Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 0 |
Since 2005 (last 20 years) | 2 |
Descriptor
Foreign Countries | 3 |
Correlation | 2 |
Hierarchical Linear Modeling | 2 |
Student Attitudes | 2 |
Ability | 1 |
Academic Achievement | 1 |
Achievement | 1 |
Association (Psychology) | 1 |
Baseball | 1 |
College Students | 1 |
Comparative Analysis | 1 |
More ▼ |
Source
Journal of Educational… | 3 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Higher Education | 1 |
Postsecondary Education | 1 |
Audience
Location
Japan | 3 |
Australia | 1 |
Canada | 1 |
China (Shanghai) | 1 |
Finland | 1 |
Germany | 1 |
Hong Kong | 1 |
Netherlands | 1 |
New Zealand | 1 |
Singapore | 1 |
South Korea | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
Program for International… | 1 |
What Works Clearinghouse Rating
Lee, Jihyun – Journal of Educational Psychology, 2014
This study investigates whether a common set of student attitudes and behavioral tendencies can account for academic achievement across different, especially high-performing, countries via analysis of the PISA 2009 international data set. The 13 countries examined are 5 of the top-performing Eastern countries/systems, namely Shanghai China, South…
Descriptors: Academic Achievement, High Achievement, Student Attitudes, Student Behavior
Tanaka, Ayumi; Murayama, Kou – Journal of Educational Psychology, 2014
Despite the increasing number of studies examining the correlates of interest and boredom, surprisingly little research has focused on within-person fluctuations in these emotions, making it difficult to describe their situational nature. To address this gap in the literature, this study conducted repeated measurements (12 times) on a sample of…
Descriptors: Foreign Countries, Undergraduate Students, Interests, Psychological Patterns
Peer reviewed
Kuhara-Kojima, Keiko; Hatano, Giyoo – Journal of Educational Psychology, 1991
In 3 experiments, 1,598 Japanese college students were examined concerning the learning of facts in 2 content domains, baseball and music. Content knowledge facilitated fact learning only in the relevant domain; learning ability facilitated fact learning in both domains. Effects of content knowledge and learning ability were additive. (SLD)
Descriptors: Ability, Association (Psychology), Baseball, College Students