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Ollivier, Fanny; Noël, Yvonnick; Legrand, Aline; Bonneton-Botté, Nathalie – European Journal of Psychology of Education, 2020
What constitutes effective teaching of arithmetical skills in early school years is still uncertain. Finger use could play a crucial role in this acquisition, but some children do not use them spontaneously and studies would be necessary to know if it is possible to teach them. This research assesses the impact of a teacher-implemented…
Descriptors: Intervention, Program Implementation, Mathematics Instruction, Teaching Methods
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Auphan, Pauline; Ecalle, Jean; Magnan, Annie – European Journal of Psychology of Education, 2019
Reading difficulties in school are very challenging for teachers due to many different reader subtypes in one and the same class. Moreover, there are few easy-to-use tools enabling teachers to assess reading ability. According to the Simple View of Reading (Hoover and Gough in "Reading and Writing", 2(2), 127-160, 1990), efficient…
Descriptors: Reading Difficulties, Computer Assisted Testing, Reading Tests, Reading Comprehension
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Capdevielle-Mougnibas, Valérie; Courtinat-Camps, Amélie – European Journal of Psychology of Education, 2017
This article examines the existing relations between the social background, the cognitive skills, the sense of schooling experience, the relation to learning and the professional project in the construction of the meaning of their course choice for French boys living in working-class families and guided to vocational studies. It presents the…
Descriptors: Educational Experience, Vocational Education, Foreign Countries, Socioeconomic Background
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Villatte, Aude; Hugon, Mandarine; de Leonardis, Myriam – European Journal of Psychology of Education, 2011
Prior research has been devoted to understanding how to facilitate the integration of gifted young people (Intelligence Quotient, greater than or equal to 130) into classroom settings. This study investigated a typology of self-concept in gifted French high school students. Eighty-four participants, between the ages of 13 and 18 (mean age, 15.5;…
Descriptors: Gifted, Intelligence Quotient, Self Concept, Measures (Individuals)
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Tazouti, Youssef; Viriot-Goeldel, Caroline; Matter, Cornelie; Geiger-Jaillet, Anemone; Carol, Rita; Deviterne, Dominique – European Journal of Psychology of Education, 2011
The present article investigates the effects of individual and contextual variables on children's early learning in French nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery schools) and Germany (253 children from German kindergartens) measured skills that facilitate the…
Descriptors: Nursery Schools, Foreign Countries, French, German
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Salamon, Reda; Johnson, Elizabeth I.; Swendsen, Joel – European Journal of Psychology of Education, 2011
Research has suggested that academic stress may "spillover" into other life domains and have negative psychological or social consequences for children and adolescents outside of school settings, but relatively few investigations have examined mediators and moderators of spillover. The current study explored the mediating role of state…
Descriptors: Adolescents, Depression (Psychology), Anxiety, Stress Variables
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Py, Jacques; Jouffre, Stephane – European Journal of Psychology of Education, 2009
The causal explanation has an effect: (1) on expectancy and value at an intra-individual level (Weiner, 2000); (2) on feeling and affective evaluation at an interpersonal level (Weiner 2000); and (3) on institutional judgment at an organizational level (Dubois, 2003). A study was conducted with pupils between the 4th and 9th grades in order to…
Descriptors: Attribution Theory, Elementary School Students, Secondary School Students, Locus of Control
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Toczek, Marie-Christine; Morge, Ludovic – European Journal of Psychology of Education, 2009
We conducted an experimental study to assess the effects of two physics-learning situations that differed in the type of teacher-student interactions that took place: evaluative or co-constructive. As found in various studies on physics teaching and social psychology, the results showed that co-constructive interactions generated a more effective…
Descriptors: Physics, Social Psychology, Teacher Student Relationship, Interaction
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Shankland, Rebecca; Franca, Lionel Riou; Genolini, Christophe M.; Guelfi, Julien-Daniel; Ionescu, Serban – European Journal of Psychology of Education, 2009
Coping styles are generally considered to be environmentally driven. Up to now, research has mainly focused on family influences. However, some studies underline the effect of educational settings on the development of problem-focused coping strategies. Consistently with previous reports on the enhancement of autonomy and problem-solving in…
Descriptors: Nontraditional Education, Coping, Depression (Psychology), Anxiety
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Buchs, Celine; Butera, Fabrizio – European Journal of Psychology of Education, 2009
Previous studies with university students have shown that resource interdependence during cooperative dyadic work on texts produces two different dynamics in student interaction and learning. Working on complementary information produces positive interactions, but a good quality of information transmission is needed to foster student learning.…
Descriptors: Cooperative Learning, Competence, College Students, Peer Relationship
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Michinov, Estelle; Michinov, Nicolas; Huguet, Pascal – European Journal of Psychology of Education, 2009
This experiment was designed to examine the effects of gender role and task content on performance in learning dyads and to test the potential mediator effect of an intragroup process related to transactive memory. A total of 44 same-gender dyads participated in the study and were asked to collaborate on a stereotypically masculine or feminine…
Descriptors: Sex Role, Memory, Gender Differences, Role Theory
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Olry-Louis. Isabelle – European Journal of Psychology of Education, 2009
This study investigated how different forms of tutor action influenced novice students' performance on the Wason selection task, and how the students perceived the situation. In the control condition, the tutor provided supportive feedback which was minimal in terms of content (CG), in contrast to help in the form of directives (IM) or questions…
Descriptors: Peer Teaching, Tutoring, Tutors, Teacher Student Relationship
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Desert, Michel; Preaux, Marie; Jund, Robin – European Journal of Psychology of Education, 2009
The aim of this study was to verify whether children from low socio-economic status (SES) are victims of stereotype threat. Children in first grade (6 to 7 years old) and third grade (8 to 9 years old) performed Raven's progressive matrices, an intellectual ability test commonly used by psychologists. The test was presented either with the…
Descriptors: Intelligence Tests, Socioeconomic Status, Social Attitudes, Social Bias
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Chateignier, Cindy; Dutrevis, Marion; Nugier, Armelle; Chekroun, Peggy – European Journal of Psychology of Education, 2009
Stigmatized group membership leads to deleterious consequences for individuals. More specifically, according to stereotype threat literature, the awareness of negative intellectual stereotypes can impair stereotyped group members' performance. Based on this framework, two studies were designed to explain the lower grades obtained by French-Arab…
Descriptors: Arabs, Stereotypes, Negative Attitudes, Intelligence
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Nurra, Cecile; Pansu, Pascal – European Journal of Psychology of Education, 2009
The aim of this paper was to study the construction of children's self-perception relying on Cooley's hypothesis. More precisely, we were interested in the mediation effect of significant others' actual appraisal on self-perception by the perception of others' actual appraisal (i.e., reflected appraisal). First, we argued that this mediation…
Descriptors: Children, Self Concept, Self Evaluation (Individuals), Parent Attitudes
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