British Journal of Educational Psychology
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3141
Papers 3210
1 page of 321 pages (3,210 results)
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#1Suhlim Hwang (IOE: Institute of Education)H-Index: 2
#2Jennifer L. Allen (University of Bath)H-Index: 14
Last. Elisabeth Bird (IOE: Institute of Education)H-Index: 2
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BACKGROUND Callous-unemotional (CU) traits are related to low achievement but not to deficits in verbal ability, commonly regarded as a major risk factor for poor academic outcomes in antisocial youth. This suggests that CU traits may have utility in explaining heterogeneous risk pathways for poor school performance in antisocial children. Reduced sensitivity to teacher discipline has been suggested as a potential explanation for the association between CU traits and low achievement, given its i...
1 CitationsSource
#1Silke Hertel (Heidelberg University)H-Index: 9
#2Yves Karlen (University of Applied Sciences and Arts Northwestern Switzerland FHNW)H-Index: 6
BACKGROUND Implicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g., intelligence) and their relation to self-regulated learning (SRL) have been examined. AIMS In this study, we followed a domain-specific approach and first introduced scales to assess students' implicit theories of the malleability and of the relevance of SRL. Second, we investigated how implicit theories of SRL...
1 CitationsSource
#1Ye Kuang (IOE: Institute of Education)H-Index: 1
#2Eirini Flouri (IOE: Institute of Education)H-Index: 45
BACKGROUND In children, internalizing and externalizing problems impact on learning. However, there is limited research on the specific impact of such problems on spatial working memory (SWM), strongly related to cognitive ability and children's learning. AIMS We explored distinct trajectories of internalizing problems and externalizing problems (conduct problems and hyperactivity/inattention) in a large general-population sample of children followed from age 3 to age 11 years. We then assessed ...
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#1Xiujie Yang (BNU: Beijing Normal University)
#2Xiao Yu (BNU: Beijing Normal University)
Mental rotation is positively related to arithmetic ability; however, the mechanism underlying this relationship remains unclear. The possible roles of working memory, place-value concept, and number line estimation in the correlation between mental rotation and whole-number computation were investigated. One hundred and fifty-five first-grade students were tested to determine their mental rotation ability, arithmetic ability, and non-verbal intelligence. One year later, their working memory, pl...
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Increasing the students' academic achievement in the international evaluation arena is a challenge for our country, and cooperative learning and emotional intelligence may be a solution for this problem. The link between cooperative learning, emotional intelligence, and academic achievement has been poorly studied so far. The objective of the present investigation was to examine the influence of cooperative learning on trait emotional intelligence and academic achievement. The methodology used w...
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#1Andrea Westphal (University of Potsdam)H-Index: 4
#2Rebecca Lazarides (University of Potsdam)H-Index: 10
Last. Miriam Vock (University of Potsdam)H-Index: 9
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BACKGROUND Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades with students' actual achievement level (as measur...
1 CitationsSource
#1Kati Vasalampi (University of Jyväskylä)H-Index: 11
#2Joona Muotka (University of Jyväskylä)H-Index: 11
Last. Marja-Kristiina Lerkkanen (University of Jyväskylä)H-Index: 45
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BACKGROUND Student engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process-oriented analyses were conducted to examine lower secondary school students' engagement experiences and the stability of those experiences from one lesson to t...
1 CitationsSource
#1Melinda Clark (Macquarie University)H-Index: 1
#2Anthony D. Miller (Macquarie University)H-Index: 13
Last. Ken Cheng (Macquarie University)H-Index: 59
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BACKGROUND Goal setting is a core aspect of human behaviour that drives action. The intention to achieve one's goals, however, does not necessarily translate into desired outcomes. Although the mental contrasting with implementation intentions (MCII) strategy has demonstrated strong efficacy, limited investigations have been conducted in a university academic goal-setting context. AIMS The current study sought to investigate the efficacy of MCII in facilitating academic goal attainment in univer...
2 CitationsSource
#1Angelica Moè (UNIPD: University of Padua)H-Index: 15
#2Anne C. Frenzel (LMU: Ludwig Maximilian University of Munich)H-Index: 31
Last. Jamie L. Taxer (Stanford University)H-Index: 11
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BACKGROUND Instructor enthusiasm has been shown to enhance a range of positive student outcomes including recall, but the underlying mechanisms for the favourable effects of teacher enthusiasm are still largely unknown. AIMS We hypothesized that attention paid to the instructor is one mechanism and that the positive effects of enthusiasm will disappear when attention is captured by another task. SAMPLES In a series of three studies, we involved fourth and fifth graders in listening to texts read...
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#1Mark Boyes (Curtin University)H-Index: 29
#2Suze Leitão (Curtin University)H-Index: 15
Last. Mandy Nayton (Curtin University)H-Index: 3
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Children with dyslexia are at elevated risk of internalizing (emotional) and externalizing (behavioural) problems. Clever Kids is a nine-week socioemotional well-being programme developed specifically for upper primary school children with dyslexia. In a small randomized-controlled trial, we tested the feasibility, efficacy, and acceptability of the Clever Kids programme. 'Forty children (Mage = 10.45 years, 65% male) with clinically diagnosed dyslexia too part in the study. Children were random...
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Top fields of study
Developmental psychology
Mathematics education
Psychology
Cognition
Pedagogy
Test (assessment)
Academic achievement
Social psychology