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    1290 results match your criteria British Journal of Educational Psychology [Journal]

    1 OF 26

    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 2017 Aug 29. 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 2017 Aug 12. 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 2017 Aug 10. 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 2017 Aug 9. 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 2017 Aug 9. 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 2017 Aug 7. 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 2017 Jul 10. 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 I(3) theory 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 I(3) theory or General Aggression Model (GAM) metatheory of human aggression. I(3) theory 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

    Self-concept mediates the relation between achievement and emotions in mathematics.
    Br J Educ Psychol 2017 Sep 25;87(3):478-495. Epub 2017 Apr 25.
    Department of Child, Family and Education Studies, Utrecht University, The Netherlands.
    Background: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e. Read More

    Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.
    Br J Educ Psychol 2017 Sep 12;87(3):438-455. Epub 2017 Apr 12.
    University of Jyväskylä, Finland.
    Background: Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender.

    Aim: The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. Read More

    Using confirmatory factor analysis to validate the Chamberlin affective instrument for mathematical problem solving with academically advanced students.
    Br J Educ Psychol 2017 Sep 12;87(3):422-437. Epub 2017 Apr 12.
    Thompson Valley School District, Loveland, Colorado, USA.
    Background: Student affect plays a considerable role in mathematical problem solving performance, yet is rarely formally assessed. In this manuscript, an instrument and its properties are discussed to enable educational psychologists the opportunity to assess student affect.

    Aims: The study was conducted to norm the CAIMPS (instrument) with gifted students. Read More

    An unintentional pro-Black bias in judgement among educators.
    Br J Educ Psychol 2017 Sep 4;87(3):408-421. Epub 2017 Apr 4.
    Department of Psychology, University of Virginia, Charlottesville, Virginia, USA.
    Background: Previous work indicates widespread preference for White over Black people in attitudes and behaviour. However, there are instances where Black people receive preferential treatment over White people.

    Aims: This study aimed to investigate whether a sample of education professionals would favour Black or White applicants to an academic honour society, and the extent to which any biases were related to conscious intentions. Read More

    Construct validity of the Wechsler Intelligence Scale for Children - Fourth UK Edition with a referred Irish sample: Wechsler and Cattell-Horn-Carroll model comparisons with 15 subtests.
    Br J Educ Psychol 2017 Sep 3;87(3):383-407. Epub 2017 Apr 3.
    Éirim: The National Assessment Agency, Ltd., Dublin, Ireland.
    Background: Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children - Fourth UK Edition (WISC-IV(UK) ; Wechsler, 2004, Wechsler Intelligence Scale for Children-Fourth UK Edition, London, UK, Harcourt Assessment) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC-IV(UK) standardization sample have not yet been reported. Watkins et al. Read More

    The role of preschool teacher-child interactions in academic adjustment: An intervention study with Playing-2-gether.
    Br J Educ Psychol 2017 Sep 28;87(3):345-364. Epub 2017 Mar 28.
    Research Unit School Psychology and Child and Adolescent Development, University of Leuven, KU Leuven, Belgium.
    Background: Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular.

    Aims: This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affective quality of the teacher-child relationship and teacher behaviour management.

    Sample: In a sample of 175 preschool boys showing signs of externalizing behaviour (Mage  = 4 years, 9 months, SDage  = 7 months) and their teachers, we investigated P2G effects on academic engagement as well as on language achievement. Read More

    Diagrams benefit symbolic problem-solving.
    Br J Educ Psychol 2017 Jun 16;87(2):273-287. Epub 2017 Mar 16.
    Department of Psychological and Brain Sciences, Indiana University, Bloomington, Indiana, USA.
    Background: The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. Read More

    Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment.
    Br J Educ Psychol 2017 Sep 13;87(3):365-382. Epub 2017 Mar 13.
    Graduate School of Education, University of Exeter, UK.
    Background: Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments.

    Aims: To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years.

    Sample: n = 3,172 British children aged 3-10 years and their families. Read More

    The contribution of parent-child numeracy activities to young Chinese children's mathematical ability.
    Br J Educ Psychol 2017 Sep 12;87(3):328-344. Epub 2017 Mar 12.
    School of Early Childhood Education, Shandong Yingcai University, China.
    Background: A growing body of recent research has shown that parent-child mathematical activities have a strong effect on children's mathematical learning. However, this research was conducted predominantly in Western societies and focused mainly on mothers' involvement in such activities.

    Aims: This study aimed to examine both mother-child and father-child numeracy activities in Hong Kong Chinese families and both parents' unique roles in predicting young Chinese children's mathematics ability. Read More

    Consequences of childhood reading difficulties and behaviour problems for educational achievement and employment in early adulthood.
    Br J Educ Psychol 2017 Jun 7;87(2):288-308. Epub 2017 Mar 7.
    Faculty of Health, Centre for Social and Early Emotional Development, School of Psychology, Deakin University, Geelong, Victoria, Australia.
    Background: Reading difficulties (RDs) and behaviour problems (BPs) are two common childhood problems that have a high degree of stability and often negatively affect well-being in both the short and longer terms.

    Aims: The study aimed to shed light on the unique and joint consequences of these two childhood problems for educational and occupational outcomes in early adulthood.

    Sample: Data were drawn from a life-course longitudinal study of psychosocial development, the Australian Temperament Project. Read More

    Math anxiety and its relationship with basic arithmetic skills among primary school children.
    Br J Educ Psychol 2017 Sep 3;87(3):309-327. Epub 2017 Mar 3.
    Department of Education, University of Jyväskylä, Finland.
    Background: Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. Read More

    Parent-child learning interactions: A review of the literature on scaffolding.
    Br J Educ Psychol 2017 Jun 21;87(2):241-254. Epub 2017 Feb 21.
    Birkbeck, University of London, UK.
    Background: Scaffolding can be observed during learning-based interactions, when interventions by parents are adjusted according to children's observed abilities, with the main goal of enabling the child to work independently (Wood et al., 1976, Journal of child psychology and psychiatry, 17, 89). Such contingent instruction behaviours occur from infancy, and are said to be relevant for children's development of executive function, language acquisition, and cognitive and academic abilities. Read More

    Can schools reduce bullying? The relationship between school characteristics and the prevalence of bullying behaviours.
    Br J Educ Psychol 2017 Jun 21;87(2):255-272. Epub 2017 Feb 21.
    University of Southampton, UK.
    Background: Bullying remains a persistent phenomenon in schools, but the extent to which day-to-day policies and practices relate to bullying prevalence has not been widely studied. In this study, we use an educational effectiveness framework to interrogate this relationship.

    Aims: The aim was to study the relationship between school factors and prevalence of bullying in primary schools. Read More

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