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Heritage, Brody; Mancini, Vincent; Rigoli, Daniela; Piek, Jan – British Journal of Educational Psychology, 2020
Background: The self-concept of children has an impact on later behavioural development and psychopathology; therefore, evidence of the accurate measurement of self-concept is important. Harter and Pike's (1984, "Child Development," 55, 1969) commonly used measure of self-concept, the Pictorial Scale of Perceived Competence and Social…
Descriptors: Measures (Individuals), Competence, Peer Acceptance, Self Concept
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Touw, Kirsten W. J.; Vogelaar, Bart; Thissen, Floor; Rovers, Sanne; Resing, Wilma C. M. – British Journal of Educational Psychology, 2020
Background: The need to focus more on children's abilities to change requires new assessment technologies in education. Process-oriented assessment can be useful in this regard. Dynamic testing has the potential to provide in-depth information about children's learning processes and cognitive abilities. Aim: This study implemented a…
Descriptors: Individual Differences, Alternative Assessment, Computer Assisted Testing, Learning Processes
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Liu, Yingyi; Wong, Terry Tin-Yau – British Journal of Educational Psychology, 2020
Background: Dot enumeration is the basic mathematics competency in young children and a significant indicator of later mathematics achievement. Aim: The present study focused on (1) how children's dot enumeration ability changed as they progressed from late kindergarten years (K3) to the second year of primary school in Hong Kong (P2), and (2) the…
Descriptors: Foreign Countries, Kindergarten, Young Children, Mathematics Skills
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Schiefer, Julia; Golle, Jessika; Tibus, Maike; Herbein, Evelin; Gindele, Verena; Trautwein, Ulrich; Oschatz, Kerstin – British Journal of Educational Psychology, 2020
Background: Further developing students' thinking about knowledge and knowing in science (epistemic beliefs) is considered a normative goal of science education in many countries around the world, even for elementary-school-aged children. Aims: The goal of the present study was to introduce and evaluate a new intervention in science education…
Descriptors: Extracurricular Activities, Science Activities, Intervention, Elementary School Students
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Walker, Sue; Lunn-Brownlee, Jo; Scholes, Laura; Johansson, Eva – British Journal of Educational Psychology, 2020
Background: A growing body of research shows that the beliefs we hold about the nature of knowing and knowledge (epistemic beliefs) may mediate moral reasoning. However, a limitation of much of the research in the area of epistemic beliefs is the lack of a longitudinal approach. Aims: The study investigated longitudinal changes in Australian…
Descriptors: Elementary School Students, Beliefs, Epistemology, Foreign Countries
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Rushton, Sophie; Giallo, Rebecca; Efron, Daryl – British Journal of Educational Psychology, 2020
Background: Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school-level outcomes. Although school engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well-being in the general population, little research has focused on school…
Descriptors: Attention Deficit Hyperactivity Disorder, Outcomes of Education, Symptoms (Individual Disorders), Longitudinal Studies
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Arrimada, María; Torrance, Mark; Fidalgo, Raquel – British Journal of Educational Psychology, 2019
Background: Traditionally writing instruction at the start of school has focused on developing students' ability to spell and handwrite. Teaching children explicit self-regulatory strategies for developing content and structure for their text has proved effective for students in later grades of primary (elementary) education. Aims: The present…
Descriptors: Teaching Methods, Grade 1, Elementary School Students, Writing Skills
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Mori, Arianna; Cigala, Ada – British Journal of Educational Psychology, 2019
Background: Perspective taking, defined as the aptitude to understand the cognitive, affective, and visual point of view of others, represents a fundamental social ability for the development of socio-cognitive and affective skills. Aims: The aim of the present study was to evaluate the possibility of promoting perspective taking in typically…
Descriptors: Perspective Taking, Preschool Children, Intervention, Kindergarten
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Scrimin, Sara; Moscardino, Ughetta; Mason, Lucia – British Journal of Educational Psychology, 2019
Background: Children's ability to remain focused on a task despite the presence of emotionally salient distractors in the environment is crucial for successful learning and academic performance. Aims: This study investigated first-graders' allocation of attentional resources in the presence of distracting emotional, school-related social…
Descriptors: Grade 1, Elementary School Students, Attention Control, Psychological Patterns
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Rathé, Sanne; Torbeyns, Joke; De Smedt, Bert; Hannula-Sormunen, Minna M.; Verschaffel, Lieven – British Journal of Educational Psychology, 2018
Background: Young children's spontaneous focusing on numerosity (SFON) as measured by experimental tasks is related to their mathematics achievement. This association is hypothetically explained by children's self-initiated practice in number recognition during everyday activities. As such, experimentally measured SFON should be associated with…
Descriptors: Kindergarten, Picture Books, Mathematics Achievement, Numeracy
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Liu, Yingyi; Sun, Huilin; Lin, Dan; Li, Hong; Yeung, Susanna Siu-sze; Wong, Terry Tin-Yau – British Journal of Educational Psychology, 2018
Background: Word reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills. Aim: This study was novel in two ways.…
Descriptors: Foreign Countries, Reading Comprehension, Kindergarten, Executive Function
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Weidinger, Anne F.; Steinmayr, Ricarda; Spinath, Birgit – British Journal of Educational Psychology, 2017
Background: It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this…
Descriptors: Student Motivation, Elementary School Students, Longitudinal Studies, Correlation
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Howard, Steven J.; Woodcock, Stuart; Ehrich, John; Bokosmaty, Sahar – British Journal of Educational Psychology, 2017
Background: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage…
Descriptors: Standardized Tests, Literacy, Numeracy, Student Evaluation
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Toll, Sylke W. M.; Kroesbergen, Evelyn H.; Van Luit, Johannes E. H. – British Journal of Educational Psychology, 2016
Background: Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis. Aims: The aim of this study was to test the DD…
Descriptors: Young Children, Kindergarten, Grade 1, Short Term Memory
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Tolmie, Andrew K.; Ghazali, Zayba; Morris, Suzanne – British Journal of Educational Psychology, 2016
Background: Research has identified the core skills that predict success during primary school in reading and arithmetic, and this knowledge increasingly informs teaching. However, there has been no comparable work that pinpoints the core skills that underlie success in science. Aims and method: The present paper attempts to redress this by…
Descriptors: Children, Primary Education, Elementary School Science, Science Education
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