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Zhu, Mingjing; Urhahne, Detlef; Rubie-Davies, Christine M. – Educational Psychology, 2018
The self-fulfilling prophecy model of Brophy and Good was applied to the area of teacher judgement in order to disclose the processes of how teacher judgement of student achievement influences students' future academic outcomes. It was assumed that achievement and achievement motivation might be affected through the mediating processes of…
Descriptors: Longitudinal Studies, Teacher Response, Academic Achievement, Outcomes of Education
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Wilkins, Jesse L. M.; Norton, Anderson – International Journal of STEM Education, 2018
Background: Fractions continue to pose a critical challenge for students and their teachers alike. Mathematics education research indicates that the challenge with fractions may stem from the limitations of part-whole concepts of fractions, which is the central focus of fractions curriculum and instruction in the USA. Students' development of more…
Descriptors: Fractions, Mathematics Instruction, Mathematical Concepts, Concept Formation
Xu, Wenbin; Stephens, Max; Zhang, Qinqiong – Mathematics Education Research Group of Australasia, 2012
This study investigates how 217 students in Years 5, 6 and 7 from three schools in Nanjing, China, link number and algebra (called relational thinking in this study). It categorizes their performances in terms of five levels, and uses these levels to create profiles of algebraic thinking across Years 5, 6, and 7. The study examines the…
Descriptors: Foreign Countries, Grade 5, Grade 6, Grade 7
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Phillipson, Sivanes – Educational Psychology, 2006
The primary aim of the present study was to investigate whether variations exist in child and parent attributions in predicting child academic achievement within a culture and between cultures. Participants were 158 students and their parents from three different primary schools in Hong Kong, including one British international school consisting…
Descriptors: Attribution Theory, Academic Achievement, Foreign Countries, Public Schools