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Showing 1 to 15 of 107 results Save | Export
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Sunde, Pernille B.; Sunde, Peter; Sayers, Judy – Educational Psychology, 2020
Strategy use in single-digit addition is an indicator of young children's numeracy comprehension. We investigated Danish primary students' use of strategies in single-digit addition with interview-based assessment of how they solved 36 specific single-digit addition problems, categorised as either 'error', 'counting', 'direct retrieval' or…
Descriptors: Gender Differences, Numeracy, Elementary School Students, Foreign Countries
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Nevo, Einat; Vaknin-Nusbaum, Vered – Educational Psychology, 2020
This study examined changes in reading motivation and reading achievement among Hebrew-speaking first graders following an intervention program designed to increase intrinsic reading motivation. The program was delivered by the class teacher and focused on choosing relevant reading materials, providing choices for reading and encouraging social…
Descriptors: Reading Motivation, Reading Achievement, Semitic Languages, Prediction
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Gao, Tao; Zhao, Junfeng; Li, Xiaoming; Mao, Yuchen; Chen, Qiong; Harrison, Sayward E. – Educational Psychology, 2020
The current study examined the effects of a silent rapid reading skills training intervention on the reading rate and reading achievement of primary school students in China in order to determine the efficacy of the intervention and explore potential gender differences. A total of 108 Chinese primary school students were randomly assigned by the…
Descriptors: Reading Rate, Achievement Gap, Chinese, Intervention
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McGeown, Sarah P.; Warhurst, Amy – Educational Psychology, 2020
Gender stereotypes associate mathematics and sciences with boys, whereas reading and writing are typically associated with girls. This study investigated sex differences in primary school children's motivation (confidence and value) across four academic subjects (maths, science, reading and writing) and examined how their identification with…
Descriptors: Gender Differences, Sexual Identity, Elementary School Students, Self Esteem
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Wassenburg, Stephanie I.; de Koning, Björn B.; Bos, Lisanne T.; van der Schoot, Menno – Educational Psychology, 2020
This study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n = 30) which differed in whether a picture of the initial situation described in a narrative text was presented before reading (i.e. pictorial-support condition) or not (i.e. no-picture condition).…
Descriptors: Pictorial Stimuli, Reading Comprehension, Eye Movements, Scaffolding (Teaching Technique)
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Solhaug, Trond; Kristensen, Niels Nørgaard – Educational Psychology, 2020
The pluralisation of European societies has produced national and cultural diversification, increasing the need for communication and understanding to support recognition, equality, justice, self-determination and identification with others. This paper responds to the social and political challenges accompanying immigration by focusing on gender…
Descriptors: Foreign Countries, Gender Differences, Cultural Awareness, Secondary School Students
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Torppa, Minna; Vasalampi, Kati; Eklund, Kenneth; Sulkunen, Sari; Niemi, Pekka – Educational Psychology, 2020
This paper examined if difficulty in reading comprehension (PISA) is distinct from difficulty in reading fluency and if the distinct types of reading difficulties are differently associated with learning motivation, school burnout, and school enjoyment. The participants were 1324 Finnish ninth graders. Findings suggested that difficulties in…
Descriptors: Reading Comprehension, Difficulty Level, Reading Fluency, Learning Motivation
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Chen, Fu; Cui, Ying – Educational Psychology, 2020
This study used the data from the 2015 OECD Programme for International Student Assessment (PISA) to examine the relationship between perceived teacher unfairness and science achievement with a three-level hierarchical linear model (HLM) as the analytic approach. Data of 188,104 students from 4895 schools in 52 countries and economies were used…
Descriptors: Science Achievement, Correlation, Foreign Countries, Achievement Tests
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Urhahne, Detlef; Zhu, Chunjie; Wagner, Marlene – Educational Psychology, 2020
The teacher echo refers to teachers' almost verbatim repetition of student responses and can be used to provide implicit feedback about students' achievement or understanding. Echoing student answers is a controversial strategy of classroom discourse, as some critics see it as a bad habit and consequently deny its use in the classroom. The aim of…
Descriptors: Teaching Methods, Repetition, Feedback (Response), Preservice Teachers
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Han, Jiying; Yin, Hongbiao; Wang, Junju; Zhang, Jing – Educational Psychology, 2020
This study aims at testing the application of the job demands-resources model on university teachers in mainland China. It investigates the relationship between the job characteristics of university teaching and teachers' well-being. Based on the analyses of a sample of 2,758 university teachers, the results of structural equation modelling…
Descriptors: Faculty Workload, Teacher Burnout, Teacher Attitudes, Job Satisfaction
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Fischer, Elisabeth; Hänze, Martin – Educational Psychology, 2020
This study investigated university teachers' characteristics and their influence on teaching practices: Coming from expectancy-value theory, teachers' personal value of teaching was introduced as a possibly relevant variable and examined along with constructivist and transmissive teaching beliefs as to how they affect various aspects of university…
Descriptors: College Faculty, Teacher Attitudes, Values, Beliefs
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Jensen, Maria Therese; Solheim, Oddny Judith – Educational Psychology, 2020
In previous studies on classroom emotional climate (CEC), factors related to teacher's working conditions have rarely been included. Thus, in the current study, we examined associations between supervisory support, teacher burnout and CEC, and whether pupil teacher ratio (PTR) moderated this association, applying a randomised-control trial design.…
Descriptors: Teacher Burnout, Classroom Environment, Teacher Student Ratio, Teaching Conditions
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Wah, Francesca; Sim, Tick Ngee – Educational Psychology, 2020
Effects of reward pedagogy (competitive, cooperative, individualistic, cooperative-competitive, and cooperative-individualistic) on spelling scores and prosocial behavior in Singapore students were examined alongside its interplay with ability level. A total of 1005 Primary 3 and 4 students were randomly assigned to one of the five reward…
Descriptors: Foreign Countries, Rewards, Spelling, Scores
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Collie, Rebecca J.; Bostwick, Keiko C. P.; Martin, Andrew J. – Educational Psychology, 2020
We examined the role of gender in teachers' perceived autonomy support (PAS), relatedness with students, workplace buoyancy, and organizational commitment. With 276 Australian secondary school teachers, structural equation modelling showed predominant similarities across gender in associations between PAS, relatedness, buoyancy, and commitment.…
Descriptors: Gender Differences, Secondary School Teachers, Professional Autonomy, Teacher Attitudes
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Knowles, Ryan T. – Educational Psychology, 2020
This quantitative study tests the relationship between ideological classroom composition and perceptions of open classroom climate. Using data from the 2016 International Education Association's International Civic and Citizenship Study, the study uses latent class analysis and multilevel regression modelling across five countries. First, latent…
Descriptors: Classroom Environment, Ideology, Student Attitudes, Socioeconomic Status
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