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Harmsen, Ruth; Helms-Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas – British Journal of Educational Psychology, 2019
Background: Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time. Aims: This study aims to investigate the growth of stress causes and stress responses…
Descriptors: Stress Variables, Beginning Teacher Induction, Longitudinal Studies, Beginning Teachers
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Fryer, Luke K.; Vermunt, Jan D. – British Journal of Educational Psychology, 2018
Background: Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to…
Descriptors: Learning Strategies, Longitudinal Studies, Foreign Countries, Student Surveys
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Sorariutta, Anne; Silvén, Maarit – British Journal of Educational Psychology, 2018
Background: Only a handful of longitudinal studies have explored the effects of both parents in early parenthood on children's cognitive development, and no study has controlled for simultaneous early childhood education and care (ECEC) experiences. Aims: To examine the similarity of each parent's cognitive guidance and contribution to children's…
Descriptors: Longitudinal Studies, Parent Influence, Parents, Cognitive Development
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Hughes, Claire; White, Naomi; Foley, Sarah; Devine, Rory T. – British Journal of Educational Psychology, 2018
Background: Traditional measures of school readiness are labour-intensive and do not assess family support. Aims: The current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers' ratings of young children's school…
Descriptors: Family Involvement, School Readiness, Longitudinal Studies, Questionnaires
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Hebron, Judith S. – British Journal of Educational Psychology, 2018
Background: Young people with autism spectrum conditions (ASC) face many educational challenges, particularly in terms of academic achievement, social inclusion, and mental health. School connectedness is linked to many positive outcomes and may be of particular salience at the primary-secondary school transition, when young people with ASC are…
Descriptors: Autism, Pervasive Developmental Disorders, Student School Relationship, Comparative Analysis
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Liu, Yingyi – British Journal of Educational Psychology, 2018
Background: Prior studies on fraction magnitude understanding focused mainly on students with relatively sufficient formal instruction on fractions whose fraction magnitude understanding is relatively mature. Aim: This study fills a research gap by investigating fraction magnitude understanding in the early stages of fraction instruction. It…
Descriptors: Fractions, Mathematics Achievement, Grade 4, Mathematics Instruction
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Becker, Michael; McElvany, Nele – British Journal of Educational Psychology, 2018
Background: Researchers often report and discuss gender differences. However, recent research has drawn attention to interaction effects between gender and other social categories. Aims: This study analysed the development of disparities in students' reading-related self-concept, intrinsic motivation, and behaviour, as they relate to differences…
Descriptors: Longitudinal Studies, Gender Differences, Teacher Attitudes, Parent Attitudes
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Weidinger, Anne F.; Steinmayr, Ricarda; Spinath, Birgit – British Journal of Educational Psychology, 2017
Background: It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this…
Descriptors: Student Motivation, Elementary School Students, Longitudinal Studies, Correlation
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Smart, Diana; Youssef, George J.; Sanson, Ann; Prior, Margot; Toumbourou, John W.; Olsson, Craig A. – British Journal of Educational Psychology, 2017
Background: Reading difficulties (RDs) and behaviour problems (BPs) are two common childhood problems that have a high degree of stability and often negatively affect well-being in both the short and longer terms. Aims: The study aimed to shed light on the unique and joint consequences of these two childhood problems for educational and…
Descriptors: Reading Difficulties, Behavior Problems, Well Being, Longitudinal Studies
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Putwain, David W.; Symes, Wendy; Wilkinson, Hannah M. – British Journal of Educational Psychology, 2017
Background: Fear appeals are persuasive messages that draw attention to the negative consequences (e.g., academic failure) that follow a particular course of action (e.g., not engaging in lessons) and how negative consequences can be avoided with an alternate course of action. Previous studies have shown that when fear appeals are appraised as…
Descriptors: Persuasive Discourse, Fear, Mathematics Tests, Secondary School Students
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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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Justicia-Galiano, M. José; Martín-Puga, M. Eva; Linares, Rocío; Pelegrina, Santiago – British Journal of Educational Psychology, 2017
Background: Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. Aims: This study aimed to investigate the role of two possible…
Descriptors: Mathematics Anxiety, Self Concept, Correlation, Short Term Memory
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Corcoran, Roisin P.; O'Flaherty, Joanne – British Journal of Educational Psychology, 2017
Background: Given that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting their primary objective. Prior academic performance informs predominantly the selection and retention of teacher candidates.…
Descriptors: Longitudinal Studies, Teacher Education, Preservice Teachers, Correlation
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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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Toll, Sylke W. M.; Kroesbergen, Evelyn H.; Van Luit, Johannes E. H. – British Journal of Educational Psychology, 2016
Background: Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis. Aims: The aim of this study was to test the DD…
Descriptors: Young Children, Kindergarten, Grade 1, Short Term Memory
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