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Guay, Frédéric; Roy, Amélie; Valois, Pierre – British Journal of Educational Psychology, 2017
Background: An important pedagogical practice is the provision of structure (Farkas & Grolnick, 2010, "Motiv. Emot.," 34, 266). According to self-determination theory (SDT; Deci & Ryan, 1985, "Intrinsic motivation and self-determination in human behavior," Plenum, New York, NY), structure allows students to develop…
Descriptors: Teaching Methods, Student Motivation, Personal Autonomy, French
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Archambault, Isabelle; Janosz, Michel; Dupéré, Véronique; Brault, Marie-Christine; Andrew, Marie Mc – British Journal of Educational Psychology, 2017
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…
Descriptors: Social Influences, Socioeconomic Status, Dropouts, Immigrants
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Wang, Hui; Hall, Nathan C.; Goetz, Thomas; Frenzel, Anne C. – British Journal of Educational Psychology, 2017
Background: Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf "et al.," 2010, "Learning and Instruction, 20," 30) and to also impact their emotions (Schutz "et al.," 2007, "Emotion in Education," Academic Press, Amsterdam, the Netherlands). However,…
Descriptors: Foreign Countries, Goal Orientation, Teachers, Longitudinal Studies
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Lam, Shui-fong; Jimerson, Shane; Shin, Hyeonsook; Cefai, Carmel; Veiga, Feliciano H.; Hatzichristou, Chryse; Polychroni, Fotini; Kikas, Eve; Wong, Bernard P. H.; Stanculescu, Elena; Basnett, Julie; Duck, Robert; Farrell, Peter; Liu, Yi; Negovan, Valeria; Nelson, Brett; Yang, Hongfei; Zollneritsch, Josef – British Journal of Educational Psychology, 2016
Background: A comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives. Aims: This study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these…
Descriptors: Foreign Countries, Comparative Education, Learner Engagement, Cross Cultural Studies
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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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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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Gadbois, Shannon A.; Sturgeon, Ryan D. – British Journal of Educational Psychology, 2011
Background: Academic self-handicapping (ASH) tendencies, strategies students employ that increase their chances of failure on assessments while protecting self-esteem, are correlated with classroom goal structures and to learners' general self-perceptions and learning strategies. In particular, greater ASH is related to poorer academic performance…
Descriptors: Self Efficacy, Academic Achievement, Learning Strategies, Test Anxiety
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Guay, Frederic; Chanal, Julien; Ratelle, Catherine F.; Marsh, Herbert W.; Larose, Simon; Boivin, Michel – British Journal of Educational Psychology, 2010
Background: There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Learning Motivation
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Kendeou, Panayiota; Savage, Robert; van den Broek, Paul – British Journal of Educational Psychology, 2009
Background: Reading component models such as the Simple View of Reading (SVR; Gough & Tunmer, 1986; Hoover & Gough, 1990) provide a concise framework for describing the processes and skills involved when readers comprehend texts. According to the Independent Review of the Teaching of Early Reading (Rose, 2006) strong evidence for the SVR…
Descriptors: Reading Comprehension, Models, Decoding (Reading), Factor Analysis
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Genereux, Randy; McKeough, Anne – British Journal of Educational Psychology, 2007
Background: Narrative thought is a primary mode of human cognition that underpins key human capabilities such as meaning-making and social-psychological understanding. Aims: We sought to further our understanding of the development of narrative thought during adolescence, particularly in terms of the structure and content of narrative…
Descriptors: Children, Foreign Countries, Psychology, Elementary School Students
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Thomas, Cathy R.; Gadbois, Shannon A. – British Journal of Educational Psychology, 2007
Background: Self-handicapping is linked to students' personal motivations, classroom goal structure, academic outcomes, global self-esteem and certainty of self-esteem. Academic self-handicapping has yet to be studied with respect to students' consistency in self-description and their description of themselves as learners. Aims: This study…
Descriptors: Program Effectiveness, Self Efficacy, Learning Strategies, Test Anxiety
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Lam, Y. L. J. – British Journal of Educational Psychology, 1982
Presents analysis of the relative impacts of course content and cognitive and affective factors on behavior of adult learners, based on research at Brandon University, Manitoba. Research involved testing of a systems model to determine relationships and interactions between certain specified variables and learner behavior. (EAO)
Descriptors: Adult Learning, Affective Measures, Analysis of Variance, Cognitive Measurement
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Nash, Chris – British Journal of Educational Psychology, 1984
Over 1000 out of 4000 preschoolers observed conserved identity of matter over time and roughly two-thirds of the 1000 also conserved equivalence. Follow-up showed no correlation between kindergarten conservation abilities and grade one math performance but significant correlations between equivalence conservation by end of kindergarten and grade…
Descriptors: Concept Formation, Conservation (Concept), Developmental Stages, Elementary Education
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Nash, Chris – British Journal of Educational Psychology, 1984
Describes a field study of kindergarteners which found 1,006 pupils conserved identity up to 8 months, and 693 pupils conserved identity and equivalence. Follow-up studies showed no relationship between kindergarten conservation abilities and grade 1 math skills, although grade 6 math performance correlated significantly with kindergarten…
Descriptors: Cognitive Development, Cognitive Processes, Conservation (Concept), Educational Research
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Behrens, L. G.; Vernon, P. E. – British Journal of Educational Psychology, 1978
Canadian seventh-graders were given intelligence, mathematics, and English tests. These scores and their class grades were compared with personality questionnaire measures of aggression, self-concept, and attitudes. Substantial correlations were obtained between the ability and personality variables, with marked sex differences. (Author/SJL)
Descriptors: Aggression, Correlation, Grade 7, Grades (Scholastic)