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Lee, Eunju J. – Educational Psychology, 2021
The present study investigated whether self-estimation bias in maths competence was associated with motivational costs or benefits, concurrently and prospectively, and whether these associations depended on students' achievement levels. Participants were 2,807 seventh grade students who were reassessed after 2 years to examine the longitudinal…
Descriptors: Self Evaluation (Individuals), Self Efficacy, Competence, Bias
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Lan, Xiaoyu; Scrimin, Sara; Moscardino, Ughetta – Journal of Early Adolescence, 2020
The present study used a sample of Chinese rural-to-urban migrants in early adolescence to examine whether emotional awareness (EA) moderated the expected association between status-based discrimination and emotional-behavioral problems and whether patterns of associations differed across informants (self-report vs. teacher-report). A total of 169…
Descriptors: Emotional Intelligence, Correlation, Emotional Problems, Behavior Problems
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Atit, Kinnari; Power, Jason R.; Veurink, Norma; Uttal, David H.; Sorby, Sheryl; Panther, Grace; Msall, Camille; Fiorella, Logan; Carr, Martha – Grantee Submission, 2020
Background: Spatial skills and mathematical ability have been repeatedly identified as critical for achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas…
Descriptors: Spatial Ability, Mathematics Skills, Standardized Tests, STEM Education
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Goagoses, Naska; Itenge, Helvi; Winschiers-Theophilus, Heike; Koglin, Ute – Journal of Classroom Interaction, 2020
Achievement goal orientations and self-regulated learning have become central constructs in education research, with both contributing significantly towards students' academic success. However, very little research has focused on students' social achievement goals, that is their social reasons for wanting to do well in school. The aim of the…
Descriptors: Goal Orientation, Mastery Learning, Self Management, Elementary School Students
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Yan, Zi; Chiu, Ming Ming; Ko, Po Yuk – Assessment in Education: Principles, Policy & Practice, 2020
Although students who self-assess effectively often learn better, creating effective, low-cost interventions to help them do so is a critical challenge. This study examined the effects of a self-assessment diary intervention on 74 Form 1 (M[subscript age]=12.2 years) students' academic achievement, self-regulation, and motivation. After each…
Descriptors: Self Evaluation (Individuals), Student Journals, Academic Achievement, Self Management
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Al-Abdullatif, Ahlam Mohammed – Cogent Education, 2020
This study aimed to investigate the impact of a flipped classroom on the self-regulated learning (SRL) and academic achievement of seventh-grade junior high school students. A quantitative approach was used to compare the traditional and flipped classroom approaches. The data were obtained using the Motivated Strategies for Learning Questionnaire…
Descriptors: Self Management, Academic Achievement, Flipped Classroom, Electronic Learning
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Hung, Cheng-Yu; Sun, Jerry Chih-Yuan; Liu, Jia-Yin – Interactive Learning Environments, 2019
This study aimed to investigate the effect of flipped classrooms integrated with massive open online courses (MOOCs) and game-based learning on the learning motivation and learning outcomes of students from different backgrounds (in terms of gender, grade, self-confidence indicators in mathematics, and roles played in the game-based learning…
Descriptors: Blended Learning, Online Courses, Game Based Learning, Instructional Effectiveness
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Renshaw, Tyler L. – Journal of Psychoeducational Assessment, 2019
This brief report presents an analog test of the relative classification validity of three cutoff values (CVs; 16, 18, and 20) derived from responses to the self-report version of the Strengths and Difficulties Questionnaire: Total Difficulties Scale. Results from Bayesian t-tests, using several school-specific subjective well-being indicators as…
Descriptors: Behavior Problems, Child Behavior, Screening Tests, Questionnaires
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Aydin, Bünyamin; Memnun, Dilek Sezgin; Dinç, Emre; Arsuk, Sevgi; Meriç, Hilal – Journal of Educational Issues, 2019
This study aimed to determine the relationship between routine/non-routine problem-solving achievements and self-regulation skills of seventh-grade students who are educated in Turkey. For this purpose, in the 2016-2017 academic year, 133 seventh-grade students who were randomly selected in Denizli and Bursa provinces were studied. In the scope of…
Descriptors: Self Management, Problem Solving, Correlation, Grade 7
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Ribeiro, Olívia; Santos, António J.; Freitas, Miguel; Rosado, António; Rubin, Kenneth H. – International Journal of Behavioral Development, 2019
The present study assesses the factor structure, psychometric adequacy, and invariance across sex and age of the Relational Provisions Loneliness Questionnaire (RPLQ). Discriminant validity with an external criterion was also tested. In a sample of Portuguese adolescents, from 7th to 9th grade (N = 817), Confirmatory Factor Analyses (CFA) were…
Descriptors: Foreign Countries, Psychological Patterns, Adolescents, Questionnaires
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Karaman, Pinar; Demirci, Ibrahim; Özdemir, Atilla – International Journal of Progressive Education, 2019
This study examines the structural relationship among motivation, deep learning approach, and academic achievement of middle school students in Turkey. Participants were 746 seventh grade and eighth grade students enrolled in public middle schools in Sinop and Ankara, Turkey. Motivated Strategies for Learning Questionnaire, Study Process…
Descriptors: Correlation, Student Motivation, Academic Achievement, Middle School Students
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Konishi, Chiaki; Hymel, Shelley; Danbrook, Matthew C.; Wong, Tracy K. Y. – Canadian Journal of School Psychology, 2019
The relationship between social-emotional experiences -- number of friends, competitiveness, and self-worth -- and changes in bullying behaviour was investigated among students in Grades 5 to 7. This two-wave study included 235 students for the first data collection and 237 students for the second data collection, with a final sample of 227…
Descriptors: Bullying, Friendship, Competition, Behavior Change
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Ng, Zi Jia; Huebner, E. Scott; Maydeu-Olivares, Alberto; Hills, Kimberly J. – Journal of Psychoeducational Assessment, 2019
While adolescence is a critical stage of development marked by heightened bottom-up emotional reactivity and immature top-down regulatory control, research on emotion regulation has relatively neglected middle childhood to adolescence years. This may be attributed to the limited number and scope of age-appropriate, reliable, and valid measures of…
Descriptors: Questionnaires, Children, Adolescents, Longitudinal Studies
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Schoeps, Konstanze; Montoya-Castilla, Inmaculada; Raufelder, Diana – Journal of School Health, 2019
Background: Based on Mayer and Salovey's model of emotional intelligence, this study examined whether perceived stress mediates the interplay of emotional intelligence and life satisfaction for girls and boys during early and middle adolescence. Methods: Using multigroup structural equation modeling with questionnaire data from a sample of Spanish…
Descriptors: Anxiety, Stress Variables, Emotional Intelligence, Life Satisfaction
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Vantieghem, Wendelien; Van Houtte, Mieke – Youth & Society, 2018
Despite boys' educational underachievement, gender differences in study motivation have received little research attention. Guided by self-determination theory and the identity-based motivation model, this study investigates differences in study motivation between boys and girls, as well as within each gender. To adequately consider these…
Descriptors: Foreign Countries, Gender Differences, Student Motivation, Learning Motivation
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