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  Subjects -> PSYCHOLOGY (Total: 871 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Acción Psicológica     Open Access   (Followers: 2)
Acta Colombiana de Psicología     Open Access   (Followers: 4)
Acta Comportamentalia     Open Access   (Followers: 3)
Acta de Investigación Psicológica     Open Access   (Followers: 2)
Acta Psychologica     Hybrid Journal   (Followers: 21)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 1)
Ad verba Liberorum : Journal of Linguistics & Pedagogy & Psychology     Open Access   (Followers: 8)
Addictive Behaviors Reports     Open Access   (Followers: 5)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 20)
ADHD Report The     Full-text available via subscription   (Followers: 6)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 38)
Advances in Mental Health     Hybrid Journal   (Followers: 68)
Advances in Physiotherapy     Hybrid Journal   (Followers: 50)
Advances in Psychology     Full-text available via subscription   (Followers: 56)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 28)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 3)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 390)
Aggressive Behavior     Hybrid Journal   (Followers: 16)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 33)
Ágora - studies in psychoanalytic theory     Open Access   (Followers: 3)
Aletheia     Open Access   (Followers: 1)
American Behavioral Scientist     Hybrid Journal   (Followers: 15)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 33)
American Journal of Community Psychology     Hybrid Journal   (Followers: 24)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 23)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 4)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 20)
American Journal of Psychotherapy     Full-text available via subscription   (Followers: 33)
American Psychologist     Full-text available via subscription   (Followers: 163)
Anales de Psicología     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analysis     Full-text available via subscription   (Followers: 4)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 66)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 25)
Annual Review of Psychology     Full-text available via subscription   (Followers: 196)
Anuario de Psicología / The UB Journal of Psychology     Open Access   (Followers: 1)
Anuario de Psicología Jurídica     Open Access   (Followers: 1)
Anxiety, Stress & Coping: An International Journal     Hybrid Journal   (Followers: 22)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 13)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 65)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 32)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 18)
Applied Psychological Measurement     Hybrid Journal   (Followers: 17)
Applied Psychology     Hybrid Journal   (Followers: 126)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 48)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 6)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 16)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 26)
Archives of Scientific Psychology     Open Access   (Followers: 3)
Arquivos Brasileiros de Psicologia     Open Access   (Followers: 1)
Asia Pacific Journal of Counselling and Psychotherapy     Hybrid Journal   (Followers: 8)
Asia-Pacific Psychiatry     Hybrid Journal   (Followers: 3)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 5)
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 7)
Assessment     Hybrid Journal   (Followers: 9)
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
Attachment: New Directions in Psychotherapy and Relational Psychoanalysis     Full-text available via subscription   (Followers: 16)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 10)
Australian and Aotearoa New Zealand Psychodrama Association Journal     Full-text available via subscription  
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Journal of Psychology     Hybrid Journal   (Followers: 16)
Australian Psychologist     Hybrid Journal   (Followers: 11)
Autism Research     Hybrid Journal   (Followers: 31)
Autism Research and Treatment     Open Access   (Followers: 29)
Autism's Own     Open Access  
Autism-Open Access     Open Access   (Followers: 5)
Avaliação Psicológica     Open Access  
Avances en Psicologia Latinoamericana     Open Access   (Followers: 1)
Aviation Psychology and Applied Human Factors     Hybrid Journal   (Followers: 17)
Balint Journal     Hybrid Journal   (Followers: 3)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 31)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 6)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 2)
Behavior Analyst     Hybrid Journal   (Followers: 3)
Behavior Modification     Hybrid Journal   (Followers: 9)
Behavior Research Methods     Hybrid Journal   (Followers: 17)
Behavior Therapy     Hybrid Journal   (Followers: 45)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 7)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 49)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 20)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 6)
Behaviour     Hybrid Journal   (Followers: 13)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 17)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 110)
Behavioural Processes     Hybrid Journal   (Followers: 6)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 6)
BMC Psychology     Open Access   (Followers: 15)
Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Boletim Academia Paulista de Psicologia     Open Access  
Boletim de Psicologia     Open Access  
Brain Informatics     Open Access   (Followers: 1)
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 123)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 35)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 31)
British Journal of Health Psychology     Full-text available via subscription   (Followers: 42)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 19)
British Journal of Psychology     Full-text available via subscription   (Followers: 56)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 66)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 31)
Burnout Research     Open Access   (Followers: 7)
Cadernos de psicanálise (Rio de Janeiro)     Open Access  
Cadernos de Psicologia Social do Trabalho     Open Access  
Canadian Art Therapy Association     Hybrid Journal  
Canadian Journal of Behavioural Science     Full-text available via subscription   (Followers: 6)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 11)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 10)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 26)
Child Development Research     Open Access   (Followers: 13)
Ciencia Cognitiva     Open Access   (Followers: 2)
Ciencia e Interculturalidad     Open Access  
Ciências & Cognição     Open Access  
Ciencias Psicológicas     Open Access  
Clínica y Salud     Open Access  
Clinical Medicine Insights : Psychiatry     Open Access   (Followers: 9)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 10)
Clinical Psychological Science     Hybrid Journal   (Followers: 11)
Clinical Psychologist     Hybrid Journal   (Followers: 15)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 67)
Clinical Psychology and Special Education     Open Access   (Followers: 1)
Clinical Psychology Review     Hybrid Journal   (Followers: 33)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 20)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 8)
Coaching Psykologi - The Danish Journal of Coaching Psychology     Open Access   (Followers: 1)
Cogent Psychology     Open Access  
Cógito     Open Access  
Cognition & Emotion     Hybrid Journal   (Followers: 36)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 14)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 26)
Cognitive Psychology     Hybrid Journal   (Followers: 58)
Consciousness and Cognition     Hybrid Journal   (Followers: 26)
Construção Psicopedagógica     Open Access  
Consulting Psychology Journal : Practice and Research     Full-text available via subscription   (Followers: 3)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 8)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 21)
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 10)
Counseling Psychologist     Hybrid Journal   (Followers: 14)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 7)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 19)
Counselling and Values     Hybrid Journal   (Followers: 2)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 10)
Couple and Family Psychoanalysis     Full-text available via subscription   (Followers: 1)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 4)
Creativity Research Journal     Hybrid Journal   (Followers: 20)
Creativity. Theories - Research - Applications     Open Access   (Followers: 1)
Criminal Justice Ethics     Hybrid Journal   (Followers: 6)
Cuadernos de Neuropsicología     Open Access   (Followers: 1)
Cuadernos de Psicologia del Deporte     Open Access  
Cuadernos de Psicopedagogía     Open Access  
Cultural Diversity and Ethnic Minority Psychology     Full-text available via subscription   (Followers: 12)
Cultural-Historical Psychology     Open Access  
Culturas Psi     Open Access  
Culture and Brain     Hybrid Journal   (Followers: 3)
Current Addiction Reports     Hybrid Journal   (Followers: 9)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 2)
Current Directions In Psychological Science     Hybrid Journal   (Followers: 46)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 1)
Current Opinion in Psychology     Hybrid Journal   (Followers: 3)
Current Psychological Research     Hybrid Journal   (Followers: 13)
Current Psychology     Hybrid Journal   (Followers: 14)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 20)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 13)
Decision     Full-text available via subscription   (Followers: 2)
Depression and Anxiety     Hybrid Journal   (Followers: 14)
Depression Research and Treatment     Open Access   (Followers: 13)
Developmental Cognitive Neuroscience     Open Access   (Followers: 16)
Developmental Neuropsychology     Hybrid Journal   (Followers: 15)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 44)
Diagnostica     Hybrid Journal   (Followers: 2)
Dialectica     Hybrid Journal   (Followers: 1)
Discourse     Full-text available via subscription   (Followers: 8)
Diversitas: Perspectivas en Psicologia     Open Access  
Drama Therapy Review     Hybrid Journal   (Followers: 1)
Dreaming     Full-text available via subscription   (Followers: 11)
Drogues, santé et société     Full-text available via subscription  
Dynamics of Asymmetric Conflict: Pathways toward terrorism and genocide     Hybrid Journal   (Followers: 12)
E-Journal of Applied Psychology     Open Access   (Followers: 7)
Ecopsychology     Hybrid Journal   (Followers: 6)
ECOS - Estudos Contemporâneos da Subjetividade     Open Access  
Educational Psychology Review     Hybrid Journal   (Followers: 25)
Educational Psychology: An International Journal of Experimental Educational Psychology     Hybrid Journal   (Followers: 46)
Educazione sentimentale     Full-text available via subscription  
Electronic Journal of Research in Educational Psychology     Open Access   (Followers: 6)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Emotion     Full-text available via subscription   (Followers: 33)
Emotion Review     Hybrid Journal   (Followers: 17)
En-Claves del pensamiento     Open Access   (Followers: 1)
Enseñanza e Investigacion en Psicologia     Open Access  
Epiphany     Open Access   (Followers: 3)
Escritos de Psicología : Psychological Writings     Open Access   (Followers: 2)

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Journal Cover British Journal of Educational Psychology
  [SJR: 1.304]   [H-I: 66]   [31 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0007-0998 - ISSN (Online) 2044-8279
   Published by John Wiley and Sons Homepage  [1587 journals]
  • Using confirmatory factor analysis to validate the Chamberlin affective
           instrument for mathematical problem solving with academically advanced
    • Authors: Scott A. Chamberlin; Alan D. Moore, Kelly Parks
      Abstract: BackgroundStudent affect plays a considerable role in mathematical problem solving performance, yet is rarely formally assessed. In this manuscript, an instrument and its properties are discussed to enable educational psychologists the opportunity to assess student affect.AimsThe study was conducted to norm the CAIMPS (instrument) with gifted students. In so doing, educational psychologists are informed of the process and the instrument's properties.SampleThe sample was comprised of 160 middle-grade (7 and 8) students, identified as gifted, in the United States.MethodsAfter completing one of four model-eliciting activities (MEAs), all participants completed the CAIMPS (Chamberlin Affective Instrument for Mathematical Problem Solving). Data were analysed using confirmatory factor analysis to ascertain the number of factors in the instrument. The normed fit index (0.6939), non-normed fit index (0.8072), and root mean square error approximation (.076) were at or near the acceptable levels. Alpha levels for factors were also robust (.637–.923).Results and conclusionData suggest that the instrument was a good fit for use with mathematics students in middle grades when solving problems. Perhaps the most impressive characteristic of the instrument was that the four factors (AVI: anxiety, value, and interest), SS (self-efficacy and self-esteem), ASP (aspiration), and ANX (anxiety) did not correlate highly with one another, which defies previous hypotheses in educational psychology.
      PubDate: 2017-04-12T04:26:22.904079-05:
      DOI: 10.1111/bjep.12157
  • Cross-lagged relations between teacher and parent ratings of children's
           task avoidance and different literacy skills
    • Authors: George K. Georgiou; Riikka Hirvonen, George Manolitsis, Jari-Erik Nurmi
      Abstract: BackgroundTask avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender.AimThe purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.SampleOne hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3.MethodsChildren were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour.ResultsResults of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls.ConclusionsThis suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning.
      PubDate: 2017-04-12T04:26:18.000687-05:
      DOI: 10.1111/bjep.12158
  • An unintentional pro-Black bias in judgement among educators
    • Authors: Jordan R. Axt
      Abstract: BackgroundPrevious work indicates widespread preference for White over Black people in attitudes and behaviour. However, there are instances where Black people receive preferential treatment over White people.AimsThis study aimed to investigate whether a sample of education professionals would favour Black or White applicants to an academic honour society, and the extent to which any biases were related to conscious intentions.SampleParticipants were education professionals (N = 618; 75.5% White) who completed an online study.MethodsParticipants completed a hypothetical admissions task where they evaluated more and less qualified applicants for an academic honour society, and applicants were either White or Black. Participants also completed measures of implicit and explicit racial attitudes.ResultsEducational professionals at all levels showed a pro-Black bias in judgement, adopting a lower acceptance criterion for Black compared to White applicants, replicating previous work using online and undergraduate samples. The bias was present among participants reporting they did not want to be biased or believed they were unbiased, suggesting that bias arose without conscious awareness or intention. Bias was also weakly but reliably related to racial attitudes.ConclusionsThese findings are consistent with the notion that educators automatically hold lower standards for Black versus White applicants. While education professionals likely have experience evaluating students from different racial and ethnic backgrounds, these professionals were, nevertheless, unable to eliminate the impact of race in their decision-making.
      PubDate: 2017-04-04T23:45:33.269073-05:
      DOI: 10.1111/bjep.12156
  • Construct validity of the Wechsler Intelligence Scale for Children –
           Fourth UK Edition with a referred Irish sample: Wechsler and
           Cattell–Horn–Carroll model comparisons with 15 subtests
    • Authors: Gary L. Canivez; Marley W. Watkins, Rebecca Good, Kate James, Trevor James
      Abstract: BackgroundIrish educational psychologists frequently use the Wechsler Intelligence Scale for Children – Fourth UK Edition (WISC–IVUK; Wechsler, 2004, Wechsler Intelligence Scale for Children-Fourth UK Edition, London, UK, Harcourt Assessment) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC–IVUK standardization sample have not yet been reported. Watkins et al. (2013, International Journal of School and Educational Psychology, 1, 102) found support for a bifactor structure with a large sample (N = 794) of Irish children who were administered the 10 WISC–IVUK core subtests in clinical assessments of learning difficulties and dominance of general intelligence. Because only 10 subtests were available, Cattell–Horn–Carroll (CHC; McGrew, 1997, 2005, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY: Guilford; Schneider & McGrew, 2012, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY, Guilford Press) models could not be tested and compared.Aim, Sample and MethodThe present study utilized confirmatory factor analyses to test the latent factor structure of the WISC–IVUK with a sample of 245 Irish children administered all 15 WISC–IVUK subtests in evaluations assessing learning difficulties in order to examine CHC- and Wechsler-based models. One through five, oblique first-order factor models and higher order versus bifactor models were examined and compared using CFA.ResultsMeaningful differences in fit statistics were not observed between the Wechsler and CHC representations of higher-order or bifactor models. In all four structures, general intelligence accounted for the largest portions of explained common variance, whereas group factors accounted for small to miniscule portions of explained common variance. Omega-hierarchical subscale coefficients indicated that unit-weighted composites that would be generated by WISC–IVUK group factors (Wechsler or CHC) would contain little unique variance and thus be of little value.ConclusionThese results were similar to those from other investigations, further demonstrating the replication of the WISC–IV factor structure across cultures and the importance of focusing primary interpretation on the FSIQ.
      PubDate: 2017-04-03T23:45:40.06271-05:0
      DOI: 10.1111/bjep.12155
  • The role of preschool teacher–child interactions in academic adjustment:
           An intervention study with Playing-2-gether
    • Authors: Sanne Van Craeyevelt; Karine Verschueren, Caroline Vancraeyveldt, Sofie Wouters, Hilde Colpin
      Abstract: BackgroundSocial relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular.AimsThis study investigated the role of teacher–child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affective quality of the teacher–child relationship and teacher behaviour management.SampleIn a sample of 175 preschool boys showing signs of externalizing behaviour (Mage = 4 years, 9 months, SDage = 7 months) and their teachers, we investigated P2G effects on academic engagement as well as on language achievement.MethodsAcademic engagement was rated by teachers at three occasions within one school year (T1 = pretest, T3 = post-test, and T2 = in-between intervention components). Language achievement was assessed by researchers at pre- and post-test, using a standardized test.ResultsCross-lagged path analyses revealed a direct intervention effect of P2G on academic engagement at Time 2. In addition, a significant indirect intervention effect was found on academic engagement at Time 3 through academic engagement at Time 2. Finally, academic engagement at Time 2 was found to predict language achievement at post-test. A marginally significant indirect intervention effect was found on language achievement at Time 3, through academic engagement at Time 2.ConclusionsThis intervention study suggests that teacher–child interactions predict academic engagement over time, which in turn improves language achievement among preschool boys at risk of externalizing behaviour.
      PubDate: 2017-03-28T01:40:42.014493-05:
      DOI: 10.1111/bjep.12153
  • Diagrams benefit symbolic problem-solving
    • Authors: Junyi Chu; Bethany Rittle-Johnson, Emily R. Fyfe
      Abstract: BackgroundThe format of a mathematics problem often influences students’ problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students’ understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well.AimsWe tested the impact of diagram presence on students’ performance on algebra equation problems to determine whether diagrams increase problem-solving success. We also examined the influence of item- and student-level factors to test the robustness of the diagram effect.SampleWe worked with 61 seventh-grade students who had received 2 months of pre-algebra instruction.MethodStudents participated in an experimenter-led classroom session. Using a within-subjects design, students solved algebra problems in two matched formats (equation and equation-with-diagram).ResultsThe presence of diagrams increased equation-solving accuracy and the use of informal strategies. This diagram benefit was independent of student ability and item complexity.ConclusionsThe benefits of diagrams found previously for story problems generalized to symbolic problems. The findings are consistent with cognitive models of problem-solving and suggest that diagrams may be a useful additional representation of symbolic problems.
      PubDate: 2017-03-16T01:05:50.094453-05:
      DOI: 10.1111/bjep.12149
  • Unpacking socio-economic risks for reading and academic self-concept in
           primary school: Differential effects and the role of the preschool home
           learning environment
    • Authors: Alexandria Crampton; James Hall
      Abstract: BackgroundUncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments.AimsTo contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years.Samplen = 3,172 British children aged 3–10 years and their families.MethodsA secondary analysis of the nationally representative UK EPPE database. Multilevel structural equation modelling calculated the direct, indirect, and total impacts of early socio-economic risks (0–3 years) and preschool home learning environments (3–5 years) upon children's reading ability and academic self-concept between 7 and 10 years.ResultsEarly socio-economic risk had different effects upon children's reading ability and academic self-concept. Early socio-economic risks affected children's reading at ages 7 and 10 both directly and indirectly via effects upon preschool home learning environments. By contrast, early socio-economic risks had only indirect effects upon children's academic self-concept via less stimulating home learning environments in the preschool period and by limiting reading abilities early on in primary school.ConclusionsAlthough the impacts of early socio-economic risks are larger and more easily observed upon reading than upon academic self-concept, they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policymakers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children's reading abilities; secondary benefits may also be achievable upon children's self-concept.
      PubDate: 2017-03-13T02:55:31.538748-05:
      DOI: 10.1111/bjep.12154
  • The contribution of parent–child numeracy activities to young Chinese
           children's mathematical ability
    • Authors: Qi Huang; Xiao Zhang, Yingyi Liu, Wen Yang, Zhanmei Song
      Abstract: BackgroundA growing body of recent research has shown that parent–child mathematical activities have a strong effect on children's mathematical learning. However, this research was conducted predominantly in Western societies and focused mainly on mothers’ involvement in such activities.AimsThis study aimed to examine both mother–child and father–child numeracy activities in Hong Kong Chinese families and both parents’ unique roles in predicting young Chinese children's mathematics ability.SampleA sample of 104 Hong Kong Chinese children aged approximately 5 years and their mothers and fathers participated in this study.MethodsMothers and fathers independently reported the frequency of their own numeracy activities with their children. Children were assessed individually using two measures of mathematical ability. Hierarchical regression models were used to investigate the contribution of parent–child numeracy activities to children's mathematical ability.ResultsMothers’ participation in number skill activities and fathers’ participation in number game and application activities significantly predicted their children's mathematical performance even after controlling for background variables and children's language ability.ConclusionsThis study extends previous research with a sample of Chinese kindergarten children and shows that parent–child numeracy activities are related to young children's mathematical ability. The findings highlight the important roles that mothers and fathers play in their young children's mathematical learning.
      PubDate: 2017-03-12T23:50:27.936835-05:
      DOI: 10.1111/bjep.12152
  • Consequences of childhood reading difficulties and behaviour problems for
           educational achievement and employment in early adulthood
    • Authors: Diana Smart; George J. Youssef, Ann Sanson, Margot Prior, John W. Toumbourou, Craig A. Olsson
      Abstract: BackgroundReading difficulties (RDs) and behaviour problems (BPs) are two common childhood problems that have a high degree of stability and often negatively affect well-being in both the short and longer terms.AimsThe study aimed to shed light on the unique and joint consequences of these two childhood problems for educational and occupational outcomes in early adulthood.SampleData were drawn from a life-course longitudinal study of psychosocial development, the Australian Temperament Project.MethodsParent and teacher reports and a standard reading test were used to define four groups of children at 7–8 years: RDs only; BPs only; both problems; and neither problem. These groups were followed forward to ascertain educational attainment and employment status at 19–20 and 23–24 years.ResultsEach childhood problem was a unique risk for poorer educational and occupational outcomes, with co-occurring problems significantly increasing the risk of poorer educational outcomes. Further analyses revealed that the effects of childhood BPs on occupational status were mediated by secondary school non-completion, but childhood RDs were not.ConclusionsThe findings point to the importance of screening and early intervention to prevent or minimize the development of these two childhood problems, as well as continuing to support vulnerable children to increase their likelihood of secondary school completion.
      PubDate: 2017-03-07T04:05:26.577189-05:
      DOI: 10.1111/bjep.12150
  • Math anxiety and its relationship with basic arithmetic skills among
           primary school children
    • Authors: Riikka Sorvo; Tuire Koponen, Helena Viholainen, Tuija Aro, Eija Räikkönen, Pilvi Peura, Ann Dowker, Mikko Aro
      Abstract: BackgroundChildren have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety.AimsIn this study, we aimed to examine the prevalence of math anxiety and its relationship with basic arithmetic skills in primary school children, with explicit focus on two aspects of math anxiety: anxiety about failure in mathematics and anxiety in math-related situations.SampleThe participants comprised 1,327 children at grades 2–5.MethodsMath anxiety was assessed using six items, and basic arithmetic skills were assessed using three assessment tasks.ResultsAround one-third of the participants reported anxiety about being unable to do math, one-fifth about having to answer teachers’ questions, and one tenth about having to do math. Confirmatory factor analysis indicated that anxiety about math-related situations and anxiety about failure in mathematics are separable aspects of math anxiety. Structural equation modelling suggested that anxiety about math-related situations was more strongly associated with arithmetic fluency than anxiety about failure. Anxiety about math-related situations was most common among second graders and least common among fifth graders.ConclusionsAs math anxiety, particularly about math-related situations, was related to arithmetic fluency even as early as the second grade, children's negative feelings and math anxiety should be identified and addressed from the early primary school years.
      PubDate: 2017-03-03T23:45:25.194752-05:
      DOI: 10.1111/bjep.12151
  • Can schools reduce bullying' The relationship between school
           characteristics and the prevalence of bullying behaviours
    • Authors: Daniel Muijs
      Abstract: BackgroundBullying remains a persistent phenomenon in schools, but the extent to which day-to-day policies and practices relate to bullying prevalence has not been widely studied. In this study, we use an educational effectiveness framework to interrogate this relationship.AimsThe aim was to study the relationship between school factors and prevalence of bullying in primary schools. We hypothesize that school conditions (e.g., size), school policies (e.g., behaviour policies), and school processes (e.g., teaching quality) are related to bullying prevalence.SampleSurveys were administered to pupils in 35 primary schools in four local authorities in England. Pupils (N = 1,411) and teachers (N = 68) in the final year of primary school (year 6) were surveyed.MethodsThis study drew on the following data sources:A pupil survey on bullying behavioursA survey of teachers on school policies and processesAnalysis of data on school processes from school inspection reportsAnalysis of secondary data on school conditions and pupil characteristics.Three-level multilevel models were used to analyse the data.ResultsResults show a substantial school- and classroom-level effect on prevalence of bullying. Effective school policies were found to be related to levels of bullying.ConclusionsThe study provides support for the importance of schools’ embedded policies and practices in relation to bullying prevalence and provides evidence for policy on the importance of focusing on a broad range of outcomes.
      PubDate: 2017-02-21T00:20:23.543705-05:
      DOI: 10.1111/bjep.12148
  • Parent–child learning interactions: A review of the literature on
    • Authors: Roni Mermelshtine
      Abstract: BackgroundScaffolding can be observed during learning-based interactions, when interventions by parents are adjusted according to children's observed abilities, with the main goal of enabling the child to work independently (Wood et al., 1976, Journal of child psychology and psychiatry, 17, 89). Such contingent instruction behaviours occur from infancy, and are said to be relevant for children's development of executive function, language acquisition, and cognitive and academic abilities. Scaffolding behaviours are considered a product of the family and the wider context, a process affected by parent and child characteristics, and the environment they inhabit. Over 40 years of scaffolding research has produced an abundance of findings. Early investigations were concerned with the conceptualization of scaffolding, whereas more recent studies build upon the theory, testing its correlates and relevance for child development.AimsThis article offers an overview of the literature, focusing on the relevance of scaffolding for child developmental outcomes, and the factors associated with individual differences in the process.StructureThe article is structured such that the origins of the theory and its definitions are discussed first, followed by an overview of the correlates of scaffolding. The review concludes with a critical evaluation of the literature, proposing novel avenues for future research.
      PubDate: 2017-02-21T00:15:29.943513-05:
      DOI: 10.1111/bjep.12147
  • Teacher structure as a predictor of students’ perceived competence and
           autonomous motivation: The moderating role of differentiated instruction
    • Authors: Frédéric Guay; Amélie Roy, Pierre Valois
      Abstract: BackgroundAn important pedagogical practice is the provision of structure (Farkas & Grolnick, 2010, Motiv. Emot., 34, 266). According to self-determination theory (SDT; Deci & Ryan, 1985, Intrinsic motivation and self-determination in human behavior, Plenum, New York, NY), structure allows students to develop perceived competence in different school subjects, which in turn facilitates the development of autonomous motivation towards these subjects and limits the development of controlled motivation.AimsIn this study, we test a mediated moderation model that posits that teacher structure has a stronger positive effect on students’ autonomous motivation (and a negative effect on controlled motivation) in French class when differentiated instruction is used, and that this moderation effect is mediated by perceived competence.SampleTo test this model, we used a sample of 27 elementary school teachers and 422 students from Quebec, a province of Canada.MethodsData for teachers and students were collected with self-report measures. The method used was a correlational one with a single measurement time.ResultsResults revealed that (1) the effect of teacher structure on students’ autonomous motivation was positive only when differentiated instruction strategies were frequently used, and this moderated effect was partially mediated by perceived competence, and (2) teacher structure was negatively associated with students’ controlled motivation only when differentiated instruction was provided infrequently, and this moderated effect was not explained by perceived competence.ConclusionsThese findings are discussed in the light of the literature on SDT and on differentiated instruction.
      PubDate: 2017-02-17T00:15:30.151291-05:
      DOI: 10.1111/bjep.12146
  • Explaining academic-track boys’ underachievement in language grades: Not
           a lack of aptitude but students’ motivational beliefs and parents’
    • Authors: Anke Heyder; Ursula Kessels, Ricarda Steinmayr
      Abstract: BackgroundBoys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls’ disadvantage in math and science and on the role of the students’ motivational beliefs.AimWe aimed to explain boys’ lower language grades by applying the expectancy-value model while taking into account students’ motivational beliefs as well as their aptitude, prior achievement, and socializers’ beliefs. In addition, we aimed at exploring the incremental contribution of each potential mediator.SamplesFive hundred and twenty German students (age M = 17 years; 58% female) and 374 parents (age M = 47 years).MethodsStudent-reported ability self-concept (ASC) and task values, parents’ perceptions of students’ ability, students’ prior achievement as reported by schools, and students’ verbal intelligence test scores were all tested as mediators of the effect of gender on grades in German while controlling for parents’ socioeconomic status. Single-mediator models and a multiple-mediator model were estimated using structural equation modelling.ResultsAll variables proved to be relevant for explaining boys’ underachievement in language grades. Whereas students’ ASC, task values, prior achievement, and parents’ perceptions mediated the gender effect, verbal intelligence was identified as a suppressor variable increasing the gender effect.ConclusionsOur results challenge the stereotypic belief that boys’ lower grades are due to lower verbal aptitude. Rather, students’ motivational beliefs and parents’ perceptions seem critical factors. Implications for both future research and practice are discussed.
      PubDate: 2017-02-15T00:45:44.303065-05:
      DOI: 10.1111/bjep.12145
  • Risk factors in the development of behaviour difficulties among students
           with special educational needs and disabilities: A multilevel analysis
    • Authors: Jeremy Oldfield; Neil Humphrey, Judith Hebron
      Abstract: BackgroundStudents with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers.AimThe aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND.SampleThe study sample comprised 4,228 students with SEND, aged 5–15, drawn from 305 primary and secondary schools across England.MethodExplanatory variables were measured at the individual and school levels at baseline, along with a teacher-reported measure of behaviour difficulties (assessed at baseline and at 18-month follow-up).ResultsHierarchical linear modelling of data revealed that differences between schools accounted for between 13% (secondary) and 15.4% (primary) of the total variance in the development of students’ behaviour difficulties, with the remainder attributable to individual differences. Statistically significant risk markers for these problems across both phases of education were being male, eligibility for free school meals, being identified as a bully, and lower academic achievement. Additional risk markers specific to each phase of education at the individual and school levels are also acknowledged.ConclusionBehaviour difficulties are affected by risks across multiple ecological levels. Addressing any one of these potential influences is therefore likely to contribute to the reduction in the problems displayed.
      PubDate: 2017-02-07T00:10:29.291078-05:
      DOI: 10.1111/bjep.12141
  • Math grades and intrinsic motivation in elementary school: A longitudinal
           investigation of their association
    • Authors: Anne F. Weidinger; Ricarda Steinmayr, Birgit Spinath
      Abstract: BackgroundIt is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this hypothesis.AimsTherefore, we investigated the role of school grades in inter- and intra-individual changes in elementary school students’ intrinsic motivation from when grades were first introduced until the end of elementary school, when students in Germany receive recommendations for a secondary school type on the basis of their prior performance in school.SampleA sample of 542 German elementary school students (t1: M = 7.95 years, SD = 0.57) was followed for 2 years from the end of Grade 2 to the end of Grade 4.MethodsAt seven measurement occasions, children's math grades and their domain-specific intrinsic motivation were assessed.ResultsLatent growth curve models showed differences in trajectories of intrinsic motivation across students rather than uniform development. Moreover, students’ trajectories of grades and intrinsic motivation were only weakly associated. A latent cross-lagged model revealed that reciprocal effects between the two constructs over time were small at best.ConclusionsContrary to theoretical considerations, our results indicate that negative performance feedback in the form of grades does not necessarily lead to a decrease in intrinsic motivation. This calls into question the common opinion that a perception of being less competent, as reflected by poor grades, is responsible for weakening students’ intrinsic motivation.
      PubDate: 2017-02-03T00:25:28.554389-05:
      DOI: 10.1111/bjep.12143
  • Visuospatial training improves elementary students’ mathematics
    • Authors: Tom Lowrie; Tracy Logan, Ajay Ramful
      Abstract: BackgroundAlthough spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance.AimsThis study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students’ (1) spatial reasoning and (2) mathematics performance as a result of the intervention.SampleThe study involved grade six students (ages 10–12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66).MethodsA specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students’ spatial visualization, mental rotation, and spatial orientation skills.ResultsThe spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction.ConclusionsOur study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students’ mathematics performance.
      PubDate: 2017-01-18T01:00:29.442494-05:
      DOI: 10.1111/bjep.12142
  • Early high school engagement in students with attention/deficit
           hyperactivity disorder
    • Authors: Nardia Zendarski; Emma Sciberras, Fiona Mensah, Harriet Hiscock
      Abstract: BackgroundStudents with attention/deficit hyperactivity disorder (ADHD) continue to languish behind their peers with regard to academic achievement and education attainment. School engagement is potentially modifiable, and targeting engagement may be a means to improve education outcomes.AimsTo investigate school engagement for students with ADHD during the crucial high school transition period and to identify factors associated with low school engagement.SampleParticipants are adolescents (12–15 years) in the first and third year of high school with diagnosed ADHD (n = 130). Participants were recruited from 21 paediatric practices.MethodsCross-sectional study assessing school engagement. Data were collected through direct assessment and child, parent, and teacher surveys. School engagement is measured as student attitudes to school (cognitive and emotional) and suspension rates (behavioural). Multivariable regression analyses examined student, family, and school factors affecting engagement.ResultsIn comparison with state data, students with ADHD in the first year of high school were less motivated (p 
      PubDate: 2017-01-05T06:35:28.520108-05:
      DOI: 10.1111/bjep.12140
  • Call for papers: Scaffolding in home learning interactions: Carer and
           child contributions
    • Authors: Nicola Yuill; Amanda Carr
      Pages: 123 - 123
      PubDate: 2017-02-07T06:30:56.259029-05:
      DOI: 10.1111/bjep.12144
  • Editorial acknowledgement
    • Pages: 124 - 125
      PubDate: 2017-02-07T06:30:57.755227-05:
      DOI: 10.1111/bjep.12139
  • Teachers' legitimacy: Effects of justice perception and social comparison
    • Authors: Maria Gouveia-Pereira; Jorge Vala, Isabel Correia
      Pages: 1 - 15
      Abstract: BackgroundTeachers' legitimacy is central to school functioning. Teachers' justice, whether distributive or procedural, predicts teachers' legitimacy.AimsWhat is still do be found, and constitutes the goal of this paper, is whether unjust treatment by a teacher affects the legitimacy of the teacher differently when the student knows that the teacher was fair to a peer (comparative judgement) or when the student does not have that information (autonomous judgement).SamplesA total of 79 high school students participated in Study 1; 75 high school students participated in Study 2.MethodsTwo experimental studies with a 2 justice valence (just, unjust) × 2 social comparison processes (autonomous judgements, comparative judgements) between-participants design were conducted. Study 1 addressed distributive justice and Study 2 addressed procedural justice. The dependent variable was teachers' legitimacy.ResultsIn both studies, situations perceived as just led to higher teachers' legitimacy than situations perceived as unjust. For the distributive injustice conditions, teachers' legitimacy was equally lower for autonomous judgement and comparative judgement conditions. For procedural injustice, teachers' legitimacy was lower when the peer was treated justly and the participant was treated unfairly, compared with the condition when the participants did not know how the teacher treated the peer.ConclusionsWe conclude that teachers' injustice affects teachers' legitimacy, but it does it differently according to the social comparisons involved and the type of justice involved. Moreover, these results highlight that social comparisons are an important psychological process and, therefore, they should be taken into account in models of justice.
      PubDate: 2016-10-15T03:10:59.437786-05:
      DOI: 10.1111/bjep.12131
  • Fear appeals, engagement, and examination performance: The role of
           challenge and threat appraisals
    • Authors: David W. Putwain; Wendy Symes, Hannah M. Wilkinson
      Pages: 16 - 31
      Abstract: BackgroundFear appeals are persuasive messages that draw attention to the negative consequences (e.g., academic failure) that follow a particular course of action (e.g., not engaging in lessons) and how negative consequences can be avoided with an alternate course of action. Previous studies have shown that when fear appeals are appraised as threatening, they are related to lower examination performance.AimIn this study, we examined how challenge, as well as threat, appraisals are indirectly related to performance on a mathematics examination through behavioural engagement.SampleA total of 579 students from two secondary schools.MethodData were collected over four waves at approximately 3-month intervals. Behavioural engagement data were collected at T1 and T3, fear appeal frequency and appraisal at T3, and examination performance at T2 and T4.ResultsA challenge appraisal of fear appeals predicted better examination performance through higher behavioural engagement whereas a threat appraisal of fear appeals predicted worse examination performance through lower behavioural engagement.ConclusionThe relationship between fear appeals and examination performance depended on their appraisal.
      PubDate: 2016-10-20T23:40:21.904258-05:
      DOI: 10.1111/bjep.12132
  • The magic of magic: The effect of magic tricks on subsequent engagement
           with lecture material
    • Authors: Simon A. Moss; Melanie Irons, Martin Boland
      Pages: 32 - 42
      Abstract: Background and aimsLecturers often present entertaining videos, or organize a variety of amusing demonstrations, to foster student engagement or to encourage critical analysis. Magic tricks, in particular, have been shown to activate neural circuits that underpin motivation or problem-solving and, therefore, could be beneficial during lectures. Nevertheless, we hypothesize that, unless the method that underpins these tricks is revealed, students may ruminate over possible explanations, distracting attention from the lecture material.Sample and methodsTo test these arguments, in this study, 224 participants watched a video of a magic performance, watched a video of a circus act, or watched no video at all. In half the participants who watched the magic performance, the secret that underpinned the trick was disclosed. Next, participants watched a psychology tutorial, before answering questions that assessed engagement, need for cognition, and comprehension of the material.ResultsIf the secret was withheld, magic tricks diminished subsequent need for cognition but did not affect comprehension. Furthermore, magic tricks tended to diminish engagement with the subsequent tutorial. These effects, however, were small.ConclusionFuture research is warranted to ascertain whether information that is embedded within a magic trick, rather than presented after the trick, is more likely to be remembered or understood later. This research could clarify when performance can enhance or disrupt student engagement.
      PubDate: 2016-10-18T05:52:15.617023-05:
      DOI: 10.1111/bjep.12133
  • Number sense in the transition from natural to rational numbers
    • Authors: Jo Van Hoof; Lieven Verschaffel, Wim Van Dooren
      Pages: 43 - 56
      Abstract: BackgroundRational numbers are of critical importance both in mathematics and in other fields of science. However, they form a stumbling block for learners. One widely known source of the difficulty learners have with rational numbers is the natural number bias, that is the tendency to (inappropriately) apply natural number properties in rational number tasks. Still, it has been shown that a good understanding of natural numbers is highly predictive for mathematics achievement in general, and for performance on rational number tasks in particular.AimsIn this study, we further investigated the relation between learners' natural and rational number knowledge, specifically in cases where a natural number bias may lead to errors.SampleParticipants were 140 sixth graders from six different primary schools.MethodParticipants completed a symbolic and a non-symbolic natural number comparison task, a number line estimation task, and a rational number sense test.ResultsLearners' natural number knowledge was found to be a good predictor of their rational number knowledge. However, after first controlling for learners' general mathematics achievement, their natural number knowledge only predicted the subaspect of operations with rational numbers.ConclusionThe results of this study suggest that the relation between learners' natural and rational number knowledge can largely be explained by their relation with learners' general mathematics achievement.
      PubDate: 2016-10-31T00:55:33.012909-05:
      DOI: 10.1111/bjep.12134
  • Motivation, strategy, and English as a foreign language vocabulary
           learning: A structural equation modelling study
    • Authors: Yining Zhang; Chin-Hsi Lin, Dongbo Zhang, Yunjeong Choi
      Pages: 57 - 74
      Abstract: BackgroundIn spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning – particularly, the mechanisms through which learners regulate their motivation and learning strategies – remain unclear.AimsThis study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China.SampleThe participants were 107 tenth graders (68 females, 39 males) in China.MethodsThe data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth.ResultsStructural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive.ConclusionsThe findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts.
      PubDate: 2016-11-14T00:40:40.018936-05:
      DOI: 10.1111/bjep.12135
  • Dynamic testing and test anxiety amongst gifted and average-ability
    • Authors: Bart Vogelaar; Merel Bakker, Julian G. Elliott, Wilma C. M. Resing
      Pages: 75 - 89
      Abstract: BackgroundDynamic testing has been proposed as a testing approach that is less disadvantageous for children who may be potentially subject to bias when undertaking conventional assessments. For example, those who encounter high levels of test anxiety, or who are unfamiliar with standardized test procedures, may fail to demonstrate their true potential or capabilities. While dynamic testing has proven particularly useful for special groups of children, it has rarely been used with gifted children.AimWe investigated whether it would be useful to conduct a dynamic test to measure the cognitive abilities of intellectually gifted children. We also investigated whether test anxiety scores would be related to a progression in the children's test scores after dynamic training.SampleParticipants were 113 children aged between 7 and 8 years from several schools in the western part of the Netherlands. The children were categorized as either gifted or average-ability and split into an unguided practice or a dynamic testing condition.MethodsThe study employed a pre-test-training-post-test design. Using linear mixed modelling analysis with a multilevel approach, we inspected the growth trajectories of children in the various conditions and examined the impact of ability and test anxiety on progression and training benefits.Results and conclusionsDynamic testing proved to be successful in improving the scores of the children, although no differences in training benefits were found between gifted and average-ability children. Test anxiety was shown to influence the children's rate of change across all test sessions and their improvement in performance accuracy after dynamic training.
      PubDate: 2016-11-17T00:22:59.293972-05:
      DOI: 10.1111/bjep.12136
  • Teachers' goal orientations: Effects on classroom goal structures and
    • Authors: Hui Wang; Nathan C. Hall, Thomas Goetz, Anne C. Frenzel
      Pages: 90 - 107
      Abstract: BackgroundPrior research has shown teachers’ goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking.AimThe present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers’ achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated.SamplesParticipants were 495 practising teachers from Canada (86% female, M = 42 years).MethodsTeachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items.ResultsResults from cross-lagged analyses and structural equation modelling showed teachers’ achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions.ConclusionsThe present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers’ achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers’ emotions in showing teachers’ instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures.
      PubDate: 2016-11-17T00:23:12.673727-05:
      DOI: 10.1111/bjep.12137
  • What are standardized literacy and numeracy tests testing' Evidence of
           the domain-general contributions to students’ standardized educational
           test performance
    • Authors: Steven J. Howard; Stuart Woodcock, John Ehrich, Sahar Bokosmaty
      Pages: 108 - 122
      Abstract: BackgroundA fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students’ genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage unintentionally assessed capacities.AimsThe current study investigated the extent to which domain-general processes – working memory (WM) and non-verbal reasoning – contribute to students’ standardized test performance and the pathway(s) through which they exert this influence.SampleParticipants were 91 Grade 2 students recruited from five regional and metropolitan primary schools in Australia.MethodsParticipants completed measures of WM and non-verbal reasoning, as well as literacy and numeracy subtests of a national standardized educational assessment.ResultsPath analysis of Rasch-derived ability estimates and residuals with domain-general cognitive abilities indicated: (1) a consistent indirect pathway from WM to literacy and numeracy ability, through non-verbal reasoning; (2) direct paths from phonological WM and literacy ability to numeracy ability estimates; and (3) a direct path from WM to spelling test residuals.ConclusionsResults suggest that the constitution of this nationwide standardized assessment confounded non-targeted abilities with those that were the target of assessment. This appears to extend beyond the effect of WM on learning more generally, to the demands of different assessment types and methods. This has implications for students’ abilities to demonstrate genuine competency in assessed areas and the educational supports and provisions they are provided on the basis of these results.
      PubDate: 2016-11-30T02:30:25.02124-05:0
      DOI: 10.1111/bjep.12138
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