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Differential Effectiveness of an Elementary School Social and Emotional Learning Program during Middle School Transition in Portugal
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Coelho, Vítor Alexandre; Brás, Patrícia; Matsopoulos, Anastassios – School Psychology, 2021
This study analyzed the effectiveness of an elementary school Social and Emotional Learning (SEL) program during middle school transition in Portugal, and the influence of gender, classroom size and student's perception of two school climate dimensions (student-student relationships and teacher-student relationships) upon its effectiveness.…
Descriptors: Foreign Countries, Transitional Programs, Elementary School Students, Middle School Students
The Influence of Extracurricular Activities on Middle School Students' Science Learning in China
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Zhang, Danhui; Tang, Xing – International Journal of Science Education, 2017
Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science…
Descriptors: Foreign Countries, Middle School Students, Science Instruction, Extracurricular Activities
Does the Track Matter? A Comparison of Students' Achievement in Different Tracks
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Dockx, Jonas; De Fraine, Bieke; Vandecandelaere, Machteld – Journal of Educational Psychology, 2019
This study compared the effects of being in different tracks during the first 3 years of secondary education on student academic performance. A sample of a longitudinal cohort study in Flanders (3,205 students in 46 schools) was used to describe the learning gains for mathematics and reading comprehension. Four tracks were distinguished, with a…
Descriptors: Track System (Education), Academic Achievement, Secondary School Students, Mathematics Achievement
Social Coping and Self-Concept among Young Gifted Students in Ireland and the United States: A Cross-Cultural Study
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Cross, Jennifer Riedl; O'Reilly, Colm; Kim, Mihyeon; Mammadov, Sakhavat; Cross, Tracy L. – High Ability Studies, 2015
Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3-8 students. Denying one's giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high…
Descriptors: Coping, Self Concept, Academically Gifted, Foreign Countries
Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition into Academically Selective Schools
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Becker, Michael; Neumann, Marko; Tetzner, Julia; Böse, Susanne; Knoppick, Henrike; Maaz, Kai; Baumert, Jürgen; Lehmann, Rainer – Journal of Educational Psychology, 2014
The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade…
Descriptors: Ability Grouping, High Achievement, Gifted, Foreign Countries