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Showing 1 to 15 of 25 results Save | Export
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Li, Meijuan; Zhang, Yongmei; Liu, Hongyun; Hao, Yi – British Journal of Educational Psychology, 2018
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…
Descriptors: Foreign Countries, Gender Differences, Mathematics Achievement, Meta Analysis
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Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea – British Journal of Educational Psychology, 2017
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…
Descriptors: Academic Achievement, Goal Orientation, Longitudinal Studies, Hierarchical Linear Modeling
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Herrmann, Julia; Schmidt, Isabelle; Kessels, Ursula; Preckel, Franzis – British Journal of Educational Psychology, 2016
Background: Ability grouping can lower students' academic self-perceptions through reference group effects of class-average achievement on academic self-concept (ASC)--the "Big-fish-little-Pond"-effect (BFLPE; Marsh & Parker, 1984, J. "Pers. Soc. Psychol.," 47, 213). Although the effect itself is well documented, many open…
Descriptors: Verbal Ability, Self Concept, Mathematics Skills, Gifted
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Cornoldi, Cesare; Carretti, Barbara; Drusi, Silvia; Tencati, Chiara – British Journal of Educational Psychology, 2015
Background: Despite doubts voiced on their efficacy, a series of studies has been carried out on the capacity of training programmes to improve academic and reasoning skills by focusing on underlying cognitive abilities and working memory in particular. No systematic efforts have been made, however, to test training programmes that involve both…
Descriptors: Cognitive Ability, Problem Solving, Skill Development, Metacognition
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Baas, Diana; Castelijns, Jos; Vermeulen, Marjan; Martens, Rob; Segers, Mien – British Journal of Educational Psychology, 2015
Background: Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and…
Descriptors: Correlation, Elementary School Students, Cognitive Processes, Metacognition
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Möller, Jens; Zimmermann, Friederike; Köller, Olaf – British Journal of Educational Psychology, 2014
Background: The reciprocal I/E model (RI/EM) combines the internal/external frame of reference model (I/EM) with the reciprocal effects model (REM). The RI/EM extends the I/EM longitudinally and the REM across domains. The model predicts that, within domains, mathematics and verbal achievement (VACH) and academic self-concept have positive effects…
Descriptors: Self Concept, Mathematics Achievement, Verbal Ability, Validity
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Pinxten, Maarten; Marsh, Herbert W.; De Fraine, Bieke; Van Den Noortgate, Wim; Van Damme, Jan – British Journal of Educational Psychology, 2014
Background: The multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination. Aim: This study aims at exploring differential effects of enjoyment…
Descriptors: Mathematics, Competence, Self Concept, Mathematics Achievement
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Côté, Sébastien; Bouffard, Thérèse; Vezeau, Carole – British Journal of Educational Psychology, 2014
Background: It is well established that children's self-evaluation bias of competence is related to the quality of parent-child emotional relationship. Such biases are linked to children's academic functioning and achievement. Links have also been established between the quality of parent-child emotional relationship and children's…
Descriptors: Parent Child Relationship, Competence, Bias, Self Evaluation (Individuals)
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Gonida, Eleftheria N.; Cortina, Kai S. – British Journal of Educational Psychology, 2014
Background: Parental involvement in homework is a home-based type of involvement in children's education. Research and theory suggest that it is beneficial for learning and achievement under certain conditions and for particular groups of individuals. Aims: The study examined whether different types of parents' involvement in homework…
Descriptors: Homework, Parent Student Relationship, Achievement Need, Beliefs
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Limpo, Teresa; Alves, Rui A.; Fidalgo, Raquel – British Journal of Educational Psychology, 2014
Background: It is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising. Aims: To trace the…
Descriptors: Writing Skills, Writing Processes, Revision (Written Composition), Planning
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Carretti, Barbara; Caldarola, Nadia; Tencati, Chiara; Cornoldi, Cesare – British Journal of Educational Psychology, 2014
Background: Metacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading…
Descriptors: Reading Comprehension, Metacognition, Short Term Memory, Reading Instruction
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Limpo, Teresa; Alves, Rui A. – British Journal of Educational Psychology, 2014
Background: In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their…
Descriptors: Theories, Writing Ability, Intervention, Student Attitudes
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Osana, Helena P.; Pitsolantis, Nicole – British Journal of Educational Psychology, 2013
Background: Although making explicit links between procedures and concepts during instruction in mathematics is important, it is still unclear the precise moments during instruction when such links are best made. Aims: The objective was to test the effectiveness of a 3-week classroom intervention on the fractions knowledge of grade 5/6 students.…
Descriptors: Foreign Countries, Elementary School Students, Mathematics, Mathematics Instruction
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Retelsdorf, Jan; Becker, Michael; Koller, Olaf; Moller, Jens – British Journal of Educational Psychology, 2012
Background: Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking. Aims: This study compared the developmental trajectories…
Descriptors: Academic Achievement, Vocational Education, Standardized Tests, 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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