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Putarek, Vanja; Pavlin-Bernardic, Nina – European Journal of Psychology of Education, 2020
This study examined the relationships between motivational beliefs, defined as self-efficacy for self-regulated learning and achievement goals, engagement and academic cheating in the context of learning biology. Gender differences across these variables were also examined and both active and second-party types of cheating were included. Based on…
Descriptors: Foreign Countries, High School Students, Self Efficacy, Independent Study
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Rosário, Pedro; Núñez, José Carlos; Vallejo, Guilermo; Paiva, Olímpia; Valle, António; Fuentes, Sonia; Pinto, Ricardo – European Journal of Psychology of Education, 2014
In the framework of teacher's approaches to teaching, this study investigates the relationship between student-related variables (i.e., study time, class absence, domain knowledge, and homework completion), students' approaches to learning, and teachers' approaches to teaching using structural equation modeling (SEM) with two…
Descriptors: Guidelines, Teaching Methods, Structural Equation Models, Biology
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McElvany, Nele; Schroeder, Sascha; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark – European Journal of Psychology of Education, 2012
Learning materials incorporating written texts as well as instructional pictures are the basis for learning in many subjects. However, text-picture integration makes high cognitive demands of learners, and it seems plausible that the development of this competence is influenced by teachers' instructional skills. The present studies investigated…
Descriptors: Majors (Students), Geography, Motivation, Questionnaires
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Elliott, Julian G.; Tudge, Jonathan – European Journal of Psychology of Education, 2012
In this article, we outline the need to draw upon multiple contexts to gain meaningful understanding of factors that have a significant bearing upon student achievement motivation and engagement. In calling for theoretical approaches that can accommodate the complexities involved, we suggest that Bronfenbrenner's bioecological theory offers…
Descriptors: Learner Engagement, Academic Achievement, Achievement Need, Motivation
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Ponce, Corinne; Schneeberger, Patricia – European Journal of Psychology of Education, 2002
This article presents the first results of an investigation in a scholastic context aimed a determining the conditions that favour the acquisition of knowledge in biology within interactions in groups of 4 pupils. There were three work sessions in small groups, and some sessions in class groups. The pupils' conceptions were assessed at the…
Descriptors: Biology, Students, Interaction, Freehand Drawing
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Hatano, Giyoo; Inagaki, Kayoko – European Journal of Psychology of Education, 1997
Explores the intuitive understanding of biology that occurs in early childhood and discusses later cognitive changes that occur. Young children possess a vitalistic understanding (e.g. breathing brings power to the body) that becomes mechanistic (e.g. an understanding of the heart and lungs) as they mature. Includes statistical and tabular data.…
Descriptors: Biology, Cognitive Development, Cognitive Measurement, Cognitive Psychology
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Schiefele, Ulrich; Csikszentmihalyi, Mihaly – European Journal of Psychology of Education, 1994
Reports on a study of 208 high school students on the relationship between interest in 4 subject areas and the quality of experience in class. Finds that interest was a significant predictor of the experience of potency, intrinsic motivation, self-esteem, and perception of skill. (CFR)
Descriptors: Academic Ability, Achievement Need, Aptitude Tests, Biology