psychol 2018 Sep 3. Epub 2018 Sep 3.

Department of Psychology, University of Jyväskylä, Finland.

Background: Prior research has shown that engagement plays a significant role in students' academic learning.

Aims: The present study sought to expand the current understanding of students' engagement by examining how situational engagement during a particular lesson is associated with the observed teacher-student classroom interactions (i.e. Read More

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http://dx.doi.org/10.1111/bjep.12244DOI Listing
September 2018
27 Reads

Teachers' attitudes towards ethnic minority students: Effects of schools' cultural diversity.

Br J Educ Psychol 2018 Sep 21. Epub 2018 Sep 21.

University of Luxembourg, Luxembourg.

Background: Research exploring mechanisms driving inequalities in school systems has found that biased teacher judgements contribute to observed disadvantages for ethnic minority students. Teacher judgements may be driven by explicit and implicit attitudes.

Aims: The current research explored the effect of cultural diversity at schools (actual or imagined) on teachers' attitudes towards ethnic minority students. Read More

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http://dx.doi.org/10.1111/bjep.12248DOI Listing
September 2018
6 Reads

A multiple-group confirmatory factor analysis of teacher perceptions of social and emotional learning in rural Malawi.

Br J Educ Psychol 2018 Sep 21. Epub 2018 Sep 21.

Learning Systems Institute & College of Education, Educational Leadership and Policy Studies, Florida State University, Tallahassee, Florida, USA.

Background: Social and emotional learning (SEL) positively impacts children's school achievement and adult productivity. Successful implementation of SEL relies on teachers' pedagogical beliefs and practices.

Aims: We examined whether the Teachers' SEL Belief Scale designed in the United States is adoptable in low-income countries such as Malawi in response to a growing interest in teacher practices in SEL but a lack of research instruments in these countries. Read More

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http://dx.doi.org/10.1111/bjep.12247DOI Listing
September 2018
1 Read

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis.

Br J Educ Psychol 2018 Sep 10. Epub 2018 Sep 10.

University of Alicante, Spain.

Background: Different studies reveal an association between parent involvement, metacognition, and academic achievement; however, the majority analyse the developmental process of acquisition in experimental or quasi-experimental designs with students enrolled in child education. Adolescence is an important stage in personal and academic development. Given the complexity of learning, and according to the metacognitive and affective model of self-regulated learning (Efklides, 2011, Educational Psychologist, 46, 6), different types of metacognitive processes are relevant for the optimal development of individuals in academic contexts. Read More

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http://doi.wiley.com/10.1111/bjep.12245
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http://dx.doi.org/10.1111/bjep.12245DOI Listing
September 2018
8 Reads

The role of neighbourhood greenspace in children's spatial working memory.

Br J Educ Psychol 2018 Sep 5. Epub 2018 Sep 5.

Department of Psychology and Human Development, UCL Institute of Education, University College London, UK.

Background: Exposure to nature may be particularly beneficial for the brain regions that support spatial working memory, a strong correlate of academic achievement.

Aims: To explore whether children living in greener neighbourhoods (wards) have better spatial working memory.

Sample: Drawn from the UK's Millennium Cohort Study, the sample was 4,758 11-year-olds living in urban areas in England. Read More

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http://dx.doi.org/10.1111/bjep.12243DOI Listing
September 2018
10 Reads

Economic disadvantage and math achievement: The significance of perceived cost from an evolutionary perspective.

Br J Educ Psychol 2018 Sep 5. Epub 2018 Sep 5.

University of Pittsburgh, Pennsylvania, USA.

Background: Children growing up in poverty tend to perform worse in school than their more economically advantaged peers.

Aims: The current study integrates an educational theory of motivation and an evolutionary theory of life history strategies to examine how economic disadvantage predicts children's mathematics achievement through their academic beliefs and values.

Sample: Participants were 1,536 students (M  = 12. Read More

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http://doi.wiley.com/10.1111/bjep.12242
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http://dx.doi.org/10.1111/bjep.12242DOI Listing
September 2018
14 Reads

Grit and self-discipline as predictors of effort and academic attainment.

Br J Educ Psychol 2018 Aug 13. Epub 2018 Aug 13.

Laboratory of Self-Regulation and Health Psychology and Behavioural Medicine Research Group, School of Psychology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia.

Background: Beyond ability, traits related to perseverance, such as grit and self-discipline, are associated with adaptive educational outcomes. Few studies have examined the independent effects of these traits on outcomes and the mechanisms involved.

Aims: This study estimated parameters of a process model in which grit-perseverance of effort (grit-effort) and consistency of interest (grit-interest) dimensions and self-discipline were independent predictors of students' science grades. Read More

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http://dx.doi.org/10.1111/bjep.12241DOI Listing
August 2018
3 Reads

Teaching assistant and pupil interactions: The role of repair and topic management in scaffolding learning.

Br J Educ Psychol 2019 Mar 26;89(1):177-190. Epub 2018 Jul 26.

UCL Institute of Education, London, UK.

Background: Teaching assistants (TAs) are taking increasing responsibility for the learning of pupils. A key instructional skill for TAs is the ability to scaffold learning.

Aim: To explore the interactions of TAs in relation to scaffolding as a theory of instruction. Read More

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http://dx.doi.org/10.1111/bjep.12231DOI Listing
March 2019
1 Read

Mind wandering, together with test anxiety and self-efficacy, predicts student's academic self-concept but not reading comprehension skills.

Br J Educ Psychol 2018 Jul 24. Epub 2018 Jul 24.

Department of Psychology, University of Bologna, Italy.

Background: Mind wandering (MW) has commonly been linked to bad scholastic performance; however, such association has rarely been investigated in the classroom. Moreover, in examining such association, motivational variables have been largely ignored.

Aim: We aimed at examining the associations between the dispositional tendency to engage in MW and a series of reading comprehension skills and measures of academic self-concept above and beyond the role of sex, age, test anxiety, self-efficacy, and self-regulation strategies. Read More

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http://dx.doi.org/10.1111/bjep.12240DOI Listing
July 2018
2 Reads

Influence of initial mathematical competencies on the effectiveness of a classroom-based intervention.

Br J Educ Psychol 2018 Jul 11. Epub 2018 Jul 11.

University of Oviedo, Spain.

Background: Students commonly struggle with mathematics and mathematical problem-solving. Therefore, it is necessary to design and implement interventions aimed at improving these essential components of learning. Furthermore, the outcomes of these interventions can vary significantly and appear to be a function of a student's initial competencies in mathematics. Read More

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http://dx.doi.org/10.1111/bjep.12239DOI Listing
July 2018
3 Reads

The longitudinal effects of induction on beginning teachers' stress.

Br J Educ Psychol 2018 Jul 11. Epub 2018 Jul 11.

Teacher Education, University of Groningen, The Netherlands.

Background: Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time. Read More

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http://dx.doi.org/10.1111/bjep.12238DOI Listing
July 2018
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The role of within-class consensus on mastery goal structures in predicting socio-emotional outcomes.

Br J Educ Psychol 2018 Jul 10. Epub 2018 Jul 10.

Faculty of Psychology, Department of Applied Psychology: Work, Education, and Economy, University of Vienna, Austria.

Background: Within-class consensus on mastery goal structures describes the extent to which students agree in their perceptions of mastery goal structures. Research on (work) teams suggests that higher levels of consensus within a group indicate a well-functioning social environment and are thus positively related to beneficial socio-emotional outcomes. However, the potential of within-class consensus to predict socio-emotional outcomes has not yet been explored in research on mastery goal structures. Read More

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http://dx.doi.org/10.1111/bjep.12237DOI Listing
July 2018
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A classroom intervention to improve executive functions in late primary school children: Too 'old' for improvements?

Br J Educ Psychol 2018 Jun 26. Epub 2018 Jun 26.

Department of Psychology, University of Bern, Switzerland.

Background: Given the strong relationship between executive functions and academic achievement, there has been great interest in improving executive functions. School-based group interventions targeting executive functions revealed encouraging results in preschoolers and young school children; however, there is a paucity of studies in older primary school children (age 10-12). This is surprising considering that deficits in executive function performance can often be observed in this age group. Read More

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http://dx.doi.org/10.1111/bjep.12232DOI Listing
June 2018
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Size and modality effects in Braille learning: Implications for the blind child from pre-reading sighted children.

Br J Educ Psychol 2019 Mar 17;89(1):165-176. Epub 2018 Jun 17.

Oxford Brookes University, UK.

Background: Beginning readers are typically introduced to enlarged print, and the size of this print decreases as readers become more fluent. In comparison, beginning blind readers are expected to learn standard-sized Braille from the outset because past research suggests letter knowledge cannot be transferred across different sizes of Braille.

Aims: The study aims to investigate whether learning Braille using an oversized pegboard leads to faster, transferable, letter learning and whether performance is mediated by either tactile or visual learning. Read More

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http://dx.doi.org/10.1111/bjep.12229DOI Listing
March 2019
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First-graders' allocation of attentional resources in an emotional Stroop task: The role of heart period variability and classroom climate.

Br J Educ Psychol 2019 Mar 11;89(1):146-164. Epub 2018 Jun 11.

Department of Developmental Psychology and Socialization, University of Padova, Italy.

Background: Children's ability to remain focused on a task despite the presence of emotionally salient distractors in the environment is crucial for successful learning and academic performance.

Aims: This study investigated first-graders' allocation of attentional resources in the presence of distracting emotional, school-related social interaction stimuli. Moreover, we examined whether such attentional processes were influenced by students' self-regulation, as indexed by heart period variability, observed classroom climate, or their interaction. Read More

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http://dx.doi.org/10.1111/bjep.12228DOI Listing
March 2019
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Construct validity of the Wechsler Intelligence Scale For Children - Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests.

Br J Educ Psychol 2018 Jun 4. Epub 2018 Jun 4.

William & Mary, Williamsburg, Virginia.

Background: There is inadequate information regarding the factor structure of the Wechsler Intelligence Scale for Children - Fifth UK Edition (WISC-V ; Wechsler, 2016a, Wechsler Intelligence Scale for Children-Fifth UK Edition, Harcourt Assessment, London, UK) to guide interpretation.

Aims And Methods: The WISC-V was examined using complementary exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for all models proposed by Wechsler (2016b, Wechsler Intelligence Scale for Children-Fifth UK Edition: Administration and scoring manual, Harcourt Assessment, London, UK) as well as rival bifactor models.

Sample: The WISC-V standardization sample (N = 415) correlation matrix was used in analyses due to denial of standardization sample raw data. Read More

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http://dx.doi.org/10.1111/bjep.12230DOI Listing
June 2018
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Scaffolding: Integrating social and cognitive perspectives on children's learning at home.

Br J Educ Psychol 2018 Jun;88(2):171-173

School of Psychology Politics and Sociology, Canterbury Christ Church University, UK.

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http://dx.doi.org/10.1111/bjep.12227DOI Listing
June 2018
2 Reads