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Hanley, Terry; Winter, Laura Anne; Burrell, Kimberley – British Journal of Educational Psychology, 2020
Background: Schools are commonly asked to take on roles that support the emotional well-being of students. These practices are in line with humanistic education theory and can be difficult to fulfil by schools. Broader ecological pressures, such as periods of austerity, are likely to add to the difficulty in meeting students' needs. Aims: To…
Descriptors: Mental Health, Secondary School Students, Foreign Countries, Economic Climate
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Nowland, Rebecca; Qualter, Pamela – British Journal of Educational Psychology, 2020
Background: Much of the literature on school transfers has centred on academic adjustment and/or achievement, but school transfers also involve social adaption. Children who are socially anxious or lack emotional self-efficacy are likely to have difficulties with social aspects of the transition. Aim(s): We examined the influence of social…
Descriptors: Anxiety, Student Adjustment, Elementary School Students, Secondary School Students
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Bagnall, Charlotte Louise; Skipper, Yvonne; Fox, Claire Louise – British Journal of Educational Psychology, 2020
Background: Primary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children's academic performance and social well-being and we have a limited understanding of their emotional…
Descriptors: Foreign Countries, Student Adjustment, Coping, Emotional Response
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Clerkin, Aidan – British Journal of Educational Psychology, 2020
Background: Transition Year (TY) is a quasi-gap year offered midway through post-primary education in Ireland. TY is intended to provide a low-stakes environment to promote maturity and social skills, and to prepare students for adult life. Previous interview-based research has found that TY is seen as a positive experience by many students and…
Descriptors: Foreign Countries, Social Development, Emotional Development, Secondary School Students
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Putwain, David W.; Loderer, Kristina; Gallard, Diahann; Beaumont, Joanna – British Journal of Educational Psychology, 2020
Background: Previous studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct. Aim: The…
Descriptors: Well Being, Adjustment (to Environment), Student Behavior, Predictor Variables
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Guill, Karin; Lüdtke, Oliver; Köller, Olaf – British Journal of Educational Psychology, 2020
Background: A considerable proportion of secondary school students gets additional support from private tutoring lessons. Empirical findings on the effectiveness of private tutoring are inconclusive. The instructional quality of the tutoring lessons might influence their effectiveness. Aims: We analysed (1) whether students privately tutored in…
Descriptors: Instructional Effectiveness, Educational Quality, Private Education, Tutoring
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Higgins, Kathryn; Perra, Oliver; Jordan, Julie-Ann; O'Neill, Tara; McCann, Mark – British Journal of Educational Psychology, 2020
Background: Aspects of the school environment, such as school attachment levels, are linked to adolescent offending. Previous research has not clarified whether a school- or individual-level intervention approach to improving pupil school attachment and commitment is most likely to reduce adolescent offending. Aim: The present study assessed the…
Descriptors: Delinquency, Student School Relationship, Attachment Behavior, Intervention
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Gough Kenyon, Sheila M.; Lucas, Rebecca M.; Palikara, Olympia – British Journal of Educational Psychology, 2020
Background: A successful transition from primary to secondary school for typically developing (TD) children is associated with academic and psychosocial outcomes. Children with developmental language disorder (DLD) tend to have pervasive needs in both of these domains, yet little is known about their experience of this transition. We have no…
Descriptors: Student Adjustment, Elementary School Students, Secondary School Students, Language Impairments
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Dockx, Jonas; Van den Branden, Naomi; De Fraine, Bieke – British Journal of Educational Psychology, 2020
Background: It is found that assigning students to a lower track during secondary education negatively affects their academic performance. As an explanation, it is often mentioned that an anti-school culture in lower tracks undermines students' effort and involvement. Aims: This study assessed whether going to a lower track affects student…
Descriptors: Learner Engagement, Secondary School Students, Academic Achievement, School Culture
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Hadden, Ian Robert; Easterbrook, Matthew John; Nieuwenhuis, Marlon; Fox, Kerry Jane; Dolan, Paul – British Journal of Educational Psychology, 2020
Background: Studies in the United States show that school students from some ethnic backgrounds are susceptible to stereotype threat, that this undermines their academic performance, and that a series of virtually zero-cost self-affirmation writing exercises can reduce these adverse effects. In England, however, socioeconomic status (SES) is a…
Descriptors: Self Concept, Self Esteem, Socioeconomic Status, Achievement Gap
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Chen, Li-Ming; Jin, Kuan-Yu – British Journal of Educational Psychology, 2020
Background: Most bullying incidents occur in the presence of bystanders, with few choosing to intervene. Therefore, the development of a valid instrument to measure individuals' willingness to intervene in bullying is warranted. Aims: This study aimed to develop as well as validate a self-reported willingness to intervene in bullying scale (WIBS)…
Descriptors: Test Construction, Bullying, Intervention, Junior High School Students
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Kikas, Eve; Mädamürk, Kaja; Palu, Anu – British Journal of Educational Psychology, 2020
Background: Math is a difficult subject with which many upper middle-school students struggle. In addition to knowledge, skills, and motivation, effective learning strategies play an important role in learning math. Aims: This study aimed to examine the effects of comprehension-oriented learning strategies (perceptual and abstract grouping of…
Descriptors: Mathematics Instruction, Middle School Students, Comprehension, Learning Strategies
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Theis, Désirée; Sauerwein, Markus; Fischer, Natalie – British Journal of Educational Psychology, 2020
Background: Students' mastery goals are positively related to adaptive learning behaviour. Moreover, these goals often mediate the relation between perceived classroom characteristics and academic achievement. Research generally shows a decline of academic achievement and mastery goals after transition to middle school. Creating a learning…
Descriptors: Goal Orientation, Mastery Learning, Correlation, Student Attitudes
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Chen, Ouhao; Retnowati, Endah; Kalyuga, Slava – British Journal of Educational Psychology, 2020
Background: The worked example effect in cognitive load theory suggests that providing worked examples first followed by solving similar problems would facilitate students' learning. Using problem solving-worked example sequence is another way of implementing example-based instruction. Although research has demonstrated the superiority of worked…
Descriptors: Problem Solving, Cognitive Ability, Learning Processes, Teaching Methods
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Carretti, Barbara; Toffalini, Enrico; Saponaro, Cosmiana; Viola, Francesco; Cornoldi, Cesare – British Journal of Educational Psychology, 2020
Background: Reading can be assessed using different materials, including non-words and texts. Unlike reading words or non-words, reading a text may be supported by reading comprehension, and the extent of this support could change with the amount of schooling. Aim: The present study aimed to examine how reading decoding in a shallow orthography…
Descriptors: Reading Rate, Reading Comprehension, Decoding (Reading), Italian
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