NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Location
Hong Kong1
Laws, Policies, & Programs
Assessments and Surveys
Early Childhood Longitudinal…2
What Works Clearinghouse Rating
Showing all 7 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Marshik, Tesia; Ashton, Patricia T.; Algina, James – Social Psychology of Education: An International Journal, 2017
Self-determination theory and research suggest that students are more motivated and have higher achievement when teachers support their psychological needs for autonomy, competence, and relatedness. However, teachers might have difficulty supporting their students' psychological needs if their own psychological needs are not met, which might…
Descriptors: Self Determination, Student Motivation, Academic Achievement, Psychological Needs
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Hyun Sik – Social Psychology of Education: An International Journal, 2015
Drawing on data from the Early Childhood Longitudinal Study-Kindergarten Class 1998-1999 of the United States, this article evaluates teacher expectancy effects on achievement growth in kindergarten. We attempt to disentangle teacher expectancy effects from omitted variable bias or predictive validity by exploiting counterfactual predictions in…
Descriptors: Kindergarten, Predictive Validity, Reading Tests, Scores
Peer reviewed Peer reviewed
Direct linkDirect link
Earnshaw, Valerie A.; Rosenthal, Lisa; Carroll-Scott, Amy; Peters, Susan M.; McCaslin, Catherine; Ickovics, Jeannette R. – Social Psychology of Education: An International Journal, 2014
Experiencing bullying as a victim is associated with negative health and health behavior outcomes, including substance use, among adolescents. However, understandings of protective factors--factors that enhance adolescents' resilience to the negative consequences of bullying--remain limited. The current study investigates whether teacher…
Descriptors: Smoking, Bullying, Race, Correlation
Peer reviewed Peer reviewed
Direct linkDirect link
Upadyaya, Katja; Viljaranta, Jaana; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Nurmi, Jari-Erik – Social Psychology of Education: An International Journal, 2012
The present study investigated mathematics performance and related interest value as the antecedents and consequences of teachers' causal attributions concerning children's academic outcomes during their kindergarten year. Sixty-nine children (5-6 years old at the baseline) and their teachers were examined twice during the kindergarten year.…
Descriptors: Attribution Theory, Student Motivation, Kindergarten, Correlation
Peer reviewed Peer reviewed
Direct linkDirect link
Catsambis, Sophia; Buttaro, Anthony, Jr. – Social Psychology of Education: An International Journal, 2012
We revisit Harry L. Gracey's perspective of kindergarten as academic boot camp where, at school entry, children acquire the student role through a structured program of activities. We provide further insights into the crucial mechanisms of socialization that occur in U.S. kindergartens by examining the relationship between within-class ability…
Descriptors: Ability Grouping, Self Control, Kindergarten, Student Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Cheuk, Wai Hing; Wong, Kwok Sai; Rosen, Sidney – Social Psychology of Education: An International Journal, 2011
The primary objective of this study was to examine, based on a model of spurned helpers' reactions: (a) the degrees to which kindergarten teachers in Hong Kong, China, experienced recurrent rejections of their offers of help (being spurned) by peer teachers; (b) whether being spurned by peers would induce depersonalization; (c) the ways teachers…
Descriptors: Coping, Foreign Countries, Kindergarten, Rejection (Psychology)
Peer reviewed Peer reviewed
Direct linkDirect link
Koch, Pamela Ray; Steelman, Lala Carr; Mulkey, Lynn; Catsambis, Sophia – Social Psychology of Education: An International Journal, 2008
We review the debate over behavior, gender and classroom placement in ability groups for kindergartners. Using vignettes we vary children's gender in three ways; male, female, or unspecified gender and also describe them as behaving well, average, or misbehaving. Our aim is to probe how much gender and behavior matter with respect to mock reading…
Descriptors: Ability Grouping, Gender Differences, Social Behavior, Antisocial Behavior