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Symes, Wendy; Putwain, David W. – British Journal of Educational Psychology, 2016
Background: Prior to high-stakes examinations, teachers may use value-promoting messages (VPMs) to communicate to students the value and importance of their forthcoming examinations in the hope that they will adopt adaptive learning and study behaviours. These messages can focus on achieving success (gain-framed) or avoiding failure (loss-framed).…
Descriptors: Secondary School Students, Student Characteristics, Test Preparation, Adaptive Testing
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Putwain, David W.; Daly, Anthony L.; Chamberlain, Suzanne; Sadreddini, Shireen – British Journal of Educational Psychology, 2015
Background: Prior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy. Furthermore, it is not known whether academic buoyancy is related to performance on high-stakes examinations. Aims: To test a model specifying reciprocal…
Descriptors: High Stakes Tests, Secondary School Students, Test Anxiety, Scores
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Waters, Stacey; Cross, Donna; Shaw, Therese – British Journal of Educational Psychology, 2010
Background: Connectedness to school is a significant predictor of adolescent health and academic outcomes. While individual predictors of connectedness have been well-described, little is known about school-level factors which may influence connectedness. A school's ecology, or its structural, functional, and built aspects, coupled with…
Descriptors: Emotional Problems, Academic Achievement, Grade 9, Grade 8
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Meyer, Luanna H.; McClure, John; Walkey, Frank; Weir, Kirsty F.; McKenzie, Lynanne – British Journal of Educational Psychology, 2009
Background: Individual student characteristics such as competence motivation, achievement values, and goal orientations have been related in meaningful ways to task attainment. The standards-based National Certificate of Educational Achievement (NCEA) was developed in New Zealand with the intention of strengthening connections between student…
Descriptors: Student Attitudes, Low Achievement, High Achievement, Academic Achievement
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Josephs, A. P.; Smithers, A. G. – British Journal of Educational Psychology, 1975
This paper attempts to examine the characteristics of sixth-form sylbs and sylfs and to compare them with those of sylbs and sylfs found in other populations, emphasis being given to those personality traits that might be worthy of further attention in the current reappraisal of the sixth-form. (Author)
Descriptors: Diagrams, Educational Psychology, Individual Characteristics, Personality Traits
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Michell, Lynn; Lambourne, R. D. – British Journal of Educational Psychology, 1979
An experiment was designed to find out whether there were any quantitative and qualitative differences in the spoken discourse of 'high' and 'low' ability 16-year-old pupils in discussions of problems arising from textual material. Cognitive, linguistic and quantitative analyses of the discourse were carried out. (Editor)
Descriptors: Abstract Reasoning, Academic Ability, Discourse Analysis, Discussion Groups
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Dutch, R. D.; McCall, J. – British Journal of Educational Psychology, 1974
The attainments, attitudes, personality characteristics and friendship relations of three successive year groups of children (n254, 252 and 234) were assessed towards the end of their first term in secondary school. (Editor/RK)
Descriptors: Educational Psychology, Individual Differences, Research Methodology, Sampling
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Bamber, J.H.; And Others – British Journal of Educational Psychology, 1983
Among Northern Irish secondary school students, science specialists performed better on tests of cognition and of knowledge in the arts and sciences, showed greater interest in theoretical and economic values, and had lower neuroticism and higher psychoticism scores than arts specialists. Arts specialists endorsed more aesthetic, social, and…
Descriptors: Cognitive Ability, Comparative Analysis, Foreign Countries, Humanities