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Showing 1 to 15 of 31 results Save | Export
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Locher, Franziska Maria; Becker, Sarah; Schiefer, Irene; Pfost, Maximilian – European Journal of Psychology of Education, 2021
Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading…
Descriptors: Reading Comprehension, Self Concept, Correlation, Predictor Variables
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Xu, Jianzhong – European Journal of Psychology of Education, 2021
Whereas it is often a challenge to keep students motivated and interested in academic tasks, it is more of a challenge to have students stay motivated and interested in academic tasks outside school during nonschool hours--homework. Prior research, however, has largely overlooked the reasons or purposes students have for doing homework and their…
Descriptors: Homework, Goal Orientation, Student Interests, Mathematics Achievement
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Schweder, Sabine – European Journal of Psychology of Education, 2020
It is generally accepted and well documented that mastery goal orientation positively affects students' learning behavior. However, less is known about this association in self-directed learning during adolescence, which additionally promotes student's positive emotions. This study tested whether positive emotions mediate the association between…
Descriptors: Mastery Learning, Goal Orientation, Psychological Patterns, Student Attitudes
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Bakadorova, Olga; Lazarides, Rebecca; Raufelder, Diana – European Journal of Psychology of Education, 2020
While school self-concept is an important facilitator of a student's school engagement, previous studies rarely investigated whether it may also explain the change in students' school engagement during secondary school. Moreover, as social relations play an increasingly important role in adolescence, the current research distinguishes between the…
Descriptors: Learner Engagement, Student Participation, Self Concept, Social Influences
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Oostdam, R. J.; Koerhuis, M. J. C.; Fukkink, R. G. – European Journal of Psychology of Education, 2019
Much research has been done into the relationship between students' motivation to learn and their basic psychological needs as defined by the self-determination theory (autonomy, competence, relatedness). However, few studies have explored how these psychological needs relate to different types of maladaptive behavior in the classroom. To prevent…
Descriptors: Behavior Problems, Psychological Needs, Learning Motivation, Self Determination
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Edossa, Ashenafi Kassahun; Neuenhaus, Nora; Artelt, Cordula; Lingel, Klaus; Schneider, Wolfgang – European Journal of Psychology of Education, 2019
Knowledge about one's own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading comprehension. Taking verbal cognitive ability into account, the present study aimed to examine the developmental trajectories of reading comprehension and declarative metacognitive knowledge and their…
Descriptors: Metacognition, Reading Comprehension, Secondary School Students, High Achievement
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Morinaj, Julia; Hascher, Tina – European Journal of Psychology of Education, 2019
School alienation is identified as a severe educational problem that hampers students' academic journey. However, little is known about the concept's interplay with other socio-emotional phenomena such as well-being. This longitudinal study explored the cross-lagged associations among alienation from learning, teachers, and classmates, and…
Descriptors: Social Isolation, Well Being, Secondary School Students, Grade 7
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Peixoto, Francisco; Sanches, Cristina; Mata, Lourdes; Monteiro, Vera – European Journal of Psychology of Education, 2017
This study analyzes the relationships between cognitive appraisals, classroom and test emotions, and math achievement in a sample of 1,219 Portuguese students from the 6th and 8th grades. Participants completed measures of perceived value, perceived competence, and seven math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment,…
Descriptors: Foreign Countries, Competence, Psychological Patterns, Mathematics Achievement
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Kikas, Eve; Jõgi, Anna-Liisa – European Journal of Psychology of Education, 2016
Two types of assessment instruments were developed to assess middle school students' learning strategies, and their effectiveness in predicting various learning outcomes was examined. The participants were 565 middle school students. Three subscales (rehearsal, organization, elaboration) from the "Motivated Strategies for Learning…
Descriptors: Learning Strategies, Questionnaires, Measurement Techniques, Middle School Students
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Wijsman, Lindy A.; Warrens, Matthijs J.; Saab, Nadira; van Driel, Jan H.; Westenberg, P. Michiel – European Journal of Psychology of Education, 2016
Student performance is related to motivation to learn. As motivation generally declines during lower secondary education, one might expect performance to decline as well during this period. Though, until now, it has been unclear whether this pattern exists. In the present study, we examined student performance during the early years of secondary…
Descriptors: Foreign Countries, Educational Trends, Academic Achievement, Secondary School Students
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Wang, Ya-Ling; Tsai, Chin-Chung – European Journal of Psychology of Education, 2016
This study aimed to investigate the factors accounting for science learning self-efficacy (the specific beliefs that people have in their ability to complete tasks in science learning) from both the teacher and the student levels. We thus propose a multilevel model to delineate its relationships with teacher and student science hardiness (i.e.,…
Descriptors: Self Efficacy, Science Instruction, Questionnaires, Asians
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Roque, Isabel; de Lemos, Marina Serra; Gonçalves, Teresa – European Journal of Psychology of Education, 2014
This study examined the development of school-related causality beliefs which are children's generalized perceptions of the utility or power of different categories of specific means in producing school outcomes. Based on the action theory perspective, we analyzed the developmental model of these beliefs as well as the trajectories of the…
Descriptors: Student Attitudes, Developmental Stages, Longitudinal Studies, Grade 2
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Jozsa, Krisztian; Morgan, George A. – European Journal of Psychology of Education, 2014
This study describes changes in cognitive persistence, a key measure of mastery motivation, between the ages of 10 (grade 4) and 14 (grade 8). Prior research in the field of mastery motivation has focused mainly on early childhood. No longitudinal research findings have been published about age changes in mastery motivation during the school…
Descriptors: Foreign Countries, Cognitive Development, Child Development, Academic Achievement
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Bakadorova, Olga; Raufelder, Diana – European Journal of Psychology of Education, 2014
It is now well known that adolescence is frequently marked by a decline in students' achievement motivation, which in turn is often associated with a decline in individual school self-concept. Less is known about the mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation.…
Descriptors: Foreign Countries, Adolescents, Student Motivation, Self Concept
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Schmidt-Borcherding, Florian; Hänze, Martin; Wodzinski, Rita; Rincke, Karsten – European Journal of Psychology of Education, 2013
The study explores if established support devices for paper-pencil problem solving, namely worked examples and incremental scaffolds, are applicable to laboratory tasks. N?=?173 grade eight students solved in dyads a physics laboratory task in one of three conditions. In condition A (unguided problem solving), students were asked to determine the…
Descriptors: Scaffolding (Teaching Technique), Laboratory Experiments, Physics, Science Instruction
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