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Lodewyk, Ken R. – Educational Psychology, 2018
Trait personality has been associated with achievement and many of its related outcomes in settings such as education, health, physical activity and sport. Scant trait personality research has been performed among school-age students in physical education, so this study investigates relations between the six-dimension (HEXACO) model of trait…
Descriptors: Personality Traits, Anxiety, Self Efficacy, Correlation
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Martin, Andrew J.; Yu, Kai; Ginns, Paul; Papworth, Brad – Educational Psychology, 2017
We investigated academic buoyancy (a response to challenge) and adaptability (a response to change) among a sample of 12-16-year-olds in China (N = 3617) compared with same-aged youth from North America (N = 989) and the United Kingdom (UK; N = 1182). We found that Chinese students reported higher mean levels of buoyancy and adaptability. We also…
Descriptors: Cross Cultural Studies, Foreign Countries, Student Attitudes, Correlation
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Martin, Andrew J.; Elliot, Andrew J. – Educational Psychology, 2016
This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students' academic motivation and…
Descriptors: Role, Achievement Need, Academic Achievement, Student Motivation
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Collie, Rebecca J.; Martin, Andrew J.; Curwood, Jen Scott – Educational Psychology, 2016
Given recent concerns around boys' literacy, this study examined multidimensional writing motivation and engagement among boys. We explored internal and external validity of 11 adaptive (e.g. self-efficacy for writing) and maladaptive (e.g. disengagement from writing) factors of writing motivation and engagement. The sample comprised 781 male…
Descriptors: Males, High School Students, Student Motivation, Learner Engagement
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Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing – Educational Psychology, 2014
Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…
Descriptors: Self Concept, Student Motivation, Goal Orientation, High School Students
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Lee, Jeesoo; Bong, Mimi; Kim, Sung-il – Educational Psychology, 2014
We tested the interaction between task value and self-efficacy on defensive pessimism, academic cheating, procrastination and self-handicapping among 574 Korean 11th graders in the context of English as a foreign language. We hypothesised that perceiving high value in tasks or domains for which self-efficacy was low would pose a threat to…
Descriptors: Learning Strategies, Foreign Countries, Self Efficacy, Task Analysis
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Shiah, Yung-Jong; Huang, Ying; Chang, Frances; Chang, Chuan-Feng; Yeh, Lun-Chang – Educational Psychology, 2013
In the present study, we examined in Chinese society the association of school-based extracurricular activities (SBEAs) in both high school and college with students' career development skills in college, as well as with various personality characteristics and self-concept. Each of 281 college students administered the Lai Personality Inventory,…
Descriptors: Extracurricular Activities, Career Development, Foreign Countries, Personality Traits
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Yip, Michael C. W. – Educational Psychology, 2013
The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory--LASSI, to probe into the…
Descriptors: Learning Strategies, Foreign Countries, Academic Achievement, Study Habits
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Brown, Gavin T. L. – Educational Psychology, 2011
How students understand, feel about and respond to assessment might contribute significantly to learning behaviour and academic achievement. This paper reviews studies that have used a relatively new self-reported survey questionnaire ("Students' Conceptions of Assessment"--SCoA) about student perceptions and understandings of…
Descriptors: Structural Equation Models, Self Efficacy, Learning Strategies, Program Effectiveness
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Chen, Chen; Zhang, Li-Fang – Educational Psychology, 2011
Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 x 2 achievement goal framework among 775 Chinese adolescent students.…
Descriptors: Personality Traits, Achievement Need, Student Motivation, Personality
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Skidmore, Michael; Dede, Yemi U.; Moneta, Giovanni B. – Educational Psychology, 2009
This study investigated the relationships between role models, approaches to studying, and self-efficacy in students attending a high school specialising in educating those with emotional and behavioural difficulties (EBD, n = 30) and students attending a mainstream high school (n = 41) in the UK. Types and quantity of role models held by students…
Descriptors: Role Models, Self Efficacy, Interviews, Study Skills
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Hailikari, Telle; Nevgi, Anne; Komulainen, Erkki – Educational Psychology, 2008
The aim of this study was to explore the relationships between prior knowledge, academic self-beliefs, and previous study success in predicting the achievement of 139 students on a university mathematics course. Structural equation modelling was used to explore the interplay of these variables in predicting student achievement. The results…
Descriptors: Mathematics Achievement, Academic Achievement, Prior Learning, College Students