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Kloetzer, Laure; Clarke-Habibi, Sara; Mehmeti, Teuta; Zittoun, Tania – European Journal of Psychology of Education, 2022
Switzerland, like other countries in Europe, has long depended on migration and mobility for its economy. Facilitating the integration of migrant children in school, primarily through the acquisition of the local language, has therefore been a priority for policymakers. In recent years, mobility has been on the increase and mobility trajectories…
Descriptors: Foreign Countries, Student Mobility, Migrant Children, Inclusion
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Bonifacci, Paola; Trambagioli, Nicole; Bernabini, Luca; Tobia, Valentina – European Journal of Psychology of Education, 2022
The aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors of early literacy and numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months ± 3.33) were enrolled in the study. The battery included a home literacy and home numeracy questionnaire, measures and…
Descriptors: Numeracy, Emergent Literacy, Preschool Children, Verbal Ability
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Räisänen, Milla; Postareff, Liisa; Lindblom-Ylänne, Sari – European Journal of Psychology of Education, 2021
The present mixed-method longitudinal study examines students' experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies. At the first measurement point, 188 first-year students completed the questionnaire. At the second measurement point, 91 of the 188 students participated in the…
Descriptors: Student Attitudes, Burnout, Longitudinal Studies, Peer Relationship
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Cincinnato, Sebastiano; Engels, Nadine; Consuegra, Els – European Journal of Psychology of Education, 2020
This study investigates to what extent differences in ability and effort attributions can explain students' reluctance to reorient after failure in the first year at the university. Reluctance to reorient after failure increases the likelihood of drop out. The empirical investigation is based on a sample of fulltime first-entry bachelor students…
Descriptors: Foreign Countries, Attribution Theory, College Freshmen, Student Adjustment
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Voet, Michiel; Gielen, Mario; Boelens, Ruth; De Wever, Bram – European Journal of Psychology of Education, 2018
Criticizing the common approach of supporting peer assessment through providing assessors with an explication of assessment criteria, recent insights on peer assessment call for support focusing on assessees, who often assume a passive role of receivers of feedback. Feedback requests, which require assessees to formulate their specific needs for…
Descriptors: Feedback (Response), Peer Evaluation, College Freshmen, Evaluation Criteria
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Krstic, Ksenija; Šoškic, Andela; Kovic, Vanja; Holmqvist, Kenneth – European Journal of Psychology of Education, 2018
PISA results show that a considerable number of 15-year-old pupils after 8 to 10 years of schooling have a low level of functional reading literacy, as defined in the PISA framework. While PISA results help identify the level of reading competency, they do not reveal what might be the reasons why some students fail to solve the tasks. One way to…
Descriptors: Eye Movements, Reading Processes, Achievement Tests, Foreign Countries
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Radišic, Jelena; Baucal, Aleksandar – European Journal of Psychology of Education, 2018
The study explores how teachers perceive and go about students' thinking in connection to particular mathematical content and how they frame the notion of applied mathematics in their own classrooms. Teachers' narratives are built around two released PISA 2012 mathematics items, the 'Drip rate' and 'Climbing Mount Fuji' (will be referred to as the…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
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Hascoët, Marine; Pansu, Pascal; Bouffard, Thèrèse; Leroy, Nadia – European Journal of Psychology of Education, 2018
When children perceive a conditional support, they only feel loved and encouraged for their ability to meet others' standards. This may lead them to develop high sensitivity to errors and anxiety and low perception of competence. In this study, we examined the relationship between the perceived conditional support from teacher and children's…
Descriptors: Competence, Self Esteem, Self Concept, Error Patterns