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British Journal of Educational Psychology

Brody Heritage, Vincent Mancini, Daniela Rigoli, Jan Piek
BACKGROUND: The self-concept of children has an impact on later behavioural development and psychopathology; therefore, evidence of the accurate measurement of self-concept is important. Harter and Pike's (1984, Child Development, 55, 1969) commonly used measure of self-concept, the Pictorial Scale of Perceived Competence and Social Acceptance for Children, has demonstrated varying evidence of its construct validity and reliability, particularly with preschool- or kindergarten-aged participants...
February 11, 2019: British Journal of Educational Psychology
Alison M Bacon, Chloe McDaid, Natasha Williams, Philip J Corr
BACKGROUND: Academic dishonesty (AD) is an increasing challenge for universities worldwide. The rise of the Internet has further increased opportunities for students to cheat. AIMS: In this study, we investigate the role of personality traits defined within Reinforcement Sensitivity Theory (RST) as potential determinants of AD. RST defines behaviour as resulting from approach (Reward Interest/reactivity, goal-drive, and Impulsivity) and avoidance (behavioural inhibition and Fight-Flight-Freeze) motivations...
February 11, 2019: British Journal of Educational Psychology
Yvonne Skipper, Karen M Douglas
BACKGROUND: Previous research has explored the impact of different types of praise and criticism on how children experience success and failure. However, less is known about how teachers choose to deliver feedback and specifically whether they deliver person (ability) or process (effort) feedback. AIM: The aim of the current study was to use vignettes to explore how teachers would deliver feedback following success and failure. SAMPLE: The sample consisted of Chinese Primary school English teachers (N = 169)...
February 8, 2019: British Journal of Educational Psychology
Aidan Clerkin
BACKGROUND: Transition Year (TY) is a quasi-gap year offered midway through post-primary education in Ireland. TY is intended to provide a low-stakes environment to promote maturity and social skills, and to prepare students for adult life. Previous interview-based research has found that TY is seen as a positive experience by many students and teachers. However, no study has sought to quantify the extent to which TY participation may be associated with socioemotional development. AIMS: To gather baseline data before TY and then examine differences in socioemotional outcomes over a 2-year period (three waves of data collection) between students who went on to take part in TY and those who did not...
February 3, 2019: British Journal of Educational Psychology
Richard A Burns, Dimity A Crisp, Robert B Burns
BACKGROUND: The cross-lagged panel (regression) model (CLPM) is the usual framework of choice to test the longitudinal reciprocal effects between self-concept and achievement. Criticisms of the CLPM are that causal paths are over-estimated as they fail to discriminate between- and within-person variation. The random-intercept cross-lagged panel model (RI-CLPM) is one alternative that extends the CLPM by partialling out between-person variance. AIMS: We compare analyses from a CLPM and a RI-CLPM which examine the reciprocal relationships between self-concept, self-efficacy, and achievement and determine the extent CLPM estimates are inflated by between-person variance...
January 17, 2019: British Journal of Educational Psychology
David W Putwain, Kristina Loderer, Diahann Gallard, Joanna Beaumont
BACKGROUND: Previous studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct. AIM: The aim of the present study was to test a bidirectional model of school-related subjective well-being and adaptability, and how they relate to achievement and behavioural conduct...
January 17, 2019: British Journal of Educational Psychology
Patricia A Alexander
BACKGROUND: The term individual differences refers to the physical, behavioral, cognitive, social, and emotional attributes that make each human unique. Late adolescence to young adulthood represents a time of significant neurobiological and cognitive transformations that contribute further to human variability. Those transformations include an increase in the white matter of the brain accompanied by an increased capacity for higher-order thinking, reasoning, decision-making, and selfcontrol...
January 11, 2019: British Journal of Educational Psychology
Lars Clemmensen, Jens Richardt Møllegaard Jepsen, Jim van Os, Els M A Blijd-Hoogewys, Martin K Rimvall, Else Marie Olsen, Charlotte U Rask, Agna A Bartels-Velthuis, Anne Mette Skovgaard, Pia Jeppesen
BACKGROUND: Bullying and poor theory of mind (ToM) are both considered to negatively impact academic performance. However, it is unclear if they have separate effects. AIM: The aim of the current study was to examine the potentially separate associations of bullying and ToM with academic performance. SAMPLE: A general population sample of 1,170 children aged 11-12 years. METHODS: Information on bullying, type of involvement (none, victim (only), bully (only), victim-bully (both)), ToM, and estimated intelligence was obtained at face-to-face assessments...
December 27, 2018: British Journal of Educational Psychology
Cynthia Pinto, Ed Baines, Ioanna Bakopoulou
BACKGROUND AND AIMS: Children with special educational needs (SEN) are generally less accepted by peers in school and have fewer friendships than those without SEN. However, little research has examined peer relations across multiple dimensions, relative to severity of need and in relation to classroom experiences and individual behavioural characteristics. This unique study aimed to extend understanding of the peer relations of pupils with differing levels of SEN support relative to children of differing attainment levels without a formally recognized SEN and in relation to levels of social contact in class and teacher ratings of behaviour...
December 23, 2018: British Journal of Educational Psychology
Emma Ashworth, Neil Humphrey
BACKGROUND: Risk factors for poor school functioning rarely occur in isolation, but instead are likely to cluster together. As they accumulate, cumulative risk theory (CRT) predicts that the likelihood of negative outcomes increases, often disproportionately. AIMS: We build upon and extend previous research by (i) examining two critical aspects of school functioning (reading attainment and behavioural difficulties); (ii) utilizing a large number of candidate risk factors across multiple ecological domains; (iii) testing the two core assumptions of CRT; and (iv) formally examining the functional form of the risk-outcome relationships...
December 17, 2018: British Journal of Educational Psychology
Maria Grazia Tosto, Gabrielle Garon-Carrier, Susan Gross, Stephen A Petrill, Sergey Malykh, Karim Malki, Sara A Hart, Lee Thompson, Rezhaw L Karadaghi, Nikita Yakovlev, Tatiana Tikhomirova, John E Opfer, Michèle M M Mazzocco, Ginette Dionne, Mara Brendgen, Frank Vitaro, Richard E Tremblay, Michel Boivin, Yulia Kovas
BACKGROUND: The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. AIMS: This large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of genes and environments on: (1) individual variation in number line estimation and (2) the covariation of number line estimation with mathematics...
December 11, 2018: British Journal of Educational Psychology
Ilke Grosemans, Liesje Coertjens, Eva Kyndt
BACKGROUND: Work-related learning is particularly important at the start of graduates' careers. Preparing students for work-related learning is a chief aim of higher education, demonstrating its relevance when investigating the transition to work. AIM: This study aimed to investigate the role of personal factors for work-related learning during the transition from higher education to work. This study took a longitudinal and person-centred approach by examining differences in work-related learning between different motivational profiles based on the conjoint development of self-efficacy and achievement goals...
December 1, 2018: British Journal of Educational Psychology
Franziska Baier, Anna-Theresia Decker, Thamar Voss, Thilo Kleickmann, Uta Klusmann, Mareike Kunter
BACKGROUND: Teachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality) or profession-specific (professional knowledge, beliefs, and motivation for teaching) teacher characteristics as predictors of instructional quality but their relative importance has not yet been tested...
November 11, 2018: British Journal of Educational Psychology
A Katrin Arens, Christoph Niepel
BACKGROUND: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. AIMS: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and perceived teacher acceptance...
October 30, 2018: British Journal of Educational Psychology
Arianna Mori, Ada Cigala
BACKGROUND: Perspective taking, defined as the aptitude to understand the cognitive, affective, and visual point of view of others, represents a fundamental social ability for the development of socio-cognitive and affective skills. AIMS: The aim of the present study was to evaluate the possibility of promoting perspective taking in typically developmental preschoolers using an evidence-based training procedure. SAMPLE AND METHOD: The research used a pre-test/post-test quasi-experimental design in which 206 typically developmental preschoolers (104 males and 102 females) were categorized into the experimental or the control group...
October 30, 2018: British Journal of Educational Psychology
Mark V Brow
BACKGROUND: National ranking from the triennial Programme of International Student Assessment (PISA) often serves as a barometer of national performance and human capital. Though excessive student- and school-level covariates (n > 700) may prove intractable for traditional least-squares estimate procedures, shrinkage methods may be more suitable for subset selection. AIMS: With a focus on the United States, this paper proposes sparse regression for PISA 2012 to discover salient student- and school-level predictor variables for mathematical literacy achievement...
October 29, 2018: British Journal of Educational Psychology
Jochem Thijs, Abigail C Keim, Jolien Geerlings
BACKGROUND: Many studies have shown that school belonging is crucial for students' school adjustment, but the construct has been operationalized in different ways. Moreover, most research has focused on adolescents and not compared its antecedents for ethnic minority versus majority students. AIMS: Based on Goodenow and Grady's () seminal paper, we examined classroom identification as a central aspect of school belonging in minority and majority preadolescents, and predicted it from relationships with peers and teachers, taking into account classroom ethnic composition and perceived multicultural teaching...
October 26, 2018: British Journal of Educational Psychology
María Arrimada, Mark Torrance, Raquel Fidalgo
BACKGROUND: Traditionally writing instruction at the start of school has focused on developing students' ability to spell and handwrite. Teaching children explicit self-regulatory strategies for developing content and structure for their text has proved effective for students in later grades of primary (elementary) education. AIMS: The present study aims to determine whether first-grade students benefit from learning higher-level self-regulating strategies for explicit planning of content and structure...
October 26, 2018: British Journal of Educational Psychology
Lisa K Fazio
BACKGROUND: Tasks that involve retrieving information from memory, such as answering short answer questions, are more effective at improving learning than restudying, concept mapping, and other study techniques. However, little is known about how often teachers naturally provide these retrieval practice opportunities during lectures and classroom discussions. AIMS: To identify how often teachers ask questions that require retrieval, what types of retrieval questions they ask, and whether teachers in high-growth classrooms differ in their use of retrieval questions compared to teachers in low-growth classrooms...
October 14, 2018: British Journal of Educational Psychology
Terry Tin-Yau Wong
BACKGROUND: While it has been widely demonstrated that children's and adolescents' understanding of rational number plays an important role in their mathematics achievement, we have limited knowledge about the cognitive correlates of this understanding. AIMS: The current study aimed at examining whether children's non-symbolic ratio processing and their understanding of place-value structure of whole numbers play a role in their understanding of fractions and decimals and whether their roles are different for fractions versus decimal understanding...
October 11, 2018: British Journal of Educational Psychology
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