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Showing 1 to 15 of 34 results Save | Export
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Anderman, Eric M.; Gimbert, Belinda; O'Connell, Ann A.; Riegel, Lisa – British Journal of Educational Psychology, 2015
Background: There is much interest in assessing growth in student learning. Assessments of growth have important implications and affect many policy decisions at many levels. Aims: In the present article, we review some of the different approaches to measuring growth and examine the implications of their usage. Sample: Samples used in research on…
Descriptors: Academic Achievement, Achievement Gains, Measurement Techniques, Public Schools
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Bryant, Peter; Nunes, Terezinha; Barros, Rossana – British Journal of Educational Psychology, 2014
Background: Most psychologists who study children's reading assume that their hypotheses are relevant to children's success at school. This assumption is rarely tested. Aims: The study's aims were to see whether two successful measures of the processes underlying children's learning to read and write are related to their…
Descriptors: Learning Processes, Reading Processes, Writing Processes, Science Achievement
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Daniels, Lia M.; Frenzel, Anne C.; Stupnisky, Robert H.; Stewart, Tara L.; Perry, Raymond P. – British Journal of Educational Psychology, 2013
Background and Aims: The literature documents fewer classroom mastery goal structures in secondary school compared to elementary. However, little is known about how personal achievement goals may influence classroom goal structures. This is especially true at the level of pre-service teachers. Our objective was to investigate if pre-service…
Descriptors: Goal Orientation, Preservice Teachers, Educational Objectives, Prediction
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Hoogeveen, Lianne; van Hell, Janet G.; Verhoeven, Ludo – British Journal of Educational Psychology, 2012
Background: In the studies of acceleration conducted so far a multidimensional perspective has largely been neglected. No attempt has been made to relate social-emotional characteristics of accelerated versus non-accelerated students in perspective of environmental factors. Aims: In this study, social-emotional characteristics of accelerated…
Descriptors: Academically Gifted, Psychological Patterns, Teaching Experience, Foreign Countries
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Daschmann, Elena C.; Goetz, Thomas; Stupnisky, Robert H. – British Journal of Educational Psychology, 2011
Background: Boredom has been found to be an important emotion for students' learning processes and achievement outcomes; however, the precursors of this emotion remain largely unexplored. Aim: In the current study, scales assessing the precursors to boredom in academic achievement settings were developed and tested. Sample: Participants were 1,380…
Descriptors: Student Attitudes, Validity, Learning Processes, Grade 5
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Waters, Stacey; Cross, Donna; Shaw, Therese – British Journal of Educational Psychology, 2010
Background: Connectedness to school is a significant predictor of adolescent health and academic outcomes. While individual predictors of connectedness have been well-described, little is known about school-level factors which may influence connectedness. A school's ecology, or its structural, functional, and built aspects, coupled with…
Descriptors: Emotional Problems, Academic Achievement, Grade 9, Grade 8
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Martin, Andrew J.; Colmar, Susan H.; Davey, Louise A.; Marsh, Herbert W. – British Journal of Educational Psychology, 2010
Background: Academic buoyancy is students' ability to successfully deal with setbacks and challenges that are typical of academic life. The present study extends previous preliminary cross-sectional work that tentatively identified five motivational predictors of academic buoyancy--referred to as the "5Cs" of academic buoyancy: confidence…
Descriptors: Structural Equation Models, Self Efficacy, Motivation, Educational Environment
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Ahmed, Wondimu; van der Werf, Greetje; Minnaert, Alexander; Kuyper, Hans – British Journal of Educational Psychology, 2010
Background: Recent literature on emotions in education has shown that competence- and value-related beliefs are important sources of students' emotions; nevertheless, the role of these antecedents in students' daily functioning in the classroom is not yet well-known. More importantly, to date we know little about intra-individual variability in…
Descriptors: Emotional Response, Grade 7, Value Judgment, Competence
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Hofer, Manfred; Schmid, Sebastian; Fries, Stefan; Kilian, Britta; Kuhnle, Claudia – British Journal of Educational Psychology, 2010
Background: Motivational interference is defined as the amount of impairment in a target activity due to the incentives of a non-chosen attractive alternative. The amount to which pupils experience motivational interference while studying or while performing a leisure activity in a school-leisure conflict situation is seen as depending on the…
Descriptors: Student Attitudes, Measures (Individuals), Path Analysis, Values
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Shayer, Michael; Adhami, Mundher – British Journal of Educational Psychology, 2010
Background: In the context of the British Government's policy directed on improving standards in schools, this paper presents research on the effects of a programme intended to promote the cognitive development of children in the first 2 years of primary school (Y1 & 2, aged 5-7 years). The programme is based on earlier work dealing with…
Descriptors: Foreign Countries, Intervention, Academic Achievement, Effect Size
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Catterson, Jennifer; Hunter, Simon C. – British Journal of Educational Psychology, 2010
Background: The impact of stress on psychological adjustment may be mediated by cognitive interpretations (i.e., appraisals) of events for individuals. Defining characteristics of loneliness suggest that appraisals of blame, threat, and perceived control may be particularly important in this domain. Aims: To evaluate the extent to which cognitive…
Descriptors: Foreign Countries, Peer Relationship, Multiple Regression Analysis, Bullying
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Miller, David; Topping, Keith; Thurston, Allen – British Journal of Educational Psychology, 2010
Background: Paired reading (PR) is an application of peer tutoring. It has been extensively researched, and its efficacy across a range of outcomes has been established. Benefits include improvements in key reading skills, and also in affective aspects of learning. Several studies have shown gains in self-esteem, although measurement methods have…
Descriptors: Foreign Countries, Student Attitudes, Measures (Individuals), Effect Size
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Moller, Jens; Pohlmann, Britta – British Journal of Educational Psychology, 2010
Background: On the one hand, achievement indicators like grades or standardized test results are strongly associated with students' domain-specific self-concepts. On the other hand, self-evaluation processes seem to be triggered by a self-enhancing means of information processing. As a consequence, above average students have more positive…
Descriptors: Foreign Countries, Field Studies, Self Concept, Academic Achievement
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Preckel, Franzis; Gotz, Thomas; Frenzel, Anne – British Journal of Educational Psychology, 2010
Background: Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self-concept (contrast or…
Descriptors: Foreign Countries, Self Concept, Academic Achievement, Reference Groups
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De Sousa, Diana Soares; Greenop, Kirston; Fry, Jessica – British Journal of Educational Psychology, 2010
Background: Emergent bilingual Zulu-English speaking children in South Africa have spoken but no written proficiency in Zulu (L1), yet are required to learn to spell English (L2) via English-only literacy instruction. Little research exists on emergent bilingual's phonological awareness (PA) and spelling development, with no L1 formal literacy…
Descriptors: Foreign Countries, Literacy, Spelling, Phonemes
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