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Micaela Biese; Anni Sofia Sydänmaanlakka; Marja Eliisa Holm; Jokke Häsä; Markku S. Hannula – Educational Psychology, 2024
Research during COVID-19 has shown that rapid transition to distance learning environment has influenced student's emotions. Yet, there is a lack of studies about how this transition might have changed achievement emotions in mathematics. We investigated six mathematics-related achievement emotions (enjoyment, pride, anger, anxiety, shame, and…
Descriptors: Mathematics Achievement, Psychological Patterns, Electronic Learning, In Person Learning
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Yovanna Chacon Valdez; Olivier Gaudet; Jérémie Verner-Filion; Marie-Hélène Véronneau – Educational Psychology, 2024
High school teachers often struggle to engage students who have little or no motivation to learn. We argue that improving students' perceptions of affective relationships with teachers may have the potential to positively influence their motivation, and vice versa. This study looks at reciprocal associations between students' perceptions of the…
Descriptors: Teacher Student Relationship, Student Motivation, High School Students, High School Teachers
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John Ranellucci; Joshua M. Rosenberg – Educational Psychology, 2024
Though documented extensively using self-report measures - especially in post-secondary course contexts - the relations among students' interest, engagement, and academic achievement in high school science courses has been studied far less - especially when considering online versions of these courses. Self-reported interest collected at the…
Descriptors: STEM Education, Distance Education, High School Students, Science Interests
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Lorea Azpiazu; Oihane Fernández-Lasarte; Naiara Escalante; Iker Izar-de-la-Fuente – Educational Psychology, 2024
Little is known about the mediating and moderating mechanisms that underlie the relationship between social support and school engagement. The present study aims to analyse: (1) the mediating role of life satisfaction on the association between social support (from teachers and friends) and school engagement; and (2) the moderating role of school…
Descriptors: Adolescents, Learner Engagement, Educational Environment, Teacher Student Relationship
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Qing Wang; Ziyi Xu; Jingjing Tao; Xuelian Ma – Educational Psychology, 2024
Teachers are closely connected with secondary students and have an impact on students' approaches to learning and academic results. The present study aimed to explore the effects of teacher immediacy and autonomy support on junior high students' approaches to learning. We conducted a questionnaire survey with 232 junior high school students and…
Descriptors: Foreign Countries, Junior High School Students, Junior High School Teachers, Student Attitudes
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Jing Fang; Ruibo Xie; Wan Ding; Jiayi Li; Die Wang; Weijian Li – Educational Psychology, 2024
In this study, we employed the chain mediation model to examine the associations between teacher-student relationships, resilience, learning engagement, and subjective happiness among left-behind children (LBC). A sample of 431 LBC from southwestern China was assessed at three different time points at six-month intervals. The Subjective Happiness…
Descriptors: Teacher Student Relationship, Psychological Patterns, Resilience (Psychology), Learner Engagement
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Rebecca J. Collie – Educational Psychology, 2024
This investigation examined the role of students' social-emotional need satisfaction in relation to academic engagement and social-emotional skills. Among a sample of 501 secondary school students (and their parents/carers), several need satisfaction variables were examined: perceived social-emotional autonomy, perceived social competence,…
Descriptors: Needs, Satisfaction, Learner Engagement, Secondary School Students
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Mattias Kloo; Robert Thornberg; Linda Wänström; Dorothy L. Espelage – Educational Psychology, 2024
The aim of the present study was to investigate whether authoritative teaching at the classroom-level was associated with bullying victimisation, and how this association evolved over the course of upper elementary school (i.e. in grades 4 through 6) by estimating whether the association declined with time. Data came from the first three waves of…
Descriptors: Teaching Styles, Classroom Techniques, Bullying, Victims
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Valérie-D. Berner; Frank Niklas; Maria-Aikaterini Chatzaki; Katja Seitz-Stein – Educational Psychology, 2024
Empirical research highlights the benefits for the development of children's mathematical competencies when they play linear number board games with dice and receive feedback. We, therefore, investigated mathematical competencies in two training studies with six sessions and a 3 × 2 design. The sample in the first experiment consisted of N = 79…
Descriptors: Mathematics Skills, Educational Games, Elementary School Students, Foreign Countries
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Tuong Van Vu; Aurelia Lilly Scharmer; Elise van Triest; Nienke van Atteveldt; Martijn Meeter – Educational Psychology, 2024
The current multilevel meta-analyses and systematic review encompass 47 longitudinal studies of motivation and academic achievement in primary and secondary education. Our inclusion criteria extended beyond studies centred on self-belief type of motivation constructs, as we also selected studies using other motivation constructs (e.g. achievement…
Descriptors: Literature Reviews, Longitudinal Studies, Student Motivation, Academic Achievement
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Zhengli Xie; Li-fang Zhang; Mengting Li; Weiqiao Fan – Educational Psychology, 2024
This study aimed to examine the mediating role of job crafting in the relationship between self-efficacy in teaching and research (termed 'academic self-efficacy') and organisational commitment among academics. Three hundred and thirty-two academics from nine higher educational institutions in Zhejiang Province and Shanghai, mainland China,…
Descriptors: Foreign Countries, College Faculty, Self Efficacy, Teacher Motivation
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Ziyi Kuang; Xiaxia Jiang; Keith T. Shubeck; Xiaoxue Leng; Yahong Li; Rui Zhang; Zhen Wang; Shun Peng; Xiangen Hu – Educational Psychology, 2024
This study explored the role of question types and prior knowledge in vicarious learning with an intelligent tutoring system. In experiment 1, the participants were assigned to three conditions (deep questions, shallow questions, control), the results showed that participants in the deep questions condition had higher retention test scores than…
Descriptors: Questioning Techniques, Intelligent Tutoring Systems, Cognitive Processes, College Students
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Alex C. Garn; Andreas Stenling – Educational Psychology, 2024
This study investigated daily motivation regulation as a multilevel mediator of undergraduate students' intrinsic and extrinsic motivation and academic functioning. Undergraduate students (N = 124) completed measures on motivation, motivation regulation, and study time for 10 consecutive days leading up to a statistics exam. Bayesian multilevel…
Descriptors: Student Motivation, Prediction, Academic Achievement, Undergraduate Students
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Marques, Hugo; Brites, Rute; Nunes, Odete; Hipólito, João; Brandão, Tânia – Educational Psychology, 2023
The prevalence of burnout among university students is increasing with consequences for their academic performance. Attachment theory, as a theory of affect regulation and interpersonal relationships, may be an important framework that helps to explain why some students experience academic burnout while others do not. This study aims to examine…
Descriptors: Burnout, College Students, Emotional Response, Attachment Behavior
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Collie, Rebecca J. – Educational Psychology, 2023
This study examined the role of two job resources (relatedness with students, relatedness with colleagues), two job demands (time pressure and disruptive student behaviour), and their unique and moderated associations with subjective work vitality and, in turn, turnover intentions among teachers during COVID-19. Data were collected from 325…
Descriptors: Teacher Student Relationship, Interprofessional Relationship, Time Management, Student Behavior
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