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Zhen, Rui; Liu, Ru-De; Wang, Ming-Te; Ding, Yi; Jiang, Ronghuan; Fu, Xinchen; Sun, Yan – British Journal of Educational Psychology, 2020
Background: The dropout rate of Chinese elementary school students after 2007 rose again. Little research to date has identified individual differences in pathways of academic engagement to discern those at risk of disengagement and dropout from schools, as well as the longitudinal linkages between cognitive beliefs with academic engagement. Aims:…
Descriptors: Foreign Countries, At Risk Students, Dropouts, Intelligence
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Finn, Kristin E.; Seymour, Clancy M.; Phillips, Anna E. – British Journal of Educational Psychology, 2020
Background: Weight bias is a pervasive problem for adolescents in school contexts. Despite evidence of negative attitudes towards students who are overweight, comparatively little research has examined whether teachers provide biased assessments of student work. Aims: The purpose of this study was to experimentally test whether middle and high…
Descriptors: Obesity, Social Bias, Grading, Middle School Teachers
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Soriano-Ferrer, Manuel; Alonso-Blanco, Elena – British Journal of Educational Psychology, 2020
Background: Previous literature highlights the importance of causal attributions in achievement and motivation. However, the studies about causal attributions in second language acquisition (SLA) are limited and scarce. Aims: This study was designed to determine the frequency of successful and unsuccessful activities per English level and to…
Descriptors: Second Language Learning, Attribution Theory, English (Second Language), Success
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Zaccoletti, Sonia; Altoè, Gianmarco; Mason, Lucia – British Journal of Educational Psychology, 2020
Background: Reading comprehension can be considered the main learning activity. All learning experiences are infused with emotions; however, to date, few studies have focused on the role of emotional aspects in reading comprehension performance. The impact of emotions on academic achievement is thought to be mediated or moderated by cognitive…
Descriptors: Emotional Response, Reading Comprehension, Grade 8, Reading Achievement
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Xu, Xinpei; Xu, Gangmin; Liu, Ming; Deng, Ciping – British Journal of Educational Psychology, 2020
Background: Many studies on parental involvement in their children's education have limitations in cross-sectional designs in spite of examining the relationships between this involvement and achievement goal orientations. Thus, little is known about whether and how parental involvement affects achievement goal orientations over time. Aims: This…
Descriptors: Foreign Countries, High School Students, Academic Aspiration, Parent Participation
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Allen, Katie; Giofrè, David; Higgins, Steve; Adams, John – British Journal of Educational Psychology, 2020
Background: Work surrounding the relationship between visuospatial working memory (WM) and mathematics performance is gaining significant traction as a result of a focus on improving academic attainment. Aims: This study examined the relative contributions of verbal and visuospatial simple and complex WM measures to mathematics in primary school…
Descriptors: Short Term Memory, Visual Perception, Spatial Ability, Mathematics Achievement
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Taylor, Bronagh; Hanna, Donncha; McPhillips, Martin – British Journal of Educational Psychology, 2020
Background: There is growing evidence that children with motor difficulties are at risk of psychosocial problems and vice versa. However, it is not clear how far different aspects of motor function are predictive of psychosocial well-being in the context of other powerful factors, such as family upset, that are known to affect psychosocial…
Descriptors: Psychomotor Skills, Children, Emotional Disturbances, Behavior Disorders
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Abacioglu, Ceren Su; Volman, Monique; Fischer, Agneta H. – British Journal of Educational Psychology, 2020
Background: Culturally responsive teaching (CRT) has been associated with increased student engagement and achievement. Its practice in classrooms, however, has been shown to be less than optimal. Nonetheless, certain teacher qualities have been suggested to facilitate its practice. Aims: The current study sought quantitative evidence in support…
Descriptors: Perspective Taking, Teacher Attitudes, Teaching Methods, Culturally Relevant Education
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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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Arciuli, Joanne; Emerson, Eric – British Journal of Educational Psychology, 2020
Background: Self-reported school satisfaction is an important indicator of child and adolescent well-being. Few studies have examined how disability, gender, and age affect school satisfaction. Aim: We sought to determine whether the interaction between disability and gender with regard to self-reported school satisfaction might be specific to…
Descriptors: Student Satisfaction, Gender Differences, Individual Differences, Foreign Countries
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Wijns, Nore; De Smedt, Bert; Verschaffel, Lieven; Torbeyns, Joke – British Journal of Educational Psychology, 2020
Background: Early patterning competence has recently been identified as an important precursor of mathematical development. Whereas the focus of this research has been on children's ability regarding repeating patterns, children might also differ in their spontaneous attention to patterns. Aims: The present study aimed to explore 4- to 5-year…
Descriptors: Preschool Children, Pattern Recognition, Mathematics Skills, Mathematics Achievement
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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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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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Forthmann, Boris; Paek, Sue Hyeon; Dumas, Denis; Barbot, Baptiste; Holling, Heinz – British Journal of Educational Psychology, 2020
Background: The originality of divergent thinking (DT) production is one of the most critical indicators of creative potential. It is commonly scored using the statistical infrequency of responses relative to all responses provided in a given sample. Aims: Response frequency estimates vary in terms of measurement precision. This issue has been…
Descriptors: Creative Thinking, Creativity Tests, Item Response Theory, Scores
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Zilli, Chantelle; Parsons, Sarah; Kovshoff, Hanna – British Journal of Educational Psychology, 2020
Background: The UNCRC (1989) established the importance of listening to children's views globally. In England, seeking the views of pupils with special educational needs and disability about their education, and involving them in decision-making, has been mandatory since 2015. Autistic children's views and experiences are particularly…
Descriptors: Autism, Pervasive Developmental Disorders, Participative Decision Making, Case Studies
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