1,318 results match your criteria British Journal of Educational Psychology [Journal]
Br J Educ Psychol 2018 Jun 17. 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
Br J Educ Psychol 2018 Jun 11. 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
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
Br J Educ Psychol 2018 Jun;88(2):171-173
School of Psychology Politics and Sociology, Canterbury Christ Church University, UK.
Br J Educ Psychol 2018 May 4. Epub 2018 May 4.
University of Salzburg, Austria.
Background: There is little research on how to best introduce children to stochastics. In general, demonstration and concrete experience seem to be necessary to establish good understanding of stochastics in children. Pupils seem to be able to develop an intuition on stochastic thinking when they actively solve probabilistic problems and carry out probability experiments based on age-adequate content and materials. Read More
Br J Educ Psychol 2018 May 3. Epub 2018 May 3.
Centre for Youth Substance Abuse Research, The University of Queensland, St Lucia, Queensland, Australia.
Background: Intervention on adolescent bullying is reliant on valid and reliable measurement of victimization and perpetration experiences across different behavioural expressions.
Aims: This study developed and validated a survey tool that integrates measurement of both traditional and cyber bullying to test a theoretically driven multi-dimensional model.
Sample: Adolescents from 10 mainstream secondary schools completed a baseline and follow-up survey (N = 1,217; M = 14 years; 66. Read More
Br J Educ Psychol 2018 May 1. Epub 2018 May 1.
The Graduate School, University of West London, UK.
Background: Policymakers are focusing increased attention on the role of schools to promote and support children's mental health, and evidence-based models of good practice are in demand. Pyramid Club is a school-based, socio-emotional intervention, demonstrably effective with primary-aged pupils.
Aims: This study extends previous Pyramid Club evaluations by examining effectiveness with pupils in early secondary education; service users' perceptions and experiences were investigated to increase understanding of Pyramid's impact, thus supporting enhanced practice. Read More
Br J Educ Psychol 2018 Apr 26. Epub 2018 Apr 26.
Psychology in Education Research Centre, Department of Education, University of York, UK.
Background: Despite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits, few studies have explored teachers' beliefs about, or knowledge of, developments in behavioural genetics related to education.
Aims: This study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of teachers based on factors including years of experience and age of children taught.
Sample: Data were gathered from n = 402 teachers from a representative sample of UK schools. Read More
Br J Educ Psychol 2018 Apr 14. Epub 2018 Apr 14.
University of Cambridge, UK.
Background: Although emotion is central to most models of children's well-being, few studies have looked at how well-being is related to the ways in which children regulate their emotions.
Aims: The aim of this study was to examine the associations among children's emotion regulation strategy choice and their emotional expression, behaviour, and well-being. The study also investigated whether contextual factors influenced the emotion regulation strategies children chose to use. Read More
Br J Educ Psychol 2018 Jun 14;88(2):216-235. Epub 2018 Apr 14.
Faculty of Education, University of Cambridge, UK.
Background: Research on the relationships between parental factors and children's executive function (EF) has been conducted mainly in Western cultures.
Aim: This study provides the first empirical test, in a non-Western context, of how maternal EF and parenting behaviours relate to child EF.
Sample: South Korean mothers and their preschool children (N = 95 dyads) completed EF tasks. Read More
Br J Educ Psychol 2018 Jun 30;88(2):300-322. Epub 2018 Mar 30.
Institute for Education Studies, Heidelberg University, Germany.
Background: Preterm children have an increased risk regarding self-regulation development. Given the strong link between parenting behaviour (i.e. Read More
Br J Educ Psychol 2018 Mar 30. Epub 2018 Mar 30.
Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong SAR, China.
Background: Research into teacher emotion has attracted increasing attention in the last two decades. The relevance of teacher emotion in education has been highlighted. However, evidence of how teacher emotions impact their teaching approaches is rather limited. Read More
Br J Educ Psychol 2018 Jun 25;88(2):192-215. Epub 2018 Mar 25.
Department of Teacher Education, University of Turku, Finland.
Background: Only a handful of longitudinal studies have explored the effects of both parents in early parenthood on children's cognitive development, and no study has controlled for simultaneous early childhood education and care (ECEC) experiences.
Aims: To examine the similarity of each parent's cognitive guidance and contribution to children's pre-mathematical outcomes across parent gender while controlling for amount of ECEC.
Sample: A longitudinal study on 66 Finnish two-parent families and their children. Read More
Br J Educ Psychol 2018 Jun 24;88(2):236-260. Epub 2018 Mar 24.
Bar Ilan University, Ramat Gan, Israel.
Background: The theoretical framework of the current study is based on mediated learning experience (MLE) theory, which is similar to the scaffolding concept. The main question of the current study was to what extent mother-child MLE strategies affect psychological resilience and cognitive modifiability of boys with learning disability (LD). Secondary questions were to what extent the home environment, severity of boy's LD, and mother's attitude towards her child's LD affect her MLE strategies and consequently the child's psychological resilience and cognitive modifiability. Read More
Br J Educ Psychol 2018 Jun 5;88(2):323-344. Epub 2018 Mar 5.
Department of Psychological, Pedagogical and Educational Sciences, University of Palermo, Italy.
Background And Aims: Based on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement.
Samples And Results: The results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation, the more their children perceived them as autonomy-supportive while scaffolding for motivation, and hence developed autonomous motivation, self-efficacy, and engagement in homework. In Study 2, 37 parents were involved in a four-session training programme that focused on sustaining autonomy-supportive scaffolding modalities. Read More
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
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
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
Br J Educ Psychol 2018 Mar;88(1):1-8
The University of Hong Kong, Pok Fu Lam, Hong Kong.
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Br J Educ Psychol 2018 Jun 6;88(2):261-283. 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
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
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
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
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
Br J Educ Psychol 2018 Jun 17;88(2):284-299. 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
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
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
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
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
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
Br J Educ Psychol 2018 Jun 29;88(2):174-191. 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
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
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
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