Subjects -> EDUCATION (Total: 2405 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (35 journals)
    - EDUCATION (2062 journals)
    - HIGHER EDUCATION (144 journals)
    - ONLINE EDUCATION (39 journals)
    - SCHOOL ORGANIZATION (14 journals)

EDUCATION (2062 journals)            First | 3 4 5 6 7 8 9 10     

Showing 1201 - 857 of 857 Journals sorted alphabetically
Journal of Studies in Education     Open Access   (Followers: 4)
Journal of Studies in International Education     Hybrid Journal   (Followers: 10)
Journal of Supranational Policies of Education (JoSPoE)     Open Access   (Followers: 1)
Journal of Teacher Education     Hybrid Journal   (Followers: 42)
Journal of Teaching English for Specific and Academic Purposes     Open Access   (Followers: 19)
Journal of Teaching in International Business     Hybrid Journal  
Journal of Teaching in Social Work     Hybrid Journal   (Followers: 9)
Journal of Teaching in the Addictions     Hybrid Journal   (Followers: 3)
Journal of Teaching in Travel & Tourism     Hybrid Journal   (Followers: 8)
Journal of Teaching Language Skills     Open Access   (Followers: 9)
Journal of Technical Education     Open Access  
Journal of Technical Education and Training     Open Access   (Followers: 2)
Journal of the Canadian Association for Curriculum Studies     Open Access   (Followers: 1)
Journal of the European Teacher Education Network     Open Access   (Followers: 2)
Journal of The First-Year Experience & Students in Transition     Full-text available via subscription   (Followers: 3)
Journal of the International Academy for Case Studies     Full-text available via subscription  
Journal of the Scholarship of Teaching and Learning     Open Access   (Followers: 5)
Journal of Tourism and Hospitality Education     Open Access  
Journal of Training and Development     Open Access   (Followers: 9)
Journal of Transformative Education     Hybrid Journal   (Followers: 5)
Journal of Visual Literacy     Hybrid Journal  
Journal of Vocational Education & Training     Hybrid Journal   (Followers: 14)
Journal of Vocational Rehabilitation     Hybrid Journal   (Followers: 17)
Journal of Women in Educational Leadership     Open Access   (Followers: 2)
Journal of Women's Entrepreneurship and Education (JWEE)     Open Access   (Followers: 1)
Journal of Writing in Creative Practice     Hybrid Journal   (Followers: 12)
Journal on Empowering Teaching Excellence     Open Access   (Followers: 2)
Journal on English as a Foreign Language     Open Access   (Followers: 2)
Journal Pelita PAUD     Open Access   (Followers: 4)
Journal Plus Education     Open Access  
Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage     Open Access   (Followers: 1)
Journalism & Mass Communication Educator     Hybrid Journal   (Followers: 21)
Joyful Learning Journal     Open Access   (Followers: 1)
JPG (Jurnal Pendidikan Geografi)     Open Access   (Followers: 1)
JPGI (Jurnal Penelitian Guru Indonesia)     Open Access  
JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan     Open Access  
JPPI (Jurnal Penelitian Pendidikan Indonesia)     Open Access  
JRAMathEdu : Journal of Research and Advances in Mathematics Education     Open Access   (Followers: 4)
JUMLAHKU : Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan     Open Access   (Followers: 2)
Juridikdas : Jurnal Riset Pendidikan Dasar     Open Access  
JURING (Journal for Research in Mathematics Learning)     Open Access   (Followers: 1)
Jurnal Akuntabilitas Manajemen Pendidikan     Open Access  
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab     Open Access  
Jurnal Bahasa Lingua Scientia     Open Access  
Jurnal Basicedu : Journal of Elementary Education     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Biologi Edukasi     Open Access  
Jurnal Candrasangkala Pendidikan Sejarah     Open Access  
Jurnal Curricula     Open Access  
Jurnal Dinamika Pendidikan     Open Access  
Jurnal Dinamika Penelitian : Media Komunikasi Penelitian Sosial Keagamaan     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Jurnal Hadhari : An International Journal     Open Access   (Followers: 2)
Jurnal Ilmiah KORPUS     Open Access  
Jurnal Ilmiah Pendidikan Dasar     Open Access   (Followers: 2)
Jurnal Ilmiah Potensia     Open Access  
Jurnal Ilmiah Sekolah Dasar     Open Access  
Jurnal Ilmu Pendidikan     Open Access   (Followers: 3)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Inovasi Teknologi Pendidikan     Open Access   (Followers: 4)
Jurnal IPA & Pembelajaran IPA     Open Access  
Jurnal Kajian Bimbingan dan Konseling     Open Access   (Followers: 1)
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 2)
Jurnal Kependidikan     Open Access   (Followers: 5)
Jurnal Kependidikan : Penelitian Inovasi Pembelajaran     Open Access   (Followers: 2)
Jurnal Keperawatan Profesional     Open Access  
Jurnal Konseling dan Pendidikan     Open Access  
Jurnal Lensa Pendas     Open Access   (Followers: 2)
Jurnal Manajemen dan Supervisi Pendidikan (JMSP)     Open Access  
Jurnal Pelangi     Open Access  
Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi     Open Access  
Jurnal Pencerahan     Open Access   (Followers: 1)
Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Biologi     Open Access  
Jurnal Pendidikan Biologi Indonesia     Open Access  
Jurnal Pendidikan Bisnis dan Manajemen     Open Access  
Jurnal Pendidikan Edutama     Open Access  
Jurnal Pendidikan Ekonomi     Open Access  
Jurnal Pendidikan Fisika     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan Humaniora : Journal of Humanities Education     Open Access   (Followers: 1)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2)
Jurnal Pendidikan Islam     Open Access   (Followers: 2)
Jurnal Pendidikan Karakter     Open Access   (Followers: 2)
Jurnal Pendidikan Kimia     Open Access  
Jurnal Pendidikan Malaysia     Open Access   (Followers: 1)
Jurnal Pendidikan Matematika Raflesia     Open Access  
Jurnal Pendidikan Nonformal     Open Access  
Jurnal Pendidikan Sains     Open Access   (Followers: 2)
Jurnal Pendidikan Teknologi dan Kejuruan     Open Access  
Jurnal Pendidikan Vokasi     Open Access  
Jurnal Penelitian dan Evaluasi Pendidikan     Open Access  
Jurnal Penelitian Pembelajaran Matematika Sekolah     Open Access  
Jurnal Penelitian Pendidikan     Open Access  
Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement)     Open Access  
Jurnal Perspektif Pendidikan dan Keguruan     Open Access  
Jurnal PGSD     Open Access  
Jurnal Prima Edukasia     Open Access   (Followers: 1)
Jurnal Pro-Life     Open Access  
Jurnal PROMKES : Jurnal Promosi Kesehatan dan Pendidikan Kesehatan Indonesia (The Indonesian Journal of Health Promotion and Health Education)     Open Access  
Jurnal Psikoedukasi dan Konseling     Open Access  
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Jurnal Pustaka Ilmiah     Open Access  
Jurnal Riset Pendidikan Matematika     Open Access  
Jurnal Sosiologi Pendidikan Humanis     Open Access  
Jurnal Taman Vokasi     Open Access  
Jurnal Tatsqif     Open Access  
Jurnal Tuturan     Open Access   (Followers: 2)
Jurnal Varidika     Open Access  
Jurnal Visi Ilmu Pendidikan     Open Access  
K-12 STEM Education     Open Access   (Followers: 2)
Kappa Delta Pi Record     Hybrid Journal   (Followers: 2)
Karaelmas Eğitim Bilimleri Dergisi     Open Access  
Kasuari : Physics Education Journal     Open Access  
Kasvatus & Aika     Open Access   (Followers: 1)
Kerbala Magazine of Physical Edu. Seiences     Open Access   (Followers: 2)
Kerygma und Dogma     Hybrid Journal  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kleio     Full-text available via subscription   (Followers: 1)
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan     Open Access  
KONSELI : Jurnal Bimbingan dan Konseling     Open Access  
Kontinu : Jurnal Penelitian Didaktik Matematika     Open Access   (Followers: 2)
Koulu ja menneisyys     Open Access  
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Kronos : The Language Teaching Journal     Open Access   (Followers: 1)
KULA : knowldge creation, dissemination, and preservation studies     Open Access  
Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science     Open Access  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
L2 Journal     Open Access   (Followers: 4)
Land Forces Academy Review     Open Access  
Language and Education     Hybrid Journal   (Followers: 19)
Language Literacy : Journal of Linguistics, Literature, and Language Teaching     Open Access   (Followers: 3)
Language Teaching     Hybrid Journal   (Followers: 32)
Language Teaching Research     Hybrid Journal   (Followers: 24)
Language Testing in Asia     Open Access   (Followers: 2)
Language, Culture and Curriculum     Hybrid Journal   (Followers: 9)
Language, Speech, and Hearing Services in Schools     Full-text available via subscription   (Followers: 20)
Laplage em Revista     Open Access   (Followers: 1)
Large-scale Assessments in Education     Open Access  
Latin American Journal of Content & Language Integrated Learning     Open Access   (Followers: 1)
LATISS Learning and Teaching in the Social Sciences     Hybrid Journal  
Law Teacher     Hybrid Journal   (Followers: 11)
Le Pédagogue     Open Access  
Leadership and Policy in Schools     Hybrid Journal   (Followers: 11)
Leading and Managing     Full-text available via subscription   (Followers: 3)
Learning & Behavior     Full-text available via subscription   (Followers: 4)
Learning : Research and Practice     Hybrid Journal  
Learning and Individual Differences     Hybrid Journal   (Followers: 11)
Learning and Instruction     Hybrid Journal   (Followers: 29)
Learning and Motivation     Hybrid Journal   (Followers: 17)
Learning and Teaching     Full-text available via subscription   (Followers: 3)
Learning and Teaching : The International Journal of Higher Education in the Social Sciences     Full-text available via subscription   (Followers: 10)
Learning and Teaching Mathematics     Full-text available via subscription   (Followers: 7)
Learning Disabilities Research & Practice     Hybrid Journal   (Followers: 15)
Learning, Culture and Social Interaction     Hybrid Journal   (Followers: 3)
Learning, Media and Technology     Hybrid Journal   (Followers: 53)
Lectura : Jurnal Pendidikan     Open Access  
Legal Education Review     Full-text available via subscription   (Followers: 4)
Les dossiers des sciences de l’éducation     Open Access  
Lidil     Open Access  
LingTera     Open Access  
Lingua Franca : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
Linguistics and Education     Hybrid Journal   (Followers: 12)
Linhas Criticas     Open Access  
Lisanul' Arab : Journal of Arabic Learning and Teaching     Open Access   (Followers: 1)
LITERA     Open Access  
Literacy     Hybrid Journal   (Followers: 6)
Literacy in Composition Studies     Open Access  
Literacy Learning: The Middle Years     Full-text available via subscription   (Followers: 6)
Literacy Research : Theory, Method, and Practice     Full-text available via subscription   (Followers: 5)
Literacy Research and Instruction     Hybrid Journal   (Followers: 3)
LLT Journal : A Journal on Language and Language Teaching     Open Access  
LO SCALPELLO-OTODI Educational     Hybrid Journal  
LOEX Quarterly     Full-text available via subscription   (Followers: 22)
LOGIKA Jurnal Ilmiah Lemlit Unswagati Cirebon     Open Access  
London Review of Education     Open Access   (Followers: 5)
Longitudinal and Life Course Studies     Hybrid Journal   (Followers: 2)
LUMAT : International Journal on Math, Science and Technology Education     Open Access  
LUMAT-B : International Journal on Math, Science and Technology Education     Open Access  
MADARASAH Jurnal Pendidikan dan Pembelajaran Dasar     Open Access   (Followers: 1)
Maestro y Sociedad     Open Access  
Magister : Revista de Formación del Profesorado e Innovación Educativa     Open Access  
Magister : Revista de Investigación Educativa     Full-text available via subscription  
Management in Education     Hybrid Journal   (Followers: 11)
Management Teaching Review     Hybrid Journal   (Followers: 1)
Manajemen Pendidikan     Open Access  
Manajer Pendidikan     Open Access  
MaPan : Jurnal Matematika dan Pembelajaran     Open Access  
MarcoELE     Open Access  
Marketing of Scientific and Research Organizations     Open Access  
Mask     Full-text available via subscription   (Followers: 1)
Matemáticas, Educación y Sociedad     Open Access  
Mathematical Methods in the Applied Sciences     Hybrid Journal   (Followers: 4)
Mathematics Education Forum Chitwan     Open Access   (Followers: 1)
Mathematics Education Journal     Open Access   (Followers: 1)
Mathematics Education Research Journal     Partially Free   (Followers: 17)
McGill Journal of Education / Revue des sciences de l'éducation de McGill     Open Access   (Followers: 3)
Media Practice and Education     Hybrid Journal   (Followers: 8)

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Similar Journals
Journal Cover
Learning and Individual Differences
Journal Prestige (SJR): 0.979
Citation Impact (citeScore): 2
Number of Followers: 11  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1041-6080 - ISSN (Online) 1873-3425
Published by Elsevier Homepage  [3203 journals]
  • Judging own and peer performance when using feedback in elementary school
    • Abstract: Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Mariëtte van Loon, Janneke van de PolAbstractChildren find it challenging to self-monitor the quality of their own test responses, and are typically overconfident. Inaccurate self-monitoring may not only be due to a metacognitive deficit, but also to self-protective biases. Therefore, monitoring peer performance and detecting others' errors may be easier than monitoring oneself. This study investigated 97 children's (52 fourth and 45 sixth grade) feedback use when scoring their own and their peers' concept learning. Children completed a concept-learning task, took a test, and then scored their own responses and the responses of one of their peers with use of feedback standards. Error detection was better for peer- than for self-score judgments. Further, monitoring was more accurate for older than younger children, and inaccurate prior knowledge led to less accurate peer and self-judgments. Findings imply that, when implementing co-scoring activities, it is important to be aware that its accuracy is affected by children's age and prior knowledge.
  • Middle school engagement profiles: Implications for motivation and
           achievement in science
    • Abstract: Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Christine L. Bae, Morgan DeBusk-LaneAbstractThis study identified engagement profiles among middle school students (N = 1125) in science, based on a global, behavioral, cognitive, and affective dimensions of engagement. The relationships between engagement profiles and key motivation predictors (science achievement goal orientations and self-efficacy) and student achievement in science were also examined. Latent profile analysis revealed five distinct science engagement profiles, including Moderately Engaged, Moderately Disengaged, Disengaged, Behaviorally Engaged, and Behaviorally Disengaged. Controlling for grade, gender, and minority status, results showed that mastery orientation and self-efficacy significantly predicted the likelihood of membership in profiles characterized by higher engagement in science. As expected, the Moderately Engaged and Behaviorally Engaged profiles were associated with higher achievement in science, and the reverse pattern was found for the Moderately Disengaged and Disengaged profiles. Our results support the utility of examining multidimensional engagement profiles, and the implications of these profiles for students' motivation and learning in science are discussed.
  • Teacher expectation intervention: Is it effective for all students'
    • Abstract: Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Hui Ding, Christine Margaret Rubie-DaviesAbstractThe few existing teacher expectation intervention studies have attempted to examine experimental group gains as a whole compared with those of a control group. The current study explored differing effects of a teacher expectation intervention for students for whom their teachers had high, medium, and low expectations. The study was conducted in Grade 8 English as a Foreign Language classrooms in China, with 8 teachers and their 229 students. The intervention involved teacher training on three strands of behaviors characterizing high teacher expectations: challenging tasks, detailed feedback, and personal regard (immediacy). Repeated measures ANOVAs and a multivariate ANOVA revealed that the intervention led to increases in the year-end achievement of all students and self-concept of low and medium expectation students, with low expectation students having most gains on both measurements. The differing gains are discussed and the educational implications presented.
  • The role of teachers' depressive symptoms in classroom quality and child
           developmental outcomes in Early Head Start programs
    • Abstract: Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Kyong-Ah Kwon, Shinyoung Jeon, Lieny Jeon, Sherri CastleAbstractThe present study examined whether teachers' depressive symptoms are directly and indirectly associated with children's social-emotional and language development in the context of Early Head Start (EHS) center-based programs. We used the EHS Family and Child Experiences Study (i.e., Baby FACES 2009) with a sample of 275 toddlers and 197 teachers in 72 programs. Among the current sample of EHS teachers, the prevalence of teachers' depressive symptoms was low. Teachers with higher levels of depressive symptoms tended to report that they have toddlers with more behavior problems in the classroom after controlling for several child, family, and teacher characteristics. We also found a significant association between teachers' depressive symptoms and observed levels of Emotional and Behavioral Support (EBS) in classrooms. EBS is significantly associated with teacher-rated child behavior problems. However, teachers' depressive symptoms are not significantly associated with Engaged Support for Learning (ESL). There is no mediational link for the association of teachers' depressive symptoms with any developmental outcomes via its association with EBS or ESL. Although incidence of clinical levels of depressive symptoms was low in this sample, overall depressive symptoms were associated with classroom quality and children's behavior problems, suggesting the importance of intervention and prevention strategies for practitioners and policy makers to improve teachers' mental health and classroom quality systematically in EHS.
  • Scaffolding expository history text reading: Effects on adolescents'
           comprehension, self-regulation, and motivation
    • Abstract: Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Marlies ter Beek, Marie-Christine Opdenakker, Alinda W. Spijkerboer, Leonie Brummer, Hidde W. Ozinga, Jan-Willem StrijbosAbstractReading comprehension is an important predictor for academic success, yet many adolescents in secondary education face difficulties when reading their textbooks. In this quasi-experimental study, we developed a digital learning environment to scaffold students' expository text reading in seventh-grade history classrooms. Students in the experimental condition could use hints comprised of cognitive and metacognitive reading strategy instruction, whereas students in the control condition received no additional support. A comparison of posttest comprehension between conditions showed no significant differences. However, students in the experimental condition who accessed hints during history text reading performed significantly better on the posttest than students who did not use hints at all. We found no differences between conditions regarding students' self-regulated learning or motivation, but students' awareness of problem-solving reading strategies significantly increased in the experimental condition. Finally, a comparison of students with different reading levels showed that below-average readers benefitted most from digital reading practice.
  • Quality of teachers' and peers' behaviors and achievement goals: The
           mediating role of self-efficacy
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Loredana R. Diaconu-Gherasim, Cornelia Măirean, Laura E. BrumariuAbstractThis study explored, using a longitudinal design, the contribution of teachers' and peers' behaviors to achievement goals in a sample of Romanian adolescents. The study also investigated whether self-efficacy would explain these links. A sample of 329 high school students (Mage = 17.34 years, 59.9% girls) filled in questionnaires regarding their teachers' supportive/fair and their peers' cooperation/cohesiveness behaviors at Time 1. The adolescents' self-efficacy was measured 12 months later at Time 2, and then achievement goals were assessed 4 months later, at Time 3. Results showed that the teachers' support/equity and peers' cooperation/cohesiveness were related to achievement goals, although when controlling for each other, none of these factors had a unique and direct contribution to the participants' achievement goals. The findings suggested that self-efficacy explained the associations between the teachers' support/equity behaviors, rather than peers' cooperation/cohesiveness, and achievement goals. Specifically, adolescents experiencing greater teacher supportive and equity behaviors perceived themselves as having better abilities to accomplish specific tasks, and in turn, showed greater mastery approach and performance approach goals, as well as lower performance approach goals. Our study highlights the importance of self-efficacy as a mechanism explaining relations between the perception of teachers' behaviors and adolescents' achievement goals.
  • Different major, different goals: University students studying economics
           differ in life aspirations and achievement goal orientations from social
           science students
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Stefan Janke, Oliver DickhäuserAbstractIn the presented study, we investigated whether university students enrolled in economic sciences report stronger extrinsic life aspirations (striving for wealth) than social science students and whether such group differences align with group differences in achievement motivation. We questioned 327 German university students in economic science (n = 142) and social science programs (n = 185). Students enrolled in economic sciences reported stronger extrinsic and weaker intrinsic life aspirations (striving for personal growth) than students enrolled in social sciences. Extrinsic life aspirations were negatively predictive for students' performance approach goal orientation and intrinsic life aspirations were positively predictive for students' learning goal orientation leading to group differences in achievement goal orientations. Further analyses showed that extrinsic life aspirations also negatively predicted students' learning goal orientations when intrinsic life aspirations were low. The results highlight the importance of life aspirations as a potential foundation of achievement goal striving at university.
  • Comprehension of networked hypertexts in students with hearing or language
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Helen Blom, Eliane Segers, Harry Knoors, Daan Hermans, Ludo VerhoevenAbstractThe compensatory effects of a graphic overview and the effects of students' cognitive-linguistic skills on the comprehension of networked hypertexts were investigated in students with hearing or language problems. Networked hypertext comprehension of 28 deaf/hard-of-hearing (DHH) students and 33 students with Developmental Language Disorder (DLD) was compared to that of 77 hearing students with a comparable reading level and 60 hearing students of a comparable age. The results showed lower networked hypertext comprehension of DHH students and students with DLD compared to hearing students of the same age, but not to those of the same reading level. Hypertext comprehension was mainly predicted by vocabulary level. Across groups, students with lower vocabulary benefitted from a graphic overview in comprehending networked hypertexts. It was concluded that although DHH students and students with DLD have more problems with comprehension of networked hypertexts than hearing students without language problems, the difficulties are predominantly caused by their generally lower vocabulary size.
  • The mediating role of perceived peer motivational climate between
           classroom mastery goal structure and social goal orientations
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Nir Madjar, Elizabeth A. North, Melissa KarakusAbstractStudents' social goal orientations have been identified as an important factor in functioning and performance within academic settings. The current research explored whether the relationship between perceived classroom goal structure and social goals is mediated by peer motivational climate. Study 1 was based on a cross-sectional design (N = 951; 40.6% girls; mean age = 13.22) of students from 41 different classes, and Study 2 followed a different cohort of students in two time-points over the school year (N = 355; 62% girls; mean age = 14.38). The results were consistent across the multilevel path-analysis (Study 1) and the half-longitudinal mediation analysis using structural equation modeling (Study 2). Students' perceptions of the teacher's emphasis on mastery goals enhanced perceptions of positive peer motivational climate, which in turn predicted social development goals. Students' perception of mastery classroom goals was also related to decreases in negative peer motivational climate, which in turn predicted demonstration-approach social goals.
  • The developmental dynamics of students' reading self-concept and reading
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Daniel Sewasew, Lynne Sanford KoesterAbstractDespite the fact that reading self-concept and reading competence are considerably correlated, the reciprocal relation of these variables and the associated ethnic-background patterns still pose fundamental questions with significant theoretical implications and practical consequences. Utilizing a Reciprocal Effects Model (REM), we analyzed primary school-aged children in the United States who took part in a representative longitudinal data collection effort known as the Early Childhood Longitudinal Study-Kindergarten (ECLS-K). Reading self-concept and reading competence were found to be reciprocally related for primary school-aged children; however, the influence of prior reading competence on subsequent reading self-concept (the skill development part of REM) was significantly stronger than vice versa. The REM of reading competence and reading self-concept was moderated by children's ethnic-background (evidenced only for White-majority students). While longitudinally the descriptive results revealed comparable reading self-concept across the ethnic-backgrounds, there was a larger ethnic disparity for White and Asian over Black and Hispanic family students in reading competence. Given that the study highlights ethnic-background related reading competence disparity, interventions should center on whether all students receive high-quality literacy instruction (e.g., learning to read beyond reading to learn) during the early years of schooling.
  • Exploring public speaking anxiety and personal disposition in EFL
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Brent Allan KelsenAbstractPersonality traits and anxiety have been acknowledged for their influence in foreign language (FL) learning situations. Moreover, research recognizes the role of personality characteristics in determining an individual's propensity towards feelings of anxiety. However, relatively few studies investigate associations between personality and anxiety in English as foreign language (EFL) settings, particularly with regard to delivering presentations. This research reports on the associations between personality traits measured via the Big Five Inventory (BFI) and perceived anxiety related to delivering presentations assessed by the Personal Report on Public Speaking (PRPSA). Exploratory factor analysis identified four public speaking anxiety factors: Positive mindset, Physical symptoms, Preparation anxiety and Performance anxiety. Employing these factors as dependent variables in multiple regression equations with personality traits as explanatory variables showed that personality variables Extraversion, Neuroticism, Conscientiousness and Openness to experience were all significant predictors of public speaking anxiety − explaining 10 to 23% of the variance − contingent upon which factor was employed as the dependent variable. Personality variables were then entered into hierarchical regressions while controlling for English ability and the amount of variance explained ranged from 16 to 32%. Avenues through which this research advances our understanding and knowledge of language learning are discussed.
  • Attitude-, group- and activity-related differences in the quality of
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Simone Volet, Cheryl Jones, Marja VaurasAbstractTeachers can play a key role in stimulating children's interest in science, yet the literature suggests limited opportunities for such development at primary level. This study investigated how preservice primary teacher students with diverse attitudes towards learning science engage in collaborative science activities and how diverse attitudes influence their shared learning. Empirically, engagement was examined in terms of the participatory roles spontaneously adopted by students during group activities. Based on class questionnaire data, four attitude profiles were identified using clustering methods, Optimal, Promising, Vulnerable, and Uncommitted. Four small groups characterized by the diversity of their members' attitudes were selected for in-depth analysis. Video footage of each group's interactions in two activities was subjected to systematic analyses of their members' self-adopted roles, with a focus on three areas: Science content, opinion sharing, and experiment and process. Role analysis revealed attitude-, group- and activity-related differences in the quality of individual and group engagement.
  • Reading self-efficacy and reading fluency development among primary school
           children: Does specificity of self-efficacy matter'
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Pilvi Peura, Tuija Aro, Helena Viholainen, Eija Räikkönen, Ellen L. Usher, Riikka Sorvo, Mikko AroAbstractEfficacy beliefs relate to effort and persistence devoted to learning. Therefore, efficacy beliefs might be especially important in achieving skills that require persistent practice, such as fluent reading. Although reading self-efficacy has been positively linked to reading comprehension, less is known about its relationship to reading fluency. The relationship between reading self-efficacy studied at three specificity levels and reading fluency development was examined among Finnish primary school students (N = 1327). The results showed that self-efficacy related positively to reading fluency and its development. The association was dependent on the specificity of the self-efficacy measure. Specific and intermediate self-efficacy were positively related to fluency, whereas general self-efficacy was not. Intermediate self-efficacy predicted fluency development. Findings indicate the need to identify and address low reading self-efficacy among children as young as Grade 2, as self-efficacy corresponds to the reading skills being learned.
  • What happens when students reflect on their self-efficacy during a
           test' Exploring test experience and test outcome in science
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Andrew J. Martin, Lars-Erik Malmberg, Roger Kennett, Marianne Mansour, Brad Papworth, Joel PearsonAbstractHow students achieve in science tests has a major bearing on appraisals of their overall competence in science—and has implications for their post-school science choices and pathways. There may be some factors that are implicated in their achievement in these tests and which are important to understand when interpreting test results and appraise students' overall science performance. This study investigated real-time perceived science competence (via self-efficacy) as one such factor. In the present study, N = 160 high school students reflected on and rated their self-efficacy in science midway through a science test. Using structural equation modeling, and drawing on theorizing around the longitudinal associations between motivation and achievement as well as literature on testing effects, the study examined the extent to which performance in the first half of the test was associated with mid-test self-efficacy (the so-called “skill-development” phenomenon), the extent to which self-efficacy was associated with performance in the second half of the test (“self-enhancement”), and the extent to which performance in the first half of the test was linked to performance in the second half of the test (“self-sustaining”). Support was found for all three associations: (a) prior performance was significantly and positively associated with mid-test self-efficacy (skill-development), (b) prior performance was significantly and positively associated with subsequent performance (self-sustaining), and (c) mid-test self-efficacy was significantly and positively associated with subsequent performance (self-enhancement). It is thus evident there are real-time competence perceptions and achievement relationships occurring during a science test. By better understanding these relationships, science educators are in a stronger position to enhance and sustain high school students' science motivation and performance, particularly when they do science tests.
  • Exploring the dark side of exposure to peer excellence among traditional
           and nontraditional college students
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Kit W. ChoAbstractEducators sometimes extol the works produced by exemplary students as examples for other students to strive toward. Although the principle behind this technique is to elevate the motivation of underperforming students, previous research shows that it may produce the opposite effect and cause students to disengage from the task, resulting in a discouragement-by-exposure-to-peer-excellence effect. The current study's goals were to examine this effect among traditional and nontraditional college students. Participants were first asked to write a short essay responding to a quote. They then read either poorly-written or exemplary essays purportedly written by their peers. Participants were then asked to evaluate the quality of those essays and to compare their essay to that of their peers. They were then offered the opportunity to write a second essay. The results showed that traditional college students were less likely to write another essay if they had previously evaluated exemplary essays relative to poorly-written essays, replicating the discouragement-by-exposure-to-peer-excellence effect. However, the effect was absent among nontraditional college students. These results suggest that educators should be mindful of the potential consequences of using peer assessment when trying to motivate traditional college students.
  • Purposeful delay and academic achievement. A critical review of the Active
           Procrastination Scale
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Maarten Pinxten, Tinne De Laet, Carolien Van Soom, Christine Peeters, Greet LangieAbstractA plethora of studies have shown that procrastination is associated with deleterious consequences. Recently, some authors argued that for some students, purposefully delaying tasks might be a beneficial strategy that is positively related with desired outcomes. To measure purposeful delay, the Active Procrastination Scale (APS), developed by Choi and Moran (2009), discriminates between four subcomponents (i.e., outcome satisfaction, preference for pressure, intentional decision and ability to meet deadlines). The objective of the present study is threefold: (1) to corroborate the factor structure of the original APS instrument; (2) to empirically examine whether purposeful delay is associated with better achievement; and (3) to identify a subpopulation of students for whom purposefully delaying tasks is an effective strategy. Using a large sample of 1605 science and engineering students, exploratory factor analysis (EFA) supported a three-factor rather than a four-factor structure of the APS. Furthermore, results of the regression analyses showed no evidence for the beneficial effect of purposeful delay on student achievement. Finally, we were unable to identify a particular type of student for whom purposefully delaying tasks resulted in increased achievement. Critical considerations on the construct validity of the APS are discussed in greater detail.
  • Personality and school functioning of intellectually gifted and nongifted
           adolescents: Self-perceptions and parents' assessments
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Linda Wirthwein, Sebastian Bergold, Franzis Preckel, Ricarda SteinmayrAbstractAmbivalent stereotypes of the gifted still persist in the public. The aim of the current study is to provide a holistic picture of the personality (Big Five) and school functioning (motivation: academic self-concept, school values, achievement motives, achievement goals; grades; general knowledge) of gifted and non-gifted adolescents via self-reports and external assessments from their parents. Moreover, this is one of the first studies examining self-rated intelligence results and results from an objective intelligence test simultaneously. The sample comprised N = 760 students from five schools (age: M = 16.66, SD = 0.68; n = 411 female). Intellectual giftedness was defined as having an IQ two standard deviations above the mean value. We used propensity score matching to draw a comparable control group of nongifted adolescents (covariates: age, gender, and socioeconomic background; both groups n = 97). Gifted adolescents scored higher regarding openness to experience and had better grades, reported higher motivation, and evaluated themselves as more intelligent than nongifted adolescents. Parents of gifted adolescents rated their children higher on motivation, intelligence, and general knowledge than parents of nongifted adolescents. Taken together, we found no hints that gifted adolescents display any anomalies regarding personality, motivation, or school success.
  • Past and present participation in extracurricular activities is associated
           with adaptive self-regulation of goals, academic success, and emotional
           wellbeing among university students
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Maude Guilmette, Kathryn Mulvihill, Rosanne Villemaire-Krajden, Erin T. BarkerAbstractThe transition to adulthood requires young people to form, pursue and regulate goals that have far reaching implications for success and wellbeing, including within the university context. Extracurricular activity participation (ECAP) may be related to the development of self-regulatory mechanisms theorized to underpin positive academic, psychological, and social outcomes. The current study aims to determine 1) whether past and present ECAP is associated with adaptive self-regulation of goals among university students, and 2) whether adaptive self-regulation of goals accounts for associations between ECAP and indicators of academic success and emotional wellbeing. Our results showed that university students' past and present ECAP was positively associated with goal self-regulation strategies, which, in turn were related to higher levels of academic success and emotional wellbeing. Universities and colleges should encourage ECA participation to support positive adjustment outcomes.
  • Learning strategies and academic performance in distance education
    • Abstract: Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Joyce Neroni, Celeste Meijs, Hieronymus J.M. Gijselaers, Paul A. Kirschner, Renate H.M. de GrootAbstractThe role of learning strategies in gaining academic success has been widely investigated for campus-based college students. Within distance education (DE) students, however, research on this relationship is limited, while this group of learners is growing. The present study was designed to investigate the relationship between learning strategies and academic performance in DE students. Participants were 758 students (age 19–71 years) at a distance education university in the Netherlands. An online questionnaire was used to determine learning strategies and exam grades were obtained from the university exam database to determine academic performance. Mixed model analyses showed that management of time and effort, as well as complex cognitive strategy-use were positive predictors of academic performance, whereas contact with others was a negative predictor of academic performance. Explanations for these results as well as their implications are discussed.
  • Circadian preference as a typology: Latent-class analysis of adolescents'
           morningness/eveningness, relation with sleep behavior, and with academic
    • Abstract: Publication date: Available online 8 April 2019Source: Learning and Individual DifferencesAuthor(s): Franzis Preckel, Antoine Fischbach, Vsevolod Scherrer, Martin Brunner, Sonja Ugen, Anastasiya A. Lipnevich, Richard D. RobertsAbstractThis paper investigates a quadrant-based typology of circadian preference including morning (M) types (high morningness, low eveningness), evening (E) types (low morningness, high eveningness), low M-E types (low morningness and low eveningness), and high M-E types (high morningness and eveningness). In Study 1, a latent class analysis of circadian preference was conducted using a representative sample of 1022 9th grade students (50.00% females; mean age: 14.98 years) and relations to academic outcomes were investigated. A 4-class solution comprised 39% evening types, 21% morning types, 27% low M-E types, and 13% high M-E types. There were no gender differences in the frequency of morning or evening types. More females were low M-E types and more males were high M-E types. Lower academic performance related to having an evening preference. In Study 2, test-criterion evidence of the typology was examined based on data from sleep diaries of 129 9th to 10th grade students (44.96%; mean age: 15.6 years). Types did not differ in sleep duration. Findings supported the well-known differences in sleep timing and behavior between morning and evening types; high M-E types and low M-E types did not differ in their sleeping behavior.
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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