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Clemmensen, Lars; Jepsen, Jens Richardt Møllegaard; van Os, Jim; Blijd-Hoogewys, Els M. A.; Rimvall, Martin K.; Olsen, Else Marie; Rask, Charlotte U.; Bartels-Velthuis, Agna A.; Skovgaard, Anne Mette; Jeppesen, Pia – British Journal of Educational Psychology, 2020
Background: Bullying and poor theory of mind (ToM) are both considered to negatively impact academic performance. However, it is unclear if they have separate effects. Aim: The aim of the current study was to examine the potentially separate associations of bullying and ToM with academic performance. Sample: A general population sample of 1,170…
Descriptors: Bullying, Theory of Mind, Academic Achievement, Elementary School Students
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Burns, Richard A.; Crisp, Dimity A.; Burns, Robert B. – British Journal of Educational Psychology, 2020
Background: The cross-lagged panel (regression) model (CLPM) is the usual framework of choice to test the longitudinal reciprocal effects between self-concept and achievement. Criticisms of the CLPM are that causal paths are over-estimated as they fail to discriminate between- and within-person variation. The random-intercept cross-lagged panel…
Descriptors: Self Concept, Self Efficacy, Academic Achievement, Correlation
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Zhang, Feng; Jiang, Ying; Ming, Hua; Ren, Yi; Wang, Lei; Huang, Silin – British Journal of Educational Psychology, 2020
Background: Low family socio-economic status (SES) is usually associated with children's poor academic achievement, but the mechanisms underlying this relationship are less understood. Aims: The present study examined the mediating role of parental academic involvement and the moderating role of parental subjective social mobility in this…
Descriptors: Social Mobility, Socioeconomic Status, Academic Achievement, Low Income Groups
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Nicholson, Laura J.; Putwain, David W. – British Journal of Educational Psychology, 2020
Background: Fear appeals are persuasive messages given by teachers to students about the importance of avoiding failure in an upcoming high-stakes test. The relationship between the way that students appraise fear appeals and engagement in lessons has not previously been tested using a robust methodological and analytical design that fully…
Descriptors: Fear, Learner Engagement, Teacher Student Relationship, High Stakes Tests
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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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Longobardi, Claudio; Borello, Laura; Thornberg, Robert; Settanni, Michele – British Journal of Educational Psychology, 2020
Background: The literature indicates that separate significant links exist in adolescence between empathy, cognitive and affective motivation to defend victims, and behavioural problems in bullying episode in schools. Aims: The aim of the study was to investigate the relationship between empathy, motivation to defend, and defending behaviour in…
Descriptors: Bullying, Empathy, Correlation, Adolescents
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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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Tam, Katy Y. Y.; Poon, Cyanea Y. S.; Hui, Victoria K. Y.; Wong, Christy Y. F.; Kwong, Vivian W. Y.; Yuen, Gigi W. C.; Chan, Christian S. – British Journal of Educational Psychology, 2020
Background: Boredom is a common complaint among students. Boredom was previously found to be negatively associated with academic outcomes, such as academic motivation, strategies, and achievement. It is of interest to understand students' in-class boredom, especially factors that might exacerbate it. Aims: The current study examines the influence…
Descriptors: Psychological Patterns, Student Interests, Correlation, Student Attitudes
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Foody, Mairéad; Samara, Muthanna; O'Higgins Norman, James – British Journal of Educational Psychology, 2020
Background: In recent times, sibling bullying has emerged of interest to researchers concerned with the emotional and behavioural implications for victimization regardless of type and setting. Aims: This research attempts to extend current knowledge on both peer and sibling bullying and to determine the effects of poly-setting victimization. This…
Descriptors: Victims, Bullying, Friendship, Depression (Psychology)
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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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Weber, Anke Maria; Leuchter, Miriam – British Journal of Educational Psychology, 2020
Background: Preschoolers' knowledge of the principle of static equilibrium is an important research focus for understanding children's science content knowledge. Hitherto studies have mainly used behavioural observation with small samples. Thus, extending these studies with a validated test instrument is desirable. Aims: The aim was to validate an…
Descriptors: Preschool Children, Knowledge Level, Scientific Concepts, Scientific Principles
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Pennequin, Valérie; Questel, Floriane; Delaville, Emeline; Delugre, Marie; Maintenant, Célia – British Journal of Educational Psychology, 2020
Background: The Metacognitive Affective Model of SRL (MASRL) considers the relationships between metacognition, motivation, and affect. Notably, it provides a theoretical framework to understand how subjective experiences (metacognition and affect) change self-regulation from a top-down to a bottom-up process and vice versa. Aims: The study…
Descriptors: Metacognition, Self Control, Coping, French
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Somerville, Matthew P.; Whitebread, David – British Journal of Educational Psychology, 2019
Background: Although emotion is central to most models of children's well-being, few studies have looked at how well-being is related to the ways in which children regulate their emotions. Aims: The aim of this study was to examine the associations among children's emotion regulation strategy choice and their emotional expression, behaviour, and…
Descriptors: Well Being, Emotional Response, Self Control, Correlation
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