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Crampton, Alexandria; Hall, James – British Journal of Educational Psychology, 2017
Background: Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. Aims: To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and…
Descriptors: Foreign Countries, Elementary School Students, Socioeconomic Background, At Risk Students
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Skipper, Yvonne; Douglas, Karen – British Journal of Educational Psychology, 2012
Background: According to Dweck and colleagues, praise can be delivered using person ("you are clever") or process terms ("you worked hard"). Research suggests that giving people process praise after success can help them deal better with subsequent failures because it attributes outcomes to effort rather than fixed ability.…
Descriptors: Feedback (Response), Control Groups, Student Attitudes, Positive Reinforcement
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Flouri, Eirini; Hawkes, Denise – British Journal of Educational Psychology, 2008
Background: Mothers' expectations for their children's educational attainment are related to children's educational and occupational attainment. Studies have yet to establish, however, the long-term links between maternal expectations and offspring earnings, which are not always related to occupational attainment especially in women, or between…
Descriptors: Mothers, Daughters, Parent Child Relationship, Expectation
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Samuelstuen, Marit S.; Braten, Ivar – British Journal of Educational Psychology, 2007
Background: Self-report inventories trying to measure strategic processing at a global level have been much used in both basic and applied research. However, the validity of global strategy scores is open to question because such inventories assess strategy perceptions outside the context of specific task performance. Aims: The primary aim was to…
Descriptors: Junior High Schools, Validity, Construct Validity, Reading Comprehension
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Standage, Martyn; Treasure, Darren C.; Hooper, Katherine; Kuczka, Kendy – British Journal of Educational Psychology, 2007
Background: Self-handicapping is an attribution-related process whereby individuals create performance impediments/excuses to protect self-worth in socially evaluative environments. Thus, the prevailing motivational climate would appear to be an important factor when attempting to understand the situational self-handicapping process within school…
Descriptors: Individual Differences, Secondary School Students, Physical Education, Academic Achievement
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Little, A. W. – British Journal of Educational Psychology, 1985
Examines explanations used by children (ages five-14) to explain academic success and failure; frequency of their use; and developmental variations in types of explanations used. It was found that patterns of attribution categories vary by age, and that the attribution process involves a complex interaction of subjective and objective reality.…
Descriptors: Academic Achievement, Academic Failure, Age Differences, Attribution Theory
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Beveridge, Michael – British Journal of Educational Psychology, 1985
This investigation of the development of young children's concept of evaporation examines their intuitive explanations of real world events involving evaporation. A study of the effects of providing evidence contradicting their explanations and of directing their attention to relevant situational features provides insight into the development of…
Descriptors: Child Development, Cognitive Development, Elementary Education, Foreign Countries
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Fox, Cynthia; Poppleton, Pam – British Journal of Educational Psychology, 1983
Argyle and Kendon's model of social skills provided the framework for examining the relationship between verbal and nonverbal aspects of the performance of 77 female student teachers at a British physical education college. (Author/RM)
Descriptors: Classroom Communication, Classroom Observation Techniques, Comparative Education, Educational Research
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Cox, T. – British Journal of Educational Psychology, 1983
Over a 4-year period, compared scholastic attainment of children from disadvantaged homes with that of children from working class homes. Results supported the hypothesis that scholastic learning in culturally disadvantaged children shows a cumulative deficit over a time, although not all differences between the groups were statistically…
Descriptors: Academic Achievement, Achievement Tests, Cultural Influences, Disadvantaged
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Casey, Wendy; And Others – British Journal of Educational Psychology, 1988
Describes British study that monitored and evaluated the cognitive development and academic attainments of Down's Syndrome children ages 3-10 over a two-year period. Comparisons with mainstream schools and special schools are made in the areas of children's expressive language, comprehension, numeracy, verbal fluency, drawing ability, and reading.…
Descriptors: Academic Achievement, Cognitive Development, Comparative Analysis, Downs Syndrome
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Entwistle, N. J.; Kozeki, B. – British Journal of Educational Psychology, 1985
Reports empirical relationships between various facets of school motivation and sub-scales of the Approaches to Studying Inventory used with British and Hungarian secondary school pupils. The inventory factor structure proved stable across nationality and sex, providing a profile of scores which indicated different motives and ways of tackling…
Descriptors: Academic Achievement, Adolescents, Correlation, Cross Cultural Studies
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Ramsden, P.; Entwistle, N. J. – British Journal of Educational Psychology, 1981
Two thousand students from 66 academic departments in six contrasting disciplines from British colleges completed an "approaches to studying" inventory and a course perceptions questionnaire. The implications of these findings are discussed in relation to ways in which the organization of teaching and courses may affect students'…
Descriptors: Cognitive Style, Comparative Analysis, Course Evaluation, Departments
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Gray, J.; Satterly, D. – British Journal of Educational Psychology, 1981
Prompted by recent reanalysis of data from "Teaching Styles and Pupil Progress" (Bennett, 1976), the authors consider whether there is an overall trend in British evidence favoring formal or informal teaching styles and whether this dichotomy is important to future studies of teacher effectiveness. (Author/SJL)
Descriptors: Academic Achievement, Elementary Education, Methods Research, Statistical Analysis
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Hacker, R. G.; And Others – British Journal of Educational Psychology, 1979
A British observational study of science classroom interactions was replicated in Atlantic Canada with 33 teacher-class units. Comparison of results revealed a less practical approach to science teaching in the Canadian classrooms, with greater emphasis on the informational aspects of science and convergent, problem-solving activities. (Editor/SJL)
Descriptors: Classroom Observation Techniques, Comparative Education, Cross Cultural Studies, Interaction Process Analysis
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Fogelman, K. – British Journal of Educational Psychology, 1978
Data from the National Child Development Study are used to examine the relationship between school attendance, at the ages of 7 and 15, and reading and mathematics test scores and school behavior at age 16. Also examines the relationship between attendance and school adjustment as well as assessing the relative importance of poor attendance early…
Descriptors: Academic Achievement, Attendance, Educational Psychology, Educational Research
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