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Crosswaite, Madeline; Asbury, Kathryn – British Journal of Educational Psychology, 2019
Background: Despite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits, few studies have explored teachers' beliefs about, or knowledge of, developments in behavioural genetics related to education. Aims: This study aimed to describe the beliefs and knowledge of UK…
Descriptors: Teacher Attitudes, Genetics, Environmental Influences, Teaching Experience
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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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Braun, Henry – British Journal of Educational Psychology, 2019
Background: There is unrealized potential in higher education for greater use of performance assessment, particularly in support of teaching and learning: Well-designed performance tasks can elicit evidence regarding what students know and can do with respect to complex learning objectives. At the same time, there is some pressure, at least in the…
Descriptors: Performance Based Assessment, Higher Education, Test Format, Standardized Tests
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Mancini, Vincent O.; Rigoli, Daniela; Roberts, Lynne D.; Heritage, Brody; Piek, Jan P. – British Journal of Educational Psychology, 2018
Background: The elaborated environmental stress hypothesis (EESH) provides a framework that describes how motor skills may indirectly cause internalizing problems through various mediating psychosocial factors. While there is evidence to support this framework, little is known about how the proposed relationships may vary across different stages…
Descriptors: Correlation, Peer Relationship, Self Efficacy, Behavior Problems
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Kim, Lisa E.; MacCann, Carolyn – British Journal of Educational Psychology, 2018
Background: Instructors are under pressure to produce excellent outcomes in students. Although the contribution of "student" personality on student outcomes is well established, the contribution of "instructor" personality to student outcomes is largely unknown. Aim: This study examined the influence of instructor personality…
Descriptors: College Faculty, Academic Achievement, Outcomes of Education, Personality Traits
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Fraser, Diana M. – British Journal of Educational Psychology, 2018
Background: A growth mindset is a significant factor in the motivation and achievement of learners. Previous research has shown one-off interventions do encourage growth mindset thinking but only improvements are only short-lived. A sustainable and embedded approach may therefore be the only way to engender long-term changes to an individual's…
Descriptors: Elementary School Students, Teacher Attitudes, Student Attitudes, Foreign Countries
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Hughes, Claire; Foley, Sarah; White, Naomi; Devine, Rory T. – British Journal of Educational Psychology, 2018
Background: There is an urgent need to accelerate the detection of special educational needs and disabilities (SEND). A recent brief questionnaire designed for teachers and nursery staff, the Brief Early Skills and Support Index (BESSI), shows promising psychometric properties (Hughes, Daly, Foley, White, & Devine, 2015. "British Journal…
Descriptors: School Readiness, Special Needs Students, Psychometrics, Screening Tests
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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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Oldfield, Jeremy; Humphrey, Neil; Hebron, Judith – British Journal of Educational Psychology, 2017
Background: Students with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers. Aim: The aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND. Sample: The study sample comprised…
Descriptors: Disabilities, Special Needs Students, Behavior Problems, At Risk Students
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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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Georgiou, George K.; Hirvonen, Riikka; Manolitsis, George; Nurmi, Jari-Erik – British Journal of Educational Psychology, 2017
Background: Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. Aim: The purpose of this longitudinal study was to examine the…
Descriptors: Literacy, Teacher Attitudes, Parent Attitudes, Spelling
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Axt, Jordan R. – British Journal of Educational Psychology, 2017
Background: Previous work indicates widespread preference for White over Black people in attitudes and behaviour. However, there are instances where Black people receive preferential treatment over White people. Aims: This study aimed to investigate whether a sample of education professionals would favour Black or White applicants to an academic…
Descriptors: Preferences, Racial Attitudes, Racial Bias, Whites
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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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Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke – British Journal of Educational Psychology, 2015
Background: The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. Aims: This study investigated, for Dutch language classes, (1) how boys and…
Descriptors: Gender Differences, Learner Engagement, Indo European Languages, Student Behavior
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Hughes, Kathleen; Bullock, Amanda; Coplan, Robert J. – British Journal of Educational Psychology, 2014
Background: Previously, the nature of teacher-child relationships (TCRs) has been explored through dimensions of close, conflicted, and dependent. However, this "variable-centred" approach is limited, as many relationships can be characterized by more than one characteristic or trait. A "person-centred" approach would allow for…
Descriptors: Teacher Student Relationship, Kindergarten, Preschool Teachers, Young Children
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