Motivation and instruction are two major substantive domains in educational psychology. Theory and research relevant to each of these domains tend to be diffuse and fragmented. This presents challenges for scholars and practitioners seeking to implement parsimonious and cohesive approaches to help students to learn. This review articulates a…

In Noel Entwistle's reflection on educational psychology, he offers many valuable insights on student learning. In closing his reflection, Entwistle invites discussants to offer 'other possibilities' for how educational psychology can 'contribute to improving the quality of student learning'. Given the wide scope of his discussion and indeed his…

Positive education is the application of positive psychology principles to the education domain. Relative to positive psychology, positive education has not received a great deal of theoretical and empirical attention. In addition, there is a significant dearth of positive education theory and research focusing on students in the Asian region.…

Teaching is characterised by constant change and occurs in a dynamic and unpredictable environment. Being able to adapt to meet the novel and changing situations that occur in these ever-changing environments is an important capacity for thriving and effective teachers. This is known as adaptability, or the capacity of individuals to adjust their…

This article explores an integrative framework for a motivational psychology for the education of Indigenous students. Drawing on and adapting Graham's (1994) taxonomy for motivational psychology, it is suggested that enhancing the educational outcomes of Indigenous students involves addressing factors relevant to the self (positive identity,…

While much research has outlined the importance of intra-psychic factors in predicting workplace success, it is rare that attention is given to the development of these factors in training for human service professions (e.g. psychology, clergy, nursing). Accordingly, the present study explores differences in self-concept, a key intra-psychic…

Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult…

Positive psychology offers scope for enhancing satisfaction, motivation, and productivity in the workplace. Wiegand and Geller (2004, this issue) point to a number of strategies to enhance individuals' success orientation and conclude their discussion with the actively caring model which appears to be a useful means of representing pivotal facets…

Critical questions in educational psychology research to be addressed in this paper concern the casual relationship between academic self-concept, academic motivation and its effect on academic achievement. Do changes in academic self-concept and academic motivation lead to changes in subsequent academic achievement? Various studies have attempted…

Teacher feedback in mathematics is a potential strategy for redressing declining international trends in high school mathematics achievement. Effective feedback comprises corrective information (feedback) and guidance for improvement (feedforward)--referred to herein as 'feedback-feedforward'. Relatively little research has examined the…

Among a sample of 472 Indigenous high school students, juxtaposed with 15,884 non-Indigenous students from the same 54 schools, we investigated variation in motivation and engagement from school to school, and the role of motivation and engagement in predicting various academic outcomes (aspirations, buoyancy, homework completion, and…

While completing a science test and science survey, 155 high school students wore a biometric wristband (measuring electrodermal activity; EDA) and self-reported their science self-efficacy and science anxiety. Adopting a challenge-threat appraisal perspective and latent profile analysis, we explored how students were psychologically…

Using mobile technology and experience sampling in junior high school, real-time motivation and engagement were explored at four-levels: between lessons (up to 2 lessons per day; Level 1), between days (5 days per week; L2), between weeks (4 weeks; L3), and between students (113 students; L4). Findings for a 'random effects' model revealed…

We examined the role of gender in teachers' perceived autonomy support (PAS), relatedness with students, workplace buoyancy, and organizational commitment. With 276 Australian secondary school teachers, structural equation modelling showed predominant similarities across gender in associations between PAS, relatedness, buoyancy, and commitment.…

We used latent profile analysis to identify major behavioral self-regulation profiles among children who were assessed as developmentally vulnerable in terms of hyperactivity and inattention. We examined three domains of behavioral regulation: (a) cognitive--behavioral regulation by way of learning behaviors; (b) social-behavioral regulation by…