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Asterhan, Christa S. C.; Schwarz, Baruch B.; Gil, Julia – British Journal of Educational Psychology, 2012
CoBackground: Research has shown the importance of careful teacher support during collaborative group work to promote productive discourse between students (Webb, 2009). However, this research has traditionally focused on face-to-face communication. The role of online teacher guidance of small-group computer-mediated discussions has received…
Descriptors: Scripts, Persuasive Discourse, Discussion Groups, Cooperation
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Astor, Ron Avi; Benbenishty, Rami; Vinokur, Amiram D.; Zeira, Anat – British Journal of Educational Psychology, 2006
This inquiry explores variables that predict elementary school students' fear of attending school due to school violence and their overall judgments of school violence as a problem. Using a nationally representative sample (Israel) of 5,472 elementary-school-aged children, this study tested the hypotheses that: (a) young students' personal fear…
Descriptors: Hypothesis Testing, Models, Gender Differences, Cultural Differences
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Aharony, Noa – British Journal of Educational Psychology, 2006
Background: The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). Aim: The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from…
Descriptors: Internet, Educational Environment, Computer Software, English (Second Language)
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Zakay, D; And Others – British Journal of Educational Psychology, 1984
Findings of study based on cognitive orientation theory show that (1) experimental training can change belief clusters orienting children to impulsive bahaviors and (2) such behaviors will change if the belief clusters change. (CMG)
Descriptors: Attitude Change, Behavior Change, Behavior Theories, Beliefs
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Bar-Tal, D; And Others – British Journal of Educational Psychology, 1984
Male and female subjects from low and middle-upper socioeconomic groups were asked to explain their academic success or failure. Few sex or social class differences were found, with most subjects attributing success to internal, medium stable, and controllable causes. (GC)
Descriptors: Attribution Theory, Failure, Females, Foreign Countries
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Smilansky, J. – British Journal of Educational Psychology, 1984
Examined elementary school teachers' work satisfaction and job-related stress and their relation to external factors (principals', other teachers', pupils', and parents' feeling about the teacher) and internal factors (perceived general life satisfaction and self-efficacy). Found work satisfaction to be related to internal factors, stress to…
Descriptors: Elementary Education, Elementary School Teachers, Foreign Countries, Influences
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Butler, Ruth – British Journal of Educational Psychology, 1988
Describes study of fifth and sixth grade Jewish Israeli students that tested the hypothesis that intrinsic motivation will be differentially affected by task-involving and ego-involving evaluation. Three feedback conditions involving grades and individual comments are explained, and results are discussed in terms of student interest and…
Descriptors: Academic Achievement, Analysis of Variance, Developed Nations, Feedback
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Eshel, Yohanan; And Others – British Journal of Educational Psychology, 1987
Describes study of 435 Israeli elementary school students to assess effects of open education on reading comprehension assignments. Literature on open education is reviewed, the hypotheses tested are described, results are analyzed comparing the effects of open education with the effects of traditional classroom instruction, and 46 references are…
Descriptors: Ability Grouping, Analysis of Variance, Comparative Analysis, Conventional Instruction
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Raviv, A.; And Others – British Journal of Educational Psychology, 1980
Following a mathematics test, 134 sixth-graders from different social class/national origin groups, were asked to attribute causality for their success or failure. All groups tended to attribute success more to internal than external causes and more to stable than unstable causes. Attributions of failure varied between the groups. (Author/SJL)
Descriptors: Attribution Theory, Comparative Analysis, Disadvantaged Youth, Elementary Education