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Showing 1 to 15 of 29 results Save | Export
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Lenz, Katja; Dreher, Anika; Holzäpfel, Lars; Wittmann, Gerald – British Journal of Educational Psychology, 2020
Background: Concerning students' difficulties with fractions, many explanatory approaches are based on the distinction between conceptual knowledge and procedural knowledge. For further research in this field, it is thus crucial to make these constructs accessible to valid measurement. Aims: In this study, we aim at developing a test instrument…
Descriptors: Fractions, Test Construction, Mathematical Concepts, Concept Formation
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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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Daumiller, Martin; Janke, Stefan – British Journal of Educational Psychology, 2020
Background: Previous research has shown that achievement goals affect the frequency of academic dishonesty. However, mixed findings suggest that especially the effect of performance goals might depend on contextual factors. Aims: We wanted to investigate whether crucial aspects of the achievement situation influence the magnitude of the effect of…
Descriptors: Goal Orientation, Behavior Standards, Social Behavior, Ethics
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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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Baier, Franziska; Decker, Anna-Theresia; Voss, Thamar; Kleickmann, Thilo; Klusmann, Uta; Kunter, Mareike – British Journal of Educational Psychology, 2019
Background: Teachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality)…
Descriptors: Mathematics Teachers, Teacher Characteristics, Cognitive Ability, Personality
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Arens, A. Katrin; Niepel, Christoph – British Journal of Educational Psychology, 2019
Background: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. Aims: Students' perceived teacher acceptance was used as an indicator for student-teacher…
Descriptors: Foreign Countries, Elementary School Students, Student Attitudes, Teacher Student Relationship
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Zlatkin-Troitschanskaia, Olga; Shavelson, Richard J.; Schmidt, Susanne; Beck, Klaus – British Journal of Educational Psychology, 2019
Background: A holistic approach to performance assessment recognizes the theoretical complexity of multifaceted critical thinking (CT), a key objective of higher education. However, issues related to reliability, interpretation, and use arise with this approach. Aims and Method: Therefore, we take an analytic approach to scoring students' written…
Descriptors: Holistic Approach, Performance Based Assessment, Critical Thinking, College Students
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Jeschke, Colin; Kuhn, Christiane; Lindmeier, Anke; Zlatkin-Troitschanskaia, Olga; Saas, Hannes; Heinze, Aiso – British Journal of Educational Psychology, 2019
Background: Key elements of instructional quality include the teacher's ability to immediately react in domain-specific classroom situations. Such skills -- defined as action-related skills -- can only be validly assessed using authentic representations of real-life teaching practice. However, research has not yet explained how teachers apply…
Descriptors: Teaching Skills, Teacher Evaluation, Performance Based Assessment, Preservice Teachers
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Hahnel, Carolin; Kroehne, Ulf; Goldhammer, Frank; Schoor, Cornelia; Mahlow, Nina; Artelt, Cordula – British Journal of Educational Psychology, 2019
Background: With digital technologies, competence assessments can provide process data, such as mouse clicks with corresponding timestamps, as additional information about the skills and strategies of test takers. However, in order to use variables generated from process data sensibly for educational purposes, their interpretation needs to be…
Descriptors: Computer Assisted Testing, Test Interpretation, Foreign Countries, College Students
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Becker, Michael; McElvany, Nele – British Journal of Educational Psychology, 2018
Background: Researchers often report and discuss gender differences. However, recent research has drawn attention to interaction effects between gender and other social categories. Aims: This study analysed the development of disparities in students' reading-related self-concept, intrinsic motivation, and behaviour, as they relate to differences…
Descriptors: Longitudinal Studies, Gender Differences, Teacher Attitudes, Parent Attitudes
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Schmidt, Isabelle; Brunner, Martin; Preckel, Franzis – British Journal of Educational Psychology, 2018
Background: Achievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, "Am. Educ. Res. J.," 23, 129) explains this finding by social and dimensional comparison processes. We investigated a…
Descriptors: Foreign Countries, Elementary School Students, Secondary School Students, Self Concept
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Heyder, Anke; Kessels, Ursula; Steinmayr, Ricarda – British Journal of Educational Psychology, 2017
Background: Boys earn lower grades in languages than girls. The expectancy-value model by Eccles" et al." (1983, "A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches," W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender…
Descriptors: Academic Achievement, Gender Differences, Student Motivation, Parent Attitudes
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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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Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard – British Journal of Educational Psychology, 2016
Background: In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited.…
Descriptors: Correlation, Metacognition, Educational Quality, Learning Activities
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Herrmann, Julia; Schmidt, Isabelle; Kessels, Ursula; Preckel, Franzis – British Journal of Educational Psychology, 2016
Background: Ability grouping can lower students' academic self-perceptions through reference group effects of class-average achievement on academic self-concept (ASC)--the "Big-fish-little-Pond"-effect (BFLPE; Marsh & Parker, 1984, J. "Pers. Soc. Psychol.," 47, 213). Although the effect itself is well documented, many open…
Descriptors: Verbal Ability, Self Concept, Mathematics Skills, Gifted
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