Background: Previous studies have suggested that teachers' frequent use of cognitive activation strategies in mathematics lessons is positively associated with students' mathematics achievement. Aims: This study aims to investigate the possible mediating role of mathematics self-efficacy in the association between cognitive activation and…

Background: The potential role of culture in the development and operation of self-efficacy has been acknowledged by researchers. Clearer understanding of this cultural impact will benefit from research that shows how the same efficacy information is evaluated across cultures. Aims: We tested whether two sources of self-efficacy information…

Background: There is substantial evidence indicating that various psychological processes are affected by cultural context, but such research is comparatively nascent within New Zealand. As there are four large cultural groups in New Zealand, representing an intersection of individualist, collectivist, indigenous, colonial, and immigrant cultures,…

Background: Students' motivation generally declines over time. Some researchers have suggested that the parallel decline in academic self-efficacy and values may be as a result of the longitudinal reciprocal relations between these two motivational constructs. However, little empirical evidence has supported this speculation. Further, all prior…

Background: Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of…

Background: There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by…

Background: Instructors are under pressure to produce excellent outcomes in students. Although the contribution of "student" personality on student outcomes is well established, the contribution of "instructor" personality to student outcomes is largely unknown. Aim: This study examined the influence of instructor personality…

Background: Student affect plays a considerable role in mathematical problem solving performance, yet is rarely formally assessed. In this manuscript, an instrument and its properties are discussed to enable educational psychologists the opportunity to assess student affect. Aims: The study was conducted to norm the CAIMPS (instrument) with gifted…

Background: After graduation from secondary school, academic tasks (i.e., learning contents) are no longer structured in terms of school subjects (i.e., English, mathematics). Therefore, learners lack past performance and mastery experience to inform their expectancy of success (i.e., ability beliefs) regarding novel tasks. Aims: In this paper, we…

Background: Several studies have examined young primary school children's use of strategies when solving simple addition and subtraction problems. Most of these studies have investigated students' strategy use as if they were isolated processes. To date, we have little knowledge about how math strategies in young students are related to other…

Background: The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between…

Background: Students' academic performance and learning experiences are crucial in school education, yet their relationships with instructional characteristics remain an open question. Aims: The present study examined how cognitive activation and teacher support were associated with students' academic emotions and achievement in math classrooms…

Background: According to the self-enhancement perspective, self-efficacy and self-concept are shaped by prior achievement and have a crucial impact on future development. Their role in improving performance on challenging tasks, such as mathematical modelling (i.e., solving realistic problems mathematically), has barely been studied. Aims: We…

Background: Math engagement research has been largely limited to examining the unique and additive relations of engagement dimensions with outcomes. However, an emerging perspective is that students may simultaneously invest varying degrees of their distinct energetic resources (e.g., cognitive vs. emotional) in their interactions with the math…

Background: There is current academic debate over the reliability of the dyslexia label. However, this argument does not consider the impact of the dyslexia label on an individual's academic outlook and aspirations. Aims: Using data from the Millennium Cohort Study, this paper aims to objectively explore the impact of the dyslexia label on…