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Education Consolidation…1
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Dumont, Hanna; Protsch, Paula; Jansen, Malte; Becker, Michael – Journal of Educational Psychology, 2017
In this study, we analyzed how secondary school tracking relates to students' self-beliefs (i.e., their academic self-concepts in different domains and their beliefs regarding their labor market chances) and school disengagement during a time period that has received little attention in educational psychological research on tracking: when students…
Descriptors: Track System (Education), Secondary School Students, Self Concept, Beliefs
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Kaiser, Johanna; Südkamp, Anna; Möller, Jens – Journal of Educational Psychology, 2017
Teachers' judgments of students' academic achievement are not only affected by the achievement themselves but also by several other characteristics such as ethnicity, gender, and minority status. In real-life classrooms, achievement and further characteristics are often confounded. We disentangled achievement, ethnicity and minority status and…
Descriptors: Minority Group Students, Ethnic Groups, Gender Differences, Academic Achievement
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Stoel, Gerhard L.; van Drie, Jannet P.; van Boxtel, Carla A. M. – Journal of Educational Psychology, 2017
This article reports an experimental study on the effects of explicit teaching on 11th grade students' ability to reason causally in history. Underpinned by the model of domain learning, explicit teaching is conceptualized as multidimensional, focusing on strategies and second-order concepts to generate and verbalize causal explanations and…
Descriptors: Direct Instruction, Grade 11, Instructional Effectiveness, History Instruction
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Gajda, Aleksandra; Karwowski, Maciej; Beghetto, Ronald A. – Journal of Educational Psychology, 2017
This article reports on a meta-analysis of 120 studies (total N = 52,578; 782 effects) examining the relationship between creativity and academic achievement in research conducted since the 1960s. Average correlation between creativity and academic achievement was r = 0.22, 95% CI [0.19, 0.24]. An analysis of moderators revealed that this…
Descriptors: Creativity, Academic Achievement, Meta Analysis, Correlation
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Sithole, Seedwell T. M.; Chandler, Paul; Abeysekera, Indra; Paas, Fred – Journal of Educational Psychology, 2017
This research investigated the effects of 3 instructional design formats on learning introductory accounting. In accordance with cognitive load theory, it was predicted that students who would learn with a guided self-managed instructional design format would outperform students who would learn with a conventional split-attention format or an…
Descriptors: Self Management, Attention, Accounting, Business Administration Education
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Martin-Chang, Sandra – Journal of Educational Psychology, 2017
The self-teaching hypothesis posits that enduring orthographic and phonological representations are produced when children independently recode print into speech. However, very little research has examined how children self-teach when initial decoding attempts are weak or ineffective. In this within-participant design, 25 students in Grade 2…
Descriptors: Reading, Feedback (Response), Decoding (Reading), Grade 2
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Mori, Kanetaka; Okamoto, Masahiko – Journal of Educational Psychology, 2017
We investigated how the updating function supports the integration process in solving arithmetic word problems. In Experiment 1, we measured reading time, that is, translation and integration times, when undergraduate and graduate students (n = 78) were asked to solve 2 types of problems: those containing only necessary information and those…
Descriptors: Foreign Countries, Undergraduate Students, Graduate Students, Mathematical Concepts
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Miller, Portia; Votruba-Drzal, Elizabeth; McQuiggan, Meghan; Shaw, Alyssa – Journal of Educational Psychology, 2017
There are currently 2 principal models of publicly funded prekindergarten programs (pre-K): targeted pre-K, which is means-tested, and universal pre-K. These programs often differ in terms of the economic characteristics of the preschoolers enrolled. Studies have documented links between individual achievement in school-age children and the…
Descriptors: Preschool Education, School Demography, Economic Status, Preschool Children
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Cook, Kyle DeMeo; Coley, Rebekah Levine – Journal of Educational Psychology, 2017
The transition to kindergarten is a critical period for children and families, with successful transitions setting the stage for short- and long-term academic and social success. This study explored the practices used by kindergarten teachers to help ease children's and families' transition into primary school (termed "transition…
Descriptors: Kindergarten, Social Adjustment, Student Adjustment, Preschool Teachers
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Frey, Karin S.; Higheagle Strong, Zoe; Onyewuenyi, Adaurennaya C. – Journal of Educational Psychology, 2017
Theory and research using a social-information processing framework indicate that reward-focused (proactive) aggression has different social consequences than defense-focused (reactive) aggression. Students use norms that identify expected and socially approved behaviors as guides to their own actions. Differences in social-cognitive processing…
Descriptors: Aggression, Behavior Standards, Social Behavior, Beliefs
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Stäbler, Franziska; Dumont, Hanna; Becker, Michael; Baumert, Jürgen – Journal of Educational Psychology, 2017
Empirical studies have demonstrated that students who are taught in a group of students with higher average achievement benefit in terms of their achievement. However, there is also evidence showing that being surrounded by high-achieving students has a negative effect on students' academic self-concept, also known as the big-fish--little-pond…
Descriptors: Academic Achievement, Self Concept, Classroom Environment, High Achievement
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Bailey, Benjamin; Arciuli, Joanne; Stancliffe, Roger J. – Journal of Educational Psychology, 2017
This study explored the effects of ABRACADABRA, a free computer-assisted literacy program, on the reading accuracy and comprehension skills of children diagnosed with autism spectrum disorder (ASD). ABRACADABRA is a balanced literacy instruction program, targeting both code and meaning-based reading abilities. Twenty children with ASD, aged 5-11…
Descriptors: Literacy Education, Instructional Effectiveness, Children, Autism
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Retnowati, Endah; Ayres, Paul; Sweller, John – Journal of Educational Psychology, 2017
Worked examples and collaborative learning have both been shown to facilitate learning. However, the testing of both strategies almost exclusively has been conducted independently of each other. The main aim of the current study was to examine interactions between these 2 strategies. Two experiments (N = 182 and N = 122) were conducted with…
Descriptors: Cooperative Learning, Mathematics Instruction, Interaction, Grade 7
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Hurst, Michelle; Cordes, Sara – Journal of Educational Psychology, 2017
Rational number understanding is a critical building block for success in more advanced mathematics; however, how rational number magnitudes are conceptualized is not fully understood. In the current study, we used a dual-task working memory (WM) interference paradigm to investigate the dominant type of strategy (i.e., requiring verbal WM…
Descriptors: Short Term Memory, Learning Strategies, Mathematics Skills, Number Concepts
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Brandenburg, Janin; Klesczewski, Julia; Schuchardt, Kirsten; Fischbach, Anne; Büttner, Gerhard; Hasselhorn, Marcus – Journal of Educational Psychology, 2017
Although children with specific reading disorder (RD) have often been compared to typically achieving children on various phonological processing tasks, to our knowledge no study so far has examined whether the structure of phonological processing applies to both groups of children alike. According to Wagner and Torgesen (1987), phonological…
Descriptors: Foreign Countries, Elementary School Students, Grade 3, Phonological Awareness
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