In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students'…

Phoneme awareness, letter knowledge, and rapid automatized naming (RAN) are well-known kindergarten predictors of later word recognition skills, but it is not clear whether they predict developments in accuracy or speed, or both. The present longitudinal study of 172 Danish beginning readers found that speed of word recognition mainly developed…

This cross-sectional study examines the importance of English phonological and orthographic processing skills to English word reading and spelling in 3 groups of younger (8-9 years) and older (11-12 years) children from different language backgrounds: English monolingual, English first language (L1)-Mandarin second language (L2), and Mandarin…

This study investigated moderating effects of classroom friendship network structures (centralization and density), teacher-student attunement on aggression and popularity, and gender on changes in the social status of aggression over 1 school year. Longitudinal multilevel analyses with 2 time points (fall and spring) were conducted on a sample of…

Complex problem solving (CPS) as a cross-curricular competence has recently attracted more attention in educational psychology as indicated by its implementation in international educational large-scale assessments such as the Programme for International Student Assessment. However, research on the development of CPS is scarce, and the few…

Background: Two important influences on students' evaluations of teaching are relationship and professor effects. Relationship effects reflect unique matches between students and professors such that some professors are unusually effective for some students, but not for others. Professor effects reflect inter-rater agreement that some…

Several studies show that parents' and teachers' perceptions of children's academic competence are important predictors of children's subsequent academic performance. However, there is a lack of evidence on what precedes these perceptions as well as the dynamics within a comprehensive model. The aim of this study was to investigate the…

The current study explored individual differences in ability and motivation factors of retention in first-year college students. We used discrete-time survival mixture analysis to model university retention. Parents' education, gender, American College Test (ACT) scores, conscientiousness, and trait affectivity were explored as predictors of…

This prospective study of 276 Virginia public high schools found that the prevalence of teasing and bullying (PTB) as perceived by both 9th-grade students and teachers was predictive of dropout rates for this cohort 4 years later. Negative binomial regression indicated that one standard deviation increases in student- and teacher-reported PTB were…

This study examined whether counting and rapid automatized naming (RAN) could operate as significant predictors of both later arithmetic calculation and reading fluency. The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlling for the effect of phonological awareness and…

Two previous studies examining 5 empirical educational psychology research journals (Hsieh et al., 2005; Robinson, Levin, Thomas, Pituch, & Vaughn, 2007) found that in the 21-year period from 1983 to 2004, there was a decrease in intervention and randomized experimental research, whereas in the 10-year period from 1994 to 2004, there was an…

Background: Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship. Aims: The purpose of this study was to…

Background: Most psychologists who study children's reading assume that their hypotheses are relevant to children's success at school. This assumption is rarely tested. Aims: The study's aims were to see whether two successful measures of the processes underlying children's learning to read and write are related to their…

In modern expectancy-value theory (EVT) in educational psychology, expectancy and value beliefs additively predict performance, persistence, and task choice. In contrast to earlier formulations of EVT, the multiplicative term Expectancy x Value in regression-type models typically plays no major role in educational psychology. The present study…

In an experimental study (N = 209), the authors compared the effects of exposure to typical middle-school written science content when presented in the context of the scientific discovery narrative and when presented in a more traditional nonnarrative format on 7th and 8th grade students in the United States. The development of texts was…