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Randolph Christopher Helms – ProQuest LLC, 2021
The present study explored the effect of instructing middle school students in sixth, seventh, and eighth grades in positive psychology lessons, as compared to control classes that did not receive this positive psychology instruction. This study used quantitative procedures to determine the implementation of this curriculum on lowering student…
Descriptors: Middle School Students, Grade 6, Grade 7, Grade 8
Mauduy, Maxime; Bagneux, Virginie; Sénémeaud, Cécile – Social Psychology of Education: An International Journal, 2023
In school bullying, witnesses play a fundamental role because their defensive reactions can stop bullying situations. However, a great majority of witnesses remain passive despite their prodefense personal beliefs. To address this gap between witnesses' beliefs and behaviors, we developed and tested two social psychology strategies, namely, the…
Descriptors: Bullying, Audiences, Beliefs, Student Behavior
Keane, Kevin; Evans, Retta; Orihuela, Catheryn; Mrug, Sylvie – Grantee Submission, 2023
Early adolescence is a time of increased stress and risk for poorer psychosocial functioning, but few studies have explored the relationship between stress and psychosocial functioning in the context of teacher-student relationships during early adolescence. This study used a two-wave longitudinal design to investigate the unique and interactive…
Descriptors: Middle School Students, Grade 6, Grade 7, Teacher Student Relationship
Skjelstad, Eirik; Ellefsen, Live W. – Journal of Research in Music Education, 2024
The 2020 Norwegian national curriculum for primary, lower secondary, and upper secondary education includes a "competence aim" after Year 7 that expects pupils to be able to "investigate how gender, gender roles, and sexuality are presented in music and dance in the public sphere and create expressions that challenge…
Descriptors: Foreign Countries, Stereotypes, Music Teachers, Sex Role
Lagoudakis, Nektarios; Vlachos, Filippos; Christidou, Vasilia; Vavougios, Denis – Cogent Education, 2022
Brain-Based Learning (BBL) is an educational theoretical framework based on principles that derive from important findings about the structure and function of the brain through biology, psychology, and neuroscientific research, and forms a holistic context for a comprehensive instructional approach design. In the present study, a teaching…
Descriptors: Instructional Effectiveness, Neurosciences, Teaching Methods, Science Instruction
Torrance Jenkins, Rebecca – School Science Review, 2017
This article is the first of a two-part series that explores science teachers' and their pupils' experiences of using different pedagogical approaches based on understandings of how brains learn. For this case-study research, nine science teachers were interviewed and four teachers self-selected to trial a pedagogical approach, new to them, from…
Descriptors: Teaching Methods, Science Instruction, Science Teachers, Teacher Attitudes
Bickford, John H., III; Bickford, Molly Sigler; Dwomoh, Razak Kwame – History Teacher, 2020
History education rests at the junction between historical content, disciplinary literacy, and educational psychology. To understand the sources and strategies that facilitate historical thinking, more inquiries are needed. How do students respond to different historical topics, texts, and tasks? Which sources and strategies best facilitate…
Descriptors: Inquiry, Active Learning, History Instruction, Middle School Students
Roth, Rachel A.; Suldo, Shannon M.; Ferron, John M. – School Psychology Review, 2017
Most interventions intended to improve subjective well-being, termed "positive psychology interventions" (PPIs), have neglected to include relevant stakeholders in youth's lives and have not included booster sessions intended to maintain gains in subjective well-being. The current study investigated the impact of a multitarget,…
Descriptors: Middle School Students, Well Being, Intervention, Group Activities
Implications of Bias in Automated Writing Quality Scores for Fair and Equitable Assessment Decisions
Matta, Michael; Mercer, Sterett H.; Keller-Margulis, Milena A. – Grantee Submission, 2023
Recent advances in automated writing evaluation have enabled educators to use automated writing quality scores to improve assessment feasibility. However, there has been limited investigation of bias for automated writing quality scores with students from diverse racial or ethnic backgrounds. The use of biased scores could contribute to…
Descriptors: Bias, Automation, Writing Evaluation, Scoring
Arslan, Gökmen – Journal of Psychologists and Counsellors in Schools, 2019
The present study explored the associations among positive psychological traits, school functioning, and psychological adjustment of elementary schoolchildren. Participants included 392 children in Grades 6-8 attending a Turkish public elementary school. There were 48.2% (189) female and 51.8% (203) male participants, and they ranged in age from…
Descriptors: Elementary School Students, Psychological Characteristics, Emotional Adjustment, Public Schools
Said-Metwaly, Sameh; Fernández-Castilla, Belén; Kyndt, Eva; Van den Noortgate, Wim; Barbot, Baptiste – Educational Psychology Review, 2021
The development of divergent thinking (DT) in school-age children and adolescents has received considerable attention in the educational psychology literature since the 1970s. A body of research has outlined the existence of slumps (i.e., temporary declines) in this development with, however, conflicting findings concerning the magnitude and…
Descriptors: Creativity, Elementary School Students, Grade 4, Grade 7
Guerrero, Tricia A.; Wiley, Jennifer – Grantee Submission, 2021
Past research has suggested that there may be benefits in learning from expository science text when students study with the expectation that they will need to teach another student. The present experiments were designed to extend prior work by testing if an effect would be seen on both immediate tests (similar to those used in most prior studies)…
Descriptors: Teaching Methods, Science Instruction, Peer Teaching, Expectation
Individual Differences in Fractions' Conceptual and Procedural Knowledge: What about Older Students?
Bempeni, Maria; Poulopoulou, Stavroula; Tsiplaki, Ioanna; Vamvakoussi, Xenia – Online Submission, 2018
We constructed and calibrated an instrument targeting conceptual and procedural fraction knowledge. We used this instrument in a quantitative study with 126 secondary students (7th and 9th graders), testing the hypothesis that there are individual differences in the way students combine the two types of knowledge. Cluster analysis revealed four…
Descriptors: Individual Differences, Fractions, Mathematics Skills, Secondary School Students
Khanna, Pulkit; Singh, Kamlesh; Proctor, Carmel – School Mental Health, 2021
The present study aimed to evaluate the impact of "Strengths Gym" (Proctor & Fox Eades, in Strengths gym: Year 8, Positive Psychology Research Centre, Pennsylvania, 2009; Proctor et al., in J Posit Psychol, 6:377-388, 2011)--an intervention based on the Values in Action (VIA; Peterson & Seligman in Character strengths and…
Descriptors: Values Education, Intervention, Program Effectiveness, Well Being
Shriberg, David; Brooks, Keeshawna; Jenkins, Kisha; Immen, Jennifer; Sutter, Caroline; Cronin, Karen – School Psychology Forum, 2017
Bullying prevention and intervention are ongoing challenges for all educators, school psychologists included. A lack of research exists regarding the potential role of middle school students as direct actors in bullying prevention and intervention. This article describes a novel student leadership group for seventh graders in which the primary…
Descriptors: Student Empowerment, Middle School Students, Bullying, Student Leadership