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Showing 1 to 15 of 37 results Save | Export
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Parr, Alyssa; Amemiya, Jamie; Wang, Ming-Te – Educational Psychology, 2019
Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students' emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and…
Descriptors: Academic Achievement, Mathematics Instruction, Psychological Patterns, Middle School Mathematics
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Liu, Ying; Sang, Biao; Liu, Junsheng; Gong, Shaoying; Ding, Xuechen – Educational Psychology, 2019
The goal of this study was to evaluate a complex multiple mediation model linking parental support, homework self-efficacy, emotion regulation strategies (i.e. cognitive reappraisal and expressive suppression), and homework emotions among Chinese children. Participants were 832 fourth and fifth grade students attending public primary schools in…
Descriptors: Homework, Parent Participation, Psychological Patterns, Self Efficacy
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Schwab, Susanne – Educational Psychology, 2019
This study aims to show the importance of explicitly identifying student-specific teachers' self-efficacy. Data from 43 regular teachers who rated their self-efficacy towards 611 fourth-grade students from inclusive classes in Austria were analyzed. In addition, 15 regular teachers and 15 special needs teachers rated their student-specific…
Descriptors: Self Efficacy, Grade 4, Inclusion, Special Education Teachers
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Lohbeck, Annette – Educational Psychology, 2019
By focusing on the domains of math and German, the present study with 200 elementary school children investigated the specific relationships of self-reported grades with academic self-concepts and self-perceptions of effort within the competence-affective separation of academic self-concepts. In addition, possible mediator effects of academic…
Descriptors: Foreign Countries, Elementary School Students, Grades (Scholastic), Self Concept
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Du, Xuejiao; Zhang, Qi – Educational Psychology, 2019
Previous research has verified the benefits obtained when learners trace out worked examples with the index finger. Our study conducted two experiments to explore the reasons for this phenomenon and its generalizability. Experiment 1 compared the learning effects among tracing, non-tracing, and cueing methods. The cueing method was included to…
Descriptors: Geometry, Mathematics Instruction, Cues, Teaching Methods
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Zhao, Weiguo; Song, Yining; Zhao, Qi; Zhang, Ruixue – Educational Psychology, 2019
The subjects of this research were 776 pupils from grade three to grade six in Shandong Province, China. This study examined the influence of teacher support on students' reading engagement, and the mediating variables between those two factors, as measured by the perception of teachers' support scale, reading engagement scale, reading interest…
Descriptors: Foreign Countries, Grade 3, Grade 4, Grade 5
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Thomas, Kendra J.; Moreira de Cunha, Josafá; Americo de Souza, Denise; Santo, Jonathan – Educational Psychology, 2019
Recent research has established the importance of children and adolescents developing a growth mindset for future success and motivation. This research tests believes about fairness, adult trust, and school climate that are theoretically foundational for establishing a cognitive connection between effort and outcome. Regressions and MANOVAS were…
Descriptors: Ethics, Trust (Psychology), Educational Environment, Justice
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Otto, Barbara; Karbach, Julia – Educational Psychology, 2019
The aim of the current study was to investigate the impact of private tutoring on parental involvement and the parent-child relationship. Seventy-six students voluntarily participated in the longitudinal study (38 students newly signed up for private tutoring and a matched control group). Data were collected with a student questionnaire that was…
Descriptors: Tutoring, Tutors, Private Education, Student Attitudes
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Colmar, Susan; Liem, Gregory Arief D.; Connor, Julie; Martin, Andrew J. – Educational Psychology, 2019
Academic buoyancy is a construct relevant to the schooling lives of students, defining how they overcome or 'bounce back' from everyday academic adversity. The present study was correlational in design and examined academic buoyancy in 191 upper primary-aged students, focusing on its association with reading and mathematics performance, and the…
Descriptors: Correlation, Self Concept, Academic Achievement, Mathematics Instruction
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Wu, Huey-Min – Educational Psychology, 2019
Based on a cognitive diagnostic model, an online individualised tutor program was developed in this study. An experiment was conducted in practical educational settings exploring the effectiveness of the online individualised tutor remedial program based on the diagnostic reports of the cognitive diagnostic model. The methodology of this study was…
Descriptors: Mathematics Instruction, Intelligent Tutoring Systems, Instructional Effectiveness, Teaching Methods
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Shih, Shu-Chuan; Kuo, Bor-Chen; Lee, Shu-Juan – Educational Psychology, 2019
This study established an online game-based assessment to explore third and fourth graders' performance of computational estimation in addition and subtraction. Students' computational estimation strategies could be automatically recorded and classified in this assessment, and the Higher-Order DINA model was used as a measurement model in order to…
Descriptors: Grade 3, Grade 4, Elementary School Students, Computation
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Marengo, Davide; Jungert, Tomas; Iotti, Nathalie O.; Settanni, Michele; Thornberg, Robert; Longobardi, Claudio – Educational Psychology, 2018
This study investigated the links between students' behavioral problems, student--teacher conflict, and students' involvement in bully, victim, and bully/victim roles in adolescence. The role of student-teacher conflict as moderator of the association between students' behavioral problems and their involvement in each bullying role was examined.…
Descriptors: Conflict, Teacher Student Relationship, Emotional Disturbances, Behavior Disorders
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Madjar, Nir; Chohat, Ronny – Educational Psychology, 2017
The current study aimed to explore the concept of transition self-efficacy, which is defined as individuals' subjective evaluation of their ability to execute the actions required for a successful transition from elementary to middle school. The study followed a sample of 128 sixth-grade students for 2 consecutive years (before and after the…
Descriptors: Middle School Students, Academic Achievement, Academic Ability, Self Concept
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Petersen, Jennifer Lee; Hyde, Janet Shibley – Educational Psychology, 2017
Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…
Descriptors: Secondary School Mathematics, Mathematics Skills, Middle Schools, Middle School Students
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van der Ven, Sanne H. G.; Klaiber, Jonathan D.; van der Maas, Han L. J. – Educational Psychology, 2017
Writing down spoken number words (transcoding) is an ability that is predictive of math performance and related to working memory ability. We analysed these relationships in a large sample of over 25,000 children, from kindergarten to the end of primary school, who solved transcoding items with a computer adaptive system. Furthermore, we…
Descriptors: Short Term Memory, Foreign Countries, Mathematics, Mathematics Instruction
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