Examines the differences in the undergraduate student experience of direct and re-entry students focusing on undergraduate students (n=112). Used a questionnaire to gather data to investigate the impact of age, gender, past school experiences, and motivation for participating in higher education based on academic self-esteem, self-concept, and…

Presents the results of a study in which British grandmothers (n=16) were audiotaped reading aloud and conversing with their grandchildren and an adult interviewer. Finds that grandmothers show a raised pitch while interacting with their grandchildren when reading and conversing with them. Includes references. (CMK)

Presents a comparison of the Schwartz typology of values and the Spranger-Allport-Vernon typology. Investigates the differences among students in business, social science, and technology in emotional empathy and the relationships of value priorities and emotional empathy in different fields. Includes references. (CMK)

Evaluates adapted classroom arrangements, assesses the additional impact of a form of structured peer interaction between a subset of emergent writers and older children with writing delay, while controlling for time on task. Indicates significant improvement for all emergent writers and increased gains for those also experiencing the structured…

Examines the relationship between bully/victim problems and the coping strategies used when confronted with a peer argument in Greek primary school children. Suggests that both bullying and victimization are associated with self-evaluations in diverse domains and emotional coping strategies in conflictual peer interactions. Includes references.…

Examines the personal and social bias of adolescents' behavioral intentions in educational contexts by gender, content domain, and social context. States that the study focused on 930 adolescent boys and girls, aged 11-16 years, in co-educational and single-sex schools. Discusses the results in detail and includes references. (CMK)

Examines the strength of the relationships among student self-esteem, the ability group of the school band and class stream they attend, and their self-perceived academic performance in a non-Western context. Focuses on the responses of 280 secondary school students in Hong Kong. Supports the "big fish--little pond" effect of ability grouping…

Reviews the literature on the prevalence and effects of test anxiety on children in compulsory education. Describes test anxiety stating that overall test anxiety in children is increasing. Discusses methodological problems in the literature and offers suggestions for further research. Includes references. (CMK)

Examines the attitudes of Year 2 boys and girls, drawn randomly from British primary schools within a local educational authority, towards school and school activities. Reports that between Years 2 and 6 the children became more negative towards the curriculum, interaction with the teacher and discipline, and happier about interacting with peers.…

Presents a study where classroom teachers used a five-point scale to rate the classroom conduct, behavior, and home background of 109 nine, ten, and eleven year old British primary school students. Investigates the relationship among cognitive style, gender, and behavior. Includes references. (CMK)

Explores the types of problem-solving strategy knowledge that can be accessed through the complementary use of two forms of verbal reports: concurrent verbal protocols and retrospective debriefings. Data collected from students and professors provides a detailed account of problem-solving strategies used, as well as the conditional knowledge,…

Explores the use of analogies while teaching important concepts in secondary content classrooms containing students of diverse abilities. Measures included students' knowledge of concepts, the numbers and types of analogies teachers used, and teacher and student satisfaction. Results reveal that teacher use of the routine led to increased student…

Virtual twins are unrelated siblings of the same age who are reared together from early infancy (UST-SA). Study uses a sample of 90 UST-SA pairs to comparatively assess the similarity of IQ subtest profile correlations for UST-SAs and twin pairs. Findings support explanatory models of intelligence that include genetic factors, demonstrating that…

Tests a model that posited that three diverse sets of academic outcomes for children were uniquely determined by psychological, family, and peer factors. Results reveal that early verbal skills are unique predictors of academic outcomes, and that the relative importance of psychological and peer factors depends on the kind of academic outcome of…

Examines whether low-income preschool children's peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. Positive interactive play behavior was associated with active engagement in classroom learning activities, whereas disconnection in play related to inattention, passivity, and lack of…