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  Subjects -> PSYCHOLOGY (Total: 881 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: 23)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 2)
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: 21)
ADHD Report The     Full-text available via subscription   (Followers: 7)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 40)
Advances in Mental Health     Hybrid Journal   (Followers: 73)
Advances in Physiotherapy     Hybrid Journal   (Followers: 56)
Advances in Psychology     Full-text available via subscription   (Followers: 61)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 30)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 3)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 408)
Aggressive Behavior     Hybrid Journal   (Followers: 15)
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: 16)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 37)
American Journal of Community Psychology     Hybrid Journal   (Followers: 23)
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: 21)
American Psychologist     Full-text available via subscription   (Followers: 229)
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: 68)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 28)
Annual Review of Psychology     Full-text available via subscription   (Followers: 220)
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: 23)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 13)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 68)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 33)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 19)
Applied Psychological Measurement     Hybrid Journal   (Followers: 19)
Applied Psychology     Hybrid Journal   (Followers: 151)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 48)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 20)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 26)
Archives of Scientific Psychology     Open Access   (Followers: 4)
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: 4)
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: 10)
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: 18)
Australian Psychologist     Hybrid Journal   (Followers: 11)
Autism Research     Hybrid Journal   (Followers: 32)
Autism Research and Treatment     Open Access   (Followers: 29)
Autism's Own     Open Access   (Followers: 1)
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: 19)
Balint Journal     Hybrid Journal   (Followers: 3)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 36)
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: 4)
Behavior Modification     Hybrid Journal   (Followers: 10)
Behavior Research Methods     Hybrid Journal   (Followers: 18)
Behavior Therapy     Hybrid Journal   (Followers: 47)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 9)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 54)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 24)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 6)
Behaviormetrika     Hybrid Journal  
Behaviour     Hybrid Journal   (Followers: 12)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 17)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 125)
Behavioural Processes     Hybrid Journal   (Followers: 7)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 6)
BMC Psychology     Open Access   (Followers: 16)
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  
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 134)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 36)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 32)
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: 20)
British Journal of Psychology     Full-text available via subscription   (Followers: 58)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 65)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 32)
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: 5)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 14)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 11)
Case Studies in Sport and Exercise Psychology     Hybrid Journal  
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 27)
Child Development Research     Open Access   (Followers: 15)
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: 10)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 10)
Clinical Psychological Science     Hybrid Journal   (Followers: 11)
Clinical Psychologist     Hybrid Journal   (Followers: 16)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 69)
Clinical Psychology and Special Education     Open Access   (Followers: 1)
Clinical Psychology Review     Hybrid Journal   (Followers: 35)
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: 35)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 14)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 28)
Cognitive Psychology     Hybrid Journal   (Followers: 64)
Cognitive Research : Principles and Implications     Open Access   (Followers: 2)
Consciousness and Cognition     Hybrid Journal   (Followers: 28)
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: 7)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 22)
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: 8)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 21)
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: 7)
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   (Followers: 1)
Culturas Psi     Open Access  
Culture and Brain     Hybrid Journal   (Followers: 4)
Current Addiction Reports     Hybrid Journal   (Followers: 12)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 2)
Current Directions In Psychological Science     Hybrid Journal   (Followers: 50)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 1)
Current Opinion in Psychology     Hybrid Journal   (Followers: 4)
Current Psychological Research     Hybrid Journal   (Followers: 13)
Current Psychology     Hybrid Journal   (Followers: 15)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 20)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 15)
Decision     Full-text available via subscription   (Followers: 3)
Depression and Anxiety     Hybrid Journal   (Followers: 15)
Depression Research and Treatment     Open Access   (Followers: 13)
Developmental Cognitive Neuroscience     Open Access   (Followers: 17)
Developmental Neuropsychology     Hybrid Journal   (Followers: 15)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 45)
Diagnostica     Hybrid Journal   (Followers: 2)
Dialectica     Hybrid Journal   (Followers: 1)
Discourse     Full-text available via subscription   (Followers: 9)
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: 13)
Ecopsychology     Hybrid Journal   (Followers: 6)
ECOS - Estudos Contemporâneos da Subjetividade     Open Access  
Educational Psychology Review     Hybrid Journal   (Followers: 27)
Educational Psychology: An International Journal of Experimental Educational Psychology     Hybrid Journal   (Followers: 48)
Educazione sentimentale     Full-text available via subscription  
Electronic Journal of Research in Educational Psychology     Open Access   (Followers: 7)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Emotion     Full-text available via subscription   (Followers: 32)
Emotion Review     Hybrid Journal   (Followers: 18)
En-Claves del pensamiento     Open Access   (Followers: 1)
Enseñanza e Investigacion en Psicologia     Open Access  
Epiphany     Open Access   (Followers: 3)

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Journal Cover British Journal of Educational Psychology
  [SJR: 1.304]   [H-I: 66]   [32 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  [1577 journals]
  • Epistemic beliefs as predictors of epistemic emotions: Extending a
           theoretical model
    • Authors: Tom Rosman; Anne-Kathrin Mayer
      Abstract: BackgroundThe cognitive incongruity model of epistemic beliefs and emotions states that if students’ beliefs about the nature of knowledge (e.g., knowledge as simple and absolute) are incompatible with the epistemic nature of learning materials (e.g., complex and contradictory), cognitive incongruity arises. This, in turn, entails negative emotional consequences.AimsThe epistemic nature of contradictory learning materials might be perceived differently depending on whether individuals resolve the contradictions or not. Therefore, extending the cognitive incongruity model, the present paper argues that cognitive (in)congruity also depends on how individuals act on the learning materials. We expect that only if students resolve contradictory scientific claims (e.g., by identifying moderators), more advanced epistemic beliefs (e.g., evaluativism) have positive emotional effects and vice versa.SampleA field-experimental study with N = 86 undergraduate psychology students was conducted.MethodUsing a multiple-texts approach, participants were first presented controversial evidence on gender stereotyping from 18 different (fictional) studies. In contrast to similar multiple-texts approaches, all contradictions could be resolved by identifying the contextual factors that a certain type of stereotype discrimination occurs in (‘resolvable controversies’). After reading, the experimental group was asked to resolve the contradictions, whereas two control groups read the same texts, but were not required to resolve the controversies.ResultsResults revealed that absolute beliefs positively and evaluativistic beliefs negatively predict negative emotions, but only if students were instructed to resolve the contradictions.ConclusionsOur results suggest that extending the cognitive incongruity model by how students deal with controversial learning materials might be worthwhile.
      PubDate: 2017-09-21T23:45:26.906365-05:
      DOI: 10.1111/bjep.12191
  • School connectedness and the primary to secondary school transition for
           young people with autism spectrum conditions
    • Authors: Judith S. Hebron
      Abstract: BackgroundYoung people with autism spectrum conditions (ASC) face many educational challenges, particularly in terms of academic achievement, social inclusion, and mental health. School connectedness is linked to many positive outcomes and may be of particular salience at the primary–secondary school transition, when young people with ASC are expected to cope in new and unfamiliar settings.AimsThis study explores for the first time school connectedness across the primary to secondary school transition for young people with ASC.SampleTwenty-eight students with ASC (23 male, five female) and a comparison group of 21 students with no additional needs (16 male, five female) participated.MethodsA longitudinal design was used to measure school connectedness across transition at four time-points from the end of primary school, into the first and second years of secondary school. Students completed the Psychological Sense of School Membership (Goodenow, 1993, Psychology in the Schools, 30, 79) questionnaire at each time-point, with responses analysed statistically.ResultsStudents with ASC reported positive levels of school connectedness across transition, although their scores remained lower than those of their typically developing peers. The gap between the two groups narrowed significantly during the first year of secondary school, with students in the ASC group reporting improving levels of school connectedness, although there were non-significant signs of a decline for both groups in the second year.ConclusionsTransition can be a positive experience for students with ASC. However, their consistently lower levels of school connectedness compared to those of their peers highlight the need for ongoing monitoring and support during secondary education.
      PubDate: 2017-09-20T03:50:24.4129-05:00
      DOI: 10.1111/bjep.12190
  • Family support and gains in school readiness: A longitudinal study
    • Authors: Claire Hughes; Naomi White, Sarah Foley, Rory T. Devine
      Abstract: BackgroundTraditional measures of school readiness are labour-intensive and do not assess family support.AimsThe current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers’ ratings of young children's school readiness and investigate the role of family support as a predictor of school readiness.SampleFive hundred and seventy-eight children (270 boys; 74.2% White British) were included at Time 1 aged 2.58–5.84 years (Mage = 3.98 years, SD = 0.66).MethodTeachers and nursery workers completed BESSI questionnaires for each participant on two occasions separated by 6 months.ResultsThe four latent factors of the BESSI (i.e., Behavioural Adjustment, Language and Cognition, Daily Living Skills and Family Support) exhibited longitudinal measurement invariance and individual differences in ratings on each factor showed strong stability over time. BESSI ratings were also sensitive to improvements over time. Auto-regressive models showed that family support and family income (as measured by eligibility for pupil premium support) at Time 1 each uniquely predicted child outcomes at Time 2.ConclusionsThese findings highlight the importance of family contexts for children's school readiness.
      PubDate: 2017-09-17T07:25:20.913803-05:
      DOI: 10.1111/bjep.12188
  • Revealing hidden talents: The development, use, and benefit of VESPARCH
    • Authors: Julia R. Badger; Jane Mellanby
      Abstract: BackgroundSchool attainment tests and Cognitive Abilities Tests are used in the United Kingdom to set targets for educational outcome. Whilst these are good predictors, they depend not only on basic ability but also on learnt knowledge and skills, such as reading.Method and AimsVESPARCH is an online group test of verbal and spatial reasoning, which we propose gives a measure that more closely approximates to basic ability – fluid intelligence. The verbal test contains highly familiar words, does not require the child to read them, is untimed, and provides detailed feedback on five practice questions for each part of the test. The tests – one suitable and standardized for children aged 7–9 years and one for children aged 10–12 years – have good test–retest reliability and validity and conform to the Rasch model. Comparison of VESPARCH scores with school attainment measures allows identification of those students who are underachieving academically relative to their potential. The matched nature of the verbal and spatial tests allows reasoning ability in the two domains to be compared; those with much higher spatial scores might be expected to do well in STEM subjects.ConclusionVESPARCH can be used alongside current school tests to ensure targeted teaching and encouragement for every child.
      PubDate: 2017-09-14T03:15:38.684957-05:
      DOI: 10.1111/bjep.12189
  • Fraction magnitude understanding and its unique role in predicting general
           mathematics achievement at two early stages of fraction instruction
    • Authors: Yingyi Liu
      Abstract: BackgroundPrior studies on fraction magnitude understanding focused mainly on students with relatively sufficient formal instruction on fractions whose fraction magnitude understanding is relatively mature.AimThis study fills a research gap by investigating fraction magnitude understanding in the early stages of fraction instruction. It extends previous findings to children with limited and primary formal fraction instruction.Sample(s)Thirty-five fourth graders with limited fraction instruction and forty fourth graders with primary fraction instruction were recruited from a Chinese primary school.MethodsChildren's fraction magnitude understanding was assessed with a fraction number line estimation task. Approximate number system (ANS) acuity was assessed with a dot discrimination task. Whole number knowledge was assessed with a whole number line estimation task. General reading and mathematics achievements were collected concurrently and 1 year later.ResultsIn children with limited fraction instruction, fraction representation was linear and fraction magnitude understanding was concurrently related to both ANS and whole number knowledge. In children with primary fraction instruction, fraction magnitude understanding appeared to (marginally) significantly predict general mathematics achievement 1 year later.ConclusionsFraction magnitude understanding emerged early during formal instruction of fractions. ANS and whole number knowledge were related to fraction magnitude understanding when children first began to learn about fractions in school. The predictive value of fraction magnitude understanding is likely constrained by its sophistication level.
      PubDate: 2017-09-08T00:05:54.609136-05:
      DOI: 10.1111/bjep.12182
  • The relationship between motor skills and psychosocial factors in young
           children: A test of the elaborated environmental stress hypothesis
    • Authors: Vincent O. Mancini; Daniela Rigoli, Lynne D. Roberts, Brody Heritage, Jan P. Piek
      Abstract: BackgroundThe elaborated environmental stress hypothesis (EESH) provides a framework that describes how motor skills may indirectly cause internalizing problems through various mediating psychosocial factors. While there is evidence to support this framework, little is known about how the proposed relationships may vary across different stages of development.AimsThis study aimed to investigate whether peer problems and perceived self-competence mediated the relationship between motor skills and internalizing problems in pre-primary children, and at 18-month follow up.SampleA community sample of 197 pre-primary school children (M = 5.40 years, SD = 0.30 years; 102 males, 95 females) participated at Time 1, with 107 completing the Time 2 follow-up.MethodsStandardized instruments were used to measure motor skills and verbal IQ. Perceived self-competence was measured using a self-report measure. Participant peer problems and internalizing problems were measured using teacher report. Age, gender, and verbal IQ were included as covariates.ResultsMediation analysis using PROCESS showed that the relationship between motor skills and internalizing problems was mediated by peer problems at Time 1. At Time 2, the relationship was mediated by peer problems and perceived physical competence.ConclusionsThe current results indicate the EESH may function differently across different periods of development. The transition from pre-primary to Grade 1 represents a time of important cognitive and psychosocial development, which has implications for how the relationship between motor skills and internalizing problems can be understood. These findings highlight potential age-appropriate targets for psychomotor interventions aiming to improve the emotional well-being of young children.
      PubDate: 2017-09-08T00:05:40.390677-05:
      DOI: 10.1111/bjep.12187
  • Teacher spatial skills are linked to differences in geometry instruction
    • Authors: Beryl Ann Otumfuor; Martha Carr
      Abstract: BackgroundSpatial skills have been linked to better performance in mathematics.AimThe purpose of this study was to examine the relationship between teacher spatial skills and their instruction, including teacher content and pedagogical knowledge, use of pictorial representations, and use of gestures during geometry instruction.SampleFifty-six middle school teachers participated in the study.MethodsThe teachers were administered spatial measures of mental rotations and spatial visualization. Next, a single geometry class was videotaped.ResultCorrelational analyses revealed that spatial skills significantly correlate with teacher's use of representational gestures and content and pedagogical knowledge during instruction of geometry. Spatial skills did not independently correlate with the use of pointing gestures or the use of pictorial representations. However, an interaction term between spatial skills and content and pedagogical knowledge did correlate significantly with the use of pictorial representations. Teacher experience as measured by the number of years of teaching and highest degree did not appear to affect the relationships among the variables with the exception of the relationship between spatial skills and teacher content and pedagogical knowledge.ConclusionTeachers with better spatial skills are also likely to use representational gestures and to show better content and pedagogical knowledge during instruction. Spatial skills predict pictorial representation use only as a function of content and pedagogical knowledge.
      PubDate: 2017-08-31T23:35:33.194974-05:
      DOI: 10.1111/bjep.12172
  • Sleep difficulties and academic performance in Norwegian higher education
    • Authors: Amie C. Hayley; Børge Sivertsen, Mari Hysing, Øystein Vedaa, Simon Øverland
      Abstract: BackgroundSleep difficulties are common among university students and may detrimentally affect academic outcomes. Despite this, remarkably little information is currently available during this critical developmental period of early adulthood, and thus, the direct effect on measurable domains of academic ability and proficiency is equivocal.AimsTo evaluate the associations between difficulties initiating and maintaining sleep (DIMS) and subjective and objective academic performance in a large sample of university students.SampleA total of 12,915 students who participated in large student survey in Norway from 24 February 2014 to 27 March 2014. DIMS was assessed by the Hopkins Symptoms Checklist (HSCL-25), and academic outcomes included failed examinations, delayed study progress, and school-related self-efficacy (General Self-Efficacy Scale).ResultsDifficulties initiating and maintaining sleep was independently associated with increased odds for poor school performance for all academic outcomes. Reporting ‘extreme’ DIMS was associated with increased odds of reporting delayed study progress (adjusted odds ratio [OR] = 1.25, 95% CI 1.01–1.57, p 
      PubDate: 2017-08-31T23:25:38.201171-05:
      DOI: 10.1111/bjep.12180
  • Scaffolding under the microscope: Applying self-regulation and
           other-regulation perspectives to a scaffolded task
    • Authors: Georgia Leith; Nicola Yuill, Alison Pike
      Abstract: BackgroundTypical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child's contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task.AimsThis study applies a transition of regulation framework to scaffolding coding, using a self-regulation and other-regulation coding scheme, to explore how rich and detailed data on mother–child dyadic interactions fit alongside collapsed sample-level scores.SampleData of 78 mother–child dyads (M age = 9 years 10 months) from the Sisters and Brothers Study (SIBS: Pike et al., 2006, Family relationships in middle childhood. National Children's Bureau/Joseph Rowntree Foundation) were used for this analysis.MethodsVideos of the mother and child completing a multiple-trial block design puzzle task at home were coded for their different self- and other-regulation skills at the end of every block design trial.ResultsThese constructs were examined at a sample level, providing general findings about typical patterns of self-regulation and other-regulation. Seven exemplar families at different ends of the spectrum were then extracted for fine-grained examination, showing substantial trial- and behaviour-related differences between seemingly similarly scoring families.ConclusionThis coding scheme demonstrated the value of exploring perspectives of a mother–child tutoring task aligned to the concept of other-regulation, and investigating detailed features of the interaction that go undetected in existing scaffolding coding schemes.
      PubDate: 2017-08-29T23:55:50.749608-05:
      DOI: 10.1111/bjep.12178
  • The complexity of school racial climate: Reliability and validity of a new
           measure for secondary students
    • Authors: Christy M. Byrd
      Abstract: BackgroundThe conceptualization of the role of race and culture in students’ experience of school has been limited. This study presents a more comprehensive and multidimensional framework than previously conceptualized and includes the two domains of (1) intergroup interactions (frequency of interaction, quality of interaction, equal status, and support for positive interaction) and (2) school racial socialization (cultural socialization, mainstream socialization, promotion of cultural competence, colourblind socialization, critical consciousness socialization, and stereotyping) (Byrd, 2015, Journal of Educational Research, 108, 10).AimsThe scale presents a measure of school racial climate for middle and high school students and tests for evidence of reliability and validity in two independent, nationwide samples.Sample and methodParticipants were 819 children aged 12–18 (M = 15.27, SD = 1.58) who completed the School Climate for Diversity – Secondary Scale and a number of validating measures: general school climate, perceived discrimination, culturally responsive teaching, grades, and academic motivation.Results and conclusionsConfirmatory factor analyses and reliability analyses showed support for the 10-factor structure of the scale, and the subscales were associated with the validating measures in expected ways.
      PubDate: 2017-08-29T05:45:45.24453-05:0
      DOI: 10.1111/bjep.12179
  • How are learning strategies reflected in the eyes' Combining results
           from self-reports and eye-tracking
    • Authors: Leen Catrysse; David Gijbels, Vincent Donche, Sven De Maeyer, Marije Lesterhuis, Piet Van den Bossche
      Abstract: BackgroundUp until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures.AimsThis study aimed at extending current research on students' learning strategies by combining general and task-specific measurements of students' learning strategies using both offline and online measures. We want to clarify how students process learning contents and to what extent this is related to their self-report of learning strategies.SampleTwenty students with different generic learning profiles (according to self-report questionnaires) read an expository text, while their eye movements were registered to answer questions on the content afterwards.MethodsEye-tracking data were analysed with generalized linear mixed-effects models.ResultsThe results indicate that students with an all-high profile, combining both deep and surface learning strategies, spend more time on rereading the text than students with an all-low profile, scoring low on both learning strategies.ConclusionsThis study showed that we can use eye-tracking to distinguish very strategic students, characterized using cognitive processing and regulation strategies, from low strategic students, characterized by a lack of cognitive and regulation strategies. These students processed the expository text according to how they self-reported.
      PubDate: 2017-08-29T05:45:42.681799-05:
      DOI: 10.1111/bjep.12181
  • Monitoring and depth of strategy use in computer-based learning
           environments for science and history
    • Authors: Victor M. Deekens; Jeffrey A. Greene, Nikki G. Lobczowski
      Abstract: BackgroundSelf-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance.AimsIn this study, we investigated the relationships among the frequency of metacognitive monitoring and the utilization of deep and surface-level strategies, and the connections between these SRL processes and learning outcomes across two academic domains, science and history.SampleThis was a secondary data analysis of two studies. The first study sample was 170 undergraduate students from a University in the south-eastern United States. The second study sample consisted of 40 US high school students in the same area.MethodsWe collected think-aloud protocol SRL and knowledge measure data and conducted both structural equation modelling and path analysis to investigate our research questions.ResultsFindings showed across both studies and two distinct academic domains, students who enacted more frequent monitoring also enacted more frequent deep strategies resulting in better performance on academic evaluations.ConclusionsThese findings suggest the importance of measuring not only what depth of strategies learners use, but also the degree to which they monitor their learning. Attention to both is needed in research and practice.
      PubDate: 2017-08-12T02:25:31.950033-05:
      DOI: 10.1111/bjep.12174
  • The relation between cognitive and metacognitive strategic processing
           during a science simulation
    • Authors: Daniel L. Dinsmore; Brian P. Zoellner
      Abstract: BackgroundThis investigation was designed to uncover the relations between students’ cognitive and metacognitive strategies used during a complex climate simulation. While cognitive strategy use during science inquiry has been studied, the factors related to this strategy use, such as concurrent metacognition, prior knowledge, and prior interest, have not been investigated in a multidimensional fashion.AimsThis study addressed current issues in strategy research by examining not only how metacognitive, surface-level, and deep-level strategies influence performance, but also how these strategies related to each other during a contextually relevant science simulation.SampleThe sample for this study consisted of 70 undergraduates from a mid-sized Southeastern university in the United States. These participants were recruited from both physical and life science (e.g., biology) and education majors to obtain a sample with variance in terms of their prior knowledge, interest, and strategy use.MethodsParticipants completed measures of prior knowledge and interest about global climate change. Then, they were asked to engage in an online climate simulator for up to 30 min while thinking aloud. Finally, participants were asked to answer three outcome questions about global climate change.ResultsResults indicated a poor fit for the statistical model of the frequency and level of processing predicting performance. However, a statistical model that independently examined the influence of metacognitive monitoring and control of cognitive strategies showed a very strong relation between the metacognitive and cognitive strategies. Finally, smallest space analysis results provided evidence that strategy use may be better captured in a multidimensional fashion, particularly with attention paid towards the combination of strategies employed.ConclusionsConclusions drawn from the evidence point to the need for more dynamic, multidimensional models of strategic processing that account for the patterns of optimal and non-optimal strategy use. Additionally, analyses that can capture these complex patterns need to be further explored.
      PubDate: 2017-08-10T22:55:35.245719-05:
      DOI: 10.1111/bjep.12177
  • Multiple aspects of high school students’ strategic processing on
           reading outcomes: The role of quantity, quality, and conjunctive strategy
    • Authors: Meghan M. Parkinson; Daniel L. Dinsmore
      Abstract: BackgroundWhile the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important.AimsThis study examines how multiple aspects of strategy use, namely frequency, quality, and conjunctive use of strategies, influence task performance on both well- and ill-structured task outcomes in addition to other concomitant variables that may interact with strategic processing during reading.SampleThe sample consisted of 21 high school students enrolled in an upper-level biology class in a suburban school in the north-eastern United States.MethodsThese participants completed measures of prior knowledge and interest, then read either an expository or persuasive text while thinking aloud. They then completed a passage recall and open-ended response following passage completion.ResultsIn general, quantity was not positively related to the study outcomes and was negatively related to one of them. Quality of strategy use, on the other hand, was consistently related to positive reading outcomes. The influence of knowledge and interest in terms of strategies is also discussed as well as six cases which illustrate the relation of aspects of strategy use and the other concomitant variables.ConclusionsEvaluating strategy use by solely examining the frequency of strategy use did not explain differences in task performance as well as evaluating the quality and conjunctive use of strategies. Further, important relations between prior knowledge, interest, and the task outcomes appeared to be mediated and moderated by the aspects of strategy use investigated.
      PubDate: 2017-08-09T23:55:29.362965-05:
      DOI: 10.1111/bjep.12176
  • Theorizing and researching levels of processing in self-regulated learning
    • Authors: Philip H. Winne
      Abstract: BackgroundDeep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empirically demonstrated to limit knowledge learners gain, curtail what they can do with newly acquired knowledge, and shorten the life span of recently acquired knowledge.PurposeI recapitulate major accounts of levels or depth of information and information processing to set a stage for conceptualizing, first, self-regulated learning (SRL) from this perspective and, second, how a “levels-sensitive” approach might be implemented in research about SRL.MethodI merge the levels construct into a model of SRL (Winne, 2011, Handbook of self-regulation of learning and performance (pp. 15–32), New York: Routledge; Winne, 2017b, Handbook of self-regulation of learning and performance (2nd ed.), New York: Routledge; Winne & Hadwin, 1998, Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ: Lawrence Erlbaum) conceptually and with respect to operationally defining the levels construct in the context of SRL in relation to each of the model's four phases – surveying task conditions, setting goals and planning, engaging the task, and composing major adaptations for future tasks. Select illustrations are provided for each phase of SRL. Regarding phase 3, a software system called nStudy is introduced as state-of-the-art instrumentation for gathering fine-grained, time-stamped trace data about information learners select for processing and operations they use to process that information.ConclusionsSelf-regulated learning can be viewed through a lens of the levels construct, and operational definitions can be designed to research SRL with respect to levels. While information can be organized arbitrarily deeply, the levels construct may not be particularly useful for distinguishing among processes except in a sense that, because processes in SRL operate on information with depth, they epiphenomenally acquire characteristics of levels. Thus, SRL per se is not a deeper kind of processing. Instead, it is processing more complex – deeper – information about a different topic, namely processes for learning.
      PubDate: 2017-08-09T00:05:21.035129-05:
      DOI: 10.1111/bjep.12173
  • Self-regulated learning from illustrated text: Eye movement modelling to
           support use and regulation of cognitive processes during learning from
    • Authors: Katharina Scheiter; Carina Schubert, Anne Schüler
      Abstract: BackgroundWhen learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school children's learning from text and pictures in previous studies.AimsWe tested whether the positive effects of EMME for improving self-regulated multimedia learning extend to university students and teaching of more comprehensive processing strategies. Moreover, we investigated whether EMME's effectiveness depends upon a learner's cognitive prerequisites.SampleParticipants were 50 university students (38 female; M = 26.88 years) with different study majors.MethodsDifferent prior knowledge aspects were assessed as cognitive prerequisites. Before learning about mitosis from a multimedia instruction, students either received no intervention or saw EMME demonstrating various multimedia learning processes. Learning outcomes and eye movements served as dependent variables.ResultsLearners in the EMME group showed more intense processing of pictures and more frequent transitions between text and pictures. Weaker learners showed poorer recall performance after having studied EMME, whereas EMME had no effect on stronger students. In the forced-choice verification task, stronger students benefitted from EMME, whereas no effect occurred for weaker students. The picture-processing time was suited to explain the positive effects of EMME for stronger students.ConclusionsOur results indicate that EMME illustrating a comprehensive set of cognitive processes support multimedia learning for stronger university students.
      PubDate: 2017-08-07T01:40:20.029401-05:
      DOI: 10.1111/bjep.12175
  • Longitudinal tracking of academic progress during teacher preparation
    • Authors: Roisin P. Corcoran; Joanne O'Flaherty
      Abstract: BackgroundGiven that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting their primary objective. Prior academic performance informs predominantly the selection and retention of teacher candidates. However, there remains a dearth of evidence linking academic performance with outcomes in teacher preparation or the workplace.AimThis study examined pre-service teachers' trajectories of academic growth during teacher preparation.SampleThe sample comprised 398 pre-service teachers – 282 (70.8%) males and 116 (29.1%) females.MethodAcademic growth was measured across eight time points over the course of 4 years. Pre-service teachers' academic growth was analysed using linear and nonlinear latent growth models.ResultsResults indicate that academic growth was quadratic and, over time, decelerated, with no evidence of the Matthew effect or the compensatory effect. There was evidence of a connection between prior academic attainment and current grades.ConclusionGreater attention to academic growth during the college years, and particularly among pre-service teachers, may enable greater achievement support for students.
      PubDate: 2017-08-04T23:05:35.371767-05:
      DOI: 10.1111/bjep.12171
  • Regulating approaches to learning: Testing learning strategy convergences
           across a year at university
    • Authors: Luke K. Fryer; Jan D. Vermunt
      Abstract: BackgroundContemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences.AimsDevelop and test a person-centred longitudinal model of learning strategies across the first-year university experience.MethodsJapanese university students (n = 933) completed surveys (deep and surface approaches to learning; self, external, and lack of regulation) at the beginning and end of their first year. Following invariance and cross-sectional tests, latent profile transition analysis (LPTA) was undertaken.ResultsInitial difference testing supported small but significant differences for self-/external regulation. Fit indices supported a four-group model, consistent across both measurement points. These subgroups were labelled Low Quality (low deep approaches and self-regulation), Low Quantity (low strategy use generally), Average (moderate strategy use), and High Quantity (intense use of all strategies) strategies. The stability of these groups ranged from stable to variable: Average (93% stayers), Low Quality (90% stayers), High Quantity (72% stayers), and Low Quantity (40% stayers). The three largest transitions presented joint shifts in processing/regulation strategy preference across the year, from adaptive to maladaptive and vice versa.ConclusionsPerson-centred longitudinal findings presented patterns of learning transitions that different students experience during their first year at university. Stability/variability of students’ strategy use was linked to the nature of initial subgroup membership. Findings also indicated strong connections between processing and regulation strategy changes across first-year university experiences. Implications for theory and practice are discussed.
      PubDate: 2017-07-10T06:20:33.385746-05:
      DOI: 10.1111/bjep.12169
  • Pathways to arithmetic fact retrieval and percentage calculation in
    • Authors: Ulf Träff; Kenny Skagerlund, Linda Olsson, Rickard Östergren
      Abstract: BackgroundDeveloping sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge.AimsThe purpose was to examine whether the pathways to mathematics model provides a valid account of the cognitive mechanisms underlying symbolic-number processing and mathematics in adolescents. The pathways model states that the three pathways should provide independent support to symbolic-number skill. Each pathway's unique contribution to formal mathematics varies depending on the complexity and demand of the tasks.SampleThe study used a sample of 114 adolescents (71 girls). Their mean age was 14.60 years (SD = 1.00).MethodsThe adolescents were assessed on tests tapping the three pathways and general cognitive abilities (e.g., working memory). A structural equation path analysis was computed.ResultsSymbolic-number comparison was predicted by the linguistic pathway, the quantitative pathway, and processing speed. The linguistic pathway, quantitative pathways, and symbolic-number comparison predicted arithmetic fact retrieval. The linguistic pathway, working memory, visual analogies, and symbolic-number comparison predicted percentage calculation.ConclusionsThere are both similarities and differences in the cognitive mechanisms underlying arithmetic fact retrieval and percentage calculation in adolescents. Adolescents’ symbolic-number processing, arithmetic fact retrieval, and percentage calculation continue to rely on the linguistic pathways, whereas the reliance upon the spatial pathway has ceased. The reliance upon the quantitative pathway varies depending on the task.
      PubDate: 2017-06-23T23:45:32.979384-05:
      DOI: 10.1111/bjep.12170
  • Achievement goal profiles and developments in effort and achievement in
           upper elementary school
    • Authors: Lisette Hornstra; Marieke Majoor, Thea Peetsma
      Abstract: BackgroundThe multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes.AimsThis study aimed to examine longitudinally whether students’ achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school.SampleParticipants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68).MethodsStudents reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students’ general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted.ResultsTheoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains.ConclusionsOverall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics.
      PubDate: 2017-06-13T01:10:22.690589-05:
      DOI: 10.1111/bjep.12167
  • How restudy decisions affect overall comprehension for seventh-grade
    • Authors: Keith W. Thiede; Joshua S. Redford, Jennifer Wiley, Thomas D. Griffin
      Abstract: BackgroundSelf-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study.AimsWe examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a Participant's Choice condition where students were allowed to pick texts for restudy on their own, we compared learning gains in two other conditions in which texts were selected for them. The Test-Based Restudy condition determined text selection using initial test performance – presenting the text with the lowest initial test performance for restudy, thereby circumventing potential problems associated with inaccurate monitoring and ineffective regulation. The Judgement-Based Restudy condition determined text selection using metacognitive judgements of comprehension – presenting the text with the lowest judgement of comprehension, thereby circumventing potential problems associated with ineffective regulation.SampleFour hundred and eighty seventh-grade students participated.MethodStudents were randomly assigned to conditions in an experimental design.Results and conclusionsGains in comprehension following restudy were larger for the Test-Based Restudy condition than for the Judgement-Based Restudy condition or the Participant's Choice condition. No differences in comprehension were seen between the Judgement-Based Restudy and Participant's Choice conditions. These results suggest seventh graders can systematically use their monitoring to make decisions about what to restudy. However, the results highlight how inaccurate monitoring is one reason why younger students fail to benefit from self-regulated study opportunities.
      PubDate: 2017-06-12T00:01:12.5011-05:00
      DOI: 10.1111/bjep.12166
  • Effects of achievement goals on perceptions of competence in conditions of
           unfavourable social comparisons: The mastery goal advantage effect
    • Authors: Sviatlana Kamarova; Nikos L. D. Chatzisarantis, Martin S. Hagger, Taru Lintunen, Mary Hassandra, Athanasios Papaioannou
      Abstract: BackgroundPrevious prospective studies have documented that mastery-approach goals are adaptive because they facilitate less negative psychological responses to unfavourable social comparisons than performance-approach goals.AimsThis study aimed to confirm this so-called ‘mastery goal advantage’ effect experimentally.MethodsA 2 × 3 design was adopted where achievement goals (mastery vs. performance) and normative information (favourable vs. no-normative information vs. unfavourable) were manipulated as between participant factors.SampleParticipants were 201 undergraduates, 57 males and 144 females, ranging in age from 17 to 55 years (Mage = 22.53, SD = 6.51).ResultsRegression analyses pointed out that experimentally induced mastery-approach goals facilitated higher levels of competence and happiness with task performance than experimentally induced performance-approach goals in conditions of unfavourable social comparisons. In contrast, although performance-approach goals yielded the highest levels of happiness with task performance in conditions of favourable social comparisons, this positive effect of performance-approach goals did not extend to perceptions of competence.ConclusionCurrent findings broaden understanding of the adaptive nature of mastery-approach goals and suggest that it is possible to modulate aversive responses to unfavourable social comparisons by focusing attention on mastery-approach goals.
      PubDate: 2017-06-11T23:55:39.077995-05:
      DOI: 10.1111/bjep.12168
  • Math anxiety and math performance in children: The mediating roles of
           working memory and math self-concept
    • Authors: M. José Justicia-Galiano; M. Eva Martín-Puga, Rocío Linares, Santiago Pelegrina
      Abstract: BackgroundNumerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation.AimsThis study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept.SampleA total of 167 children aged 8–12 years participated in this study.MethodsChildren completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children.ResultsA series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement.ConclusionsResults suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance.
      PubDate: 2017-05-31T06:40:24.79623-05:0
      DOI: 10.1111/bjep.12165
  • Bullying and cyberbullying studies in the school-aged population on the
           island of Ireland: A meta-analysis
    • Authors: Mairéad Foody; Muthanna Samara, James O'Higgins Norman
      Abstract: BackgroundBullying research has gained a substantial amount of interest in recent years because of the implications for child and adolescent development.Aim and sampleWe conducted a meta-analysis of traditional and cyberbullying studies in the Republic and North of Ireland to gain an understanding of prevalence rates and associated issues (particularly psychological correlates and intervention strategies) among young people (primary and secondary school students).MethodFour electronic databases were searched (PsychArticles, ERIC, PsychInfo and Education Research Complete) for studies of traditional bullying and cyberbullying behaviours (perpetrators, victims or both) published between January 1997 and April 2016.ResultsA final sample of 39 articles fit our selection criteria. CMA software was used to estimate a pooled prevalence rate for traditional/cyberbullying victimization and perpetration. A systematic review on the psychological impacts for all types of bullying and previously used interventions in an Irish setting is also provided.ConclusionsThe results demonstrate the influence moderating factors (e.g., assessment tools, answer scale, time frame) have on reported prevalence rates. These results are discussed in light of current studies, and points for future research are considered.
      PubDate: 2017-05-26T23:45:26.05503-05:0
      DOI: 10.1111/bjep.12163
  • Preliminary validation of the Perceived Locus of Causality scale for
           academic motivation in the context of university studies (PLOC-U)
    • Authors: Manuel Sánchez de Miguel; Izarne Lizaso, Daniel Hermosilla, Carlos-Maria Alcover, Marios Goudas, Enrique Arranz-Freijó
      Abstract: BackgroundResearch has shown that self-determination theory can be useful in the study of motivation in sport and other forms of physical activity. The Perceived Locus of Causality (PLOC) scale was originally designed to study both.AimThe current research presents and validates the new PLOC-U scale to measure academic motivation in the university context. We tested levels of self-determination before and after academic examinations. Also, we analysed degree of internalization of extrinsic motivation in students' practical activities.SampleTwo hundred and eighty-seven Spanish university students participated in the study.MethodData were collected at two time points to check the reliability and stability of PLOC-U by a test–retest procedure. Confirmatory factor analysis was performed on the PLOC-U. Also convergent validity was tested against the Academic Motivation Scale (EME-E).ResultsConfirmatory factor analysis showed optimum fit and good reliability of PLOC-U. It also presented excellent convergent validity with the EME-E and good stability over time. Our findings did not show any significant correlation between self-determination and expected results before academic examinations, but it did so afterwards, revealing greater regulation by and integration of extrinsic motivation. The high score obtained for extrinsic motivation points to a greater regulation associated with an external contingency (rewards in the practical coursework).ConclusionsPLOC-U is a good instrument for the measurement of academic motivation and provides a new tool to analyse self-determination among university students.
      PubDate: 2017-05-25T00:05:37.010316-05:
      DOI: 10.1111/bjep.12164
  • Extending the seductive allure of neuroscience explanations effect to
           popular articles about educational topics
    • Authors: Soo-hyun Im; Keisha Varma, Sashank Varma
      Abstract: BackgroundThe seductive allure of neuroscience explanations (SANE) is the finding that people overweight psychological arguments when framed in terms of neuroscience findings.AimThis study extended this finding to arguments concerning the application of psychological findings to educational topics.SampleParticipants (n = 320) were recruited from the general public, specifically among English-speaking Amazon Mechanical Turk workers residing in the United States.MethodsWe developed eight articles that orthogonally varied two processes (learning vs. development) with two disciplines (cognitive vs. affective psychology). We increased neuroscience framing across four levels: psychological finding alone, with an extraneous neuroscience finding (verbal), with an extraneous neuroscience finding (verbal) and graph, and with an extraneous neuroscience finding (verbal) and brain image. Participants were randomly assigned to one level of neuroscience framing and rated the credibility of each article's argument.ResultsSeductive allure of neuroscience explanations effects were not ubiquitous. Extraneous verbal neuroscience framings, either alone or accompanied by graphs, did not influence the credibility of the application of psychological findings to educational topics. However, there was a SANE effect when educational articles were accompanied by both extraneous verbal neuroscience findings and brain images. This effect persisted even after controlling for individual differences in familiarity with education, attitude towards psychology, and knowledge of neuroscience.ConclusionThe results suggest that there is a SANE effect for articles about educational topics among the general public when they are accompanied by both extraneous verbal neuroscience findings and brain images.
      PubDate: 2017-05-18T06:31:25.71581-05:0
      DOI: 10.1111/bjep.12162
  • An investigation of the mechanism underlying teacher aggression: Testing
           I3 theory and the General Aggression Model
    • Authors: Paul Montuoro; Tim Mainhard
      Abstract: BackgroundConsiderable research has investigated the deleterious effects of teachers responding aggressively to students who misbehave, but the mechanism underlying this dysfunctional behaviour remains unknown.AimsThis study investigated whether the mechanism underlying teacher aggression follows I3 theory or General Aggression Model (GAM) metatheory of human aggression. I3 theory explains exceptional, catastrophic events of human aggression, whereas the GAM explains common human aggression behaviours.SampleA total of 249 Australian teachers participated in this study, including 142 primary school teachers (Mdn [age] = 35–39 years; Mdn [years teaching] = 10–14 years; 84% female) and 107 secondary school teachers (Mdn [age] = 45–49 years; Mdn [years teaching] = 15–19 years; 65% female).MethodsParticipants completed four online self-report questionnaires, which assessed caregiving responsiveness, trait self-control, misbehaviour provocation, and teacher aggression.ResultsAnalyses revealed that the GAM most accurately captures the mechanism underlying teacher aggression, with lower caregiving responsiveness appearing to indirectly lead to teacher aggression via higher misbehaviour provocation and lower trait self-control in serial, controlling for gender, age, years teaching, and current role (primary, secondary).ConclusionsThis study indicates that teacher aggression proceeds from ‘the person in the situation’. Specifically, lower caregiving responsiveness appears to negatively shape a teacher's affective, cognitive, and arousal states, which influence how they perceive and interpret student misbehaviour. These internal states, in turn, appear to negatively influence appraisal and decision processes, leading to immediate appraisal and impulsive actions. These results raise the possibility that teacher aggression is a form of countertransference.
      PubDate: 2017-05-08T23:20:38.835349-05:
      DOI: 10.1111/bjep.12161
  • Individual, social, and family factors associated with high school dropout
           among low-SES youth: Differential effects as a function of immigrant
    • Authors: Isabelle Archambault; Michel Janosz, Véronique Dupéré, Marie-Christine Brault, Marie Mc Andrew
      Abstract: BackgroundIn most Western countries, the individual, social, and family characteristics associated with students’ dropout in the general population are well documented. Yet, there is a lack of large-scale studies to establish whether these characteristics have the same influence for students with an immigrant background.AimsThe first aim of this study was to assess the differences between first-, second-, and third-generation-plus students in terms of the individual, social, and family factors associated with school dropout. Next, we examined the differential associations between these individual, social, and family factors and high school dropout as a function of students’ immigration status.SampleParticipants were 2291 students (54.7% with an immigrant background) from ten low-SES schools in Montreal (Quebec, Canada).MethodIndividual, social, and family predictors were self-reported by students in secondary one (mean age = 12.34 years), while school dropout status was obtained five or 6 years after students were expected to graduate.ResultsResults of logistic regressions with multiple group latent class models showed that first- and second-generation students faced more economic adversity than third-generation-plus students and that they differed from each other and with their native peers in terms of individual, social, and family risk factors. Moreover, 40% of the risk factors considered in this study were differentially associated with first-, second-, and third-generation-plus students’ failure to graduate from high school.ConclusionThese results provide insights on immigrant and non-immigrant inner cities’ students experiences related to school dropout. The implications of these findings are discussed.
      PubDate: 2017-04-28T05:27:05.559058-05:
      DOI: 10.1111/bjep.12159
  • Self-concept mediates the relation between achievement and emotions in
    • Authors: Jojanneke P. J. Van der Beek; Sanne H. G. Van der Ven, Evelyn H. Kroesbergen, Paul P. M. Leseman
      Abstract: BackgroundMathematics achievement is related to positive and negative emotions. Pekrun's control–value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions.AimsThe aims were (1) to investigate the mediating role of mathematical self-concept in the relation between mathematics achievement and the achievement emotions of enjoyment and anxiety in a comprehensive model, and (2) to test possible differences in this mediating role between low-, average-, and high-achieving students.SampleParticipants were ninth-grade students (n = 1,014) from eight secondary schools in the Netherlands.MethodsThrough an online survey including mathematical problems, students were asked to indicate their levels of mathematics enjoyment, anxiety, and self-concept. Structural equation modelling was used to test the mediating role of self-concept in the relation between mathematics achievement and emotions. Multigroup analyses were performed to compare these relations across the three achievement groups.ResultsResults confirmed full mediation of the relation between mathematics achievement and emotions by mathematical self-concept. Furthermore, we found higher self-concepts, more enjoyment and less math anxiety in high-achieving students compared to their average and low-achieving peers. No differences across these achievement groups were found in the relations in the mediational model.ConclusionsMathematical self-concept plays a pivotal role in students' appraisal of mathematics. Mathematics achievement is only one factor explaining students' self-concept. Likely also classroom instruction and teachers’ feedback strategies help to shape students’ self-concept.
      PubDate: 2017-04-25T00:50:37.868687-05:
      DOI: 10.1111/bjep.12160
  • 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
  • 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
  • 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
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