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Brun, Laurent; Dompnier, Benoit; Pansu, Pascal – European Journal of Psychology of Education, 2022
In educational contexts, interpersonal attributional theory (Weiner, 2019) posits that teachers' beliefs about the causes underlying their students' academic performance vary along the causal dimensions of locus of causality, stability, personal controllability, and others' controllability. Based on this framework, this study aimed at identifying…
Descriptors: Foreign Countries, Elementary School Teachers, Experienced Teachers, Beginning Teachers
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Sekeris, Elke; Verschaffel, Lieven; Luwel, Koen – European Journal of Psychology of Education, 2022
Computational estimation is seen as an important mathematical competence. Little is known, however, about the mathematical skills that are predictive of early computational estimation development. The current study longitudinally followed a group of about 350 children at four time points: second (K2, 4-year-olds) and third grades of kindergarten…
Descriptors: Mathematics Skills, Computation, Predictor Variables, Kindergarten
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Dotzel, Stefanie; Bonefeld, Meike; Karst, Karina – European Journal of Psychology of Education, 2022
Previous studies examining attitudes towards performance heterogeneity have focused on attitudes among teachers. However, positive attitudes towards the school environment are also assumed to be conducive for students. The aim of this paper is to examine students' attitudes towards performance heterogeneity with a sample of 784 5th-grade students.…
Descriptors: Student Attitudes, Elementary School Students, Grade 5, Performance
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Spitzer, Markus Wolfgang Hermann – European Journal of Psychology of Education, 2022
Decades of research produced inconsistent findings on whether study time can lead to achievement gains in mathematics. Data generated by more than six thousand students from three different countries who solved more than 1.1 million problem sets using a dedicated mathematics software are analyzed regarding the effect of study time on students'…
Descriptors: Mathematics Achievement, Study, Time Factors (Learning), Achievement Gains
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Mata, Lourdes; Monteiro, Vera; Peixoto, Francisco; Santos, Natalie Nóbrega; Sanches, Cristina; Gomes, Marta – European Journal of Psychology of Education, 2022
Learning maths is challenging for many primary school students, and teachers must understand students' learning and emotional processes specific to learning maths. The current research, grounded in control-value theory, focused on achievement emotions regarding maths. Primary school students (N = 71) were studied with the primary objective of…
Descriptors: Mathematics Instruction, Elementary School Students, Emotional Response, Psychological Patterns
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Van Vo, De; Csapo, Beno – European Journal of Psychology of Education, 2022
The purpose of this study is to explore students' motivation towards science learning at different grade levels and to investigate whether inductive reasoning can contribute to an explanation of science motivation. The study conducted a cross-sectional assessment in six public schools in Vietnam with a total population of 813 students from the…
Descriptors: Foreign Countries, Elementary School Students, High School Students, Science Education
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Ecalle, Jean; Magnan, Annie; Auphan, Pauline; Gomes, Christophe; Cros, Laurent; Suchaut, Bruno – European Journal of Psychology of Education, 2022
The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time that teachers spend with children with reading difficulties. Two groups were involved: an experimental group (n = 600) trained in code-related skills and a control group (n = 597) that received no…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Intervention
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Rautanen, Pihla; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi – European Journal of Psychology of Education, 2021
The aim of this research was to study the dynamics of fourth graders' perceived social support for schoolwork and to examine how this support contributes to their study engagement. Social support was hypothesised to be positively associated with higher levels of study engagement. Moreover, social support from teachers and guardians was…
Descriptors: Elementary School Students, Student Attitudes, Grade 4, Preadolescents
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Soncini, Annalisa; Matteucci, Maria Cristina; Butera, Fabrizio – European Journal of Psychology of Education, 2021
The present research investigated the possibility to foster positive classroom climate, achievement emotions, and adaptive beliefs about errors by manipulating teachers' error handling strategies. Through a pre-post experimental design, teachers' error handling strategies were manipulated during a fictitious lesson in the primary school context.…
Descriptors: Classroom Environment, Error Patterns, Error Correction, Elementary School Teachers
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Leskinen, Jasmiina; Kumpulainen, Kristiina; Kajamaa, Anu; Rajala, Antti – European Journal of Psychology of Education, 2021
This case study is an examination of the emergence of leadership in students' group interaction in a school-based makerspace. The data comprised video records of 20 primary school students' group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning…
Descriptors: Student Leadership, Interaction, Group Dynamics, Elementary School Students
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Schirmbeck, Katharina; Rao, Nirmala; Wang, Rhoda; Richards, Ben; Chan, Stephanie W. Y.; Maehler, Claudia – European Journal of Psychology of Education, 2021
Previous research findings indicate that young children from East Asia outperform their counterparts from Europe and North America on executive function (EF) tasks. However, very few cross-national studies have focused on EF development during middle childhood. The current study assessed the EF performance of 170 children in grades 2 and 4 from…
Descriptors: Cross Cultural Studies, Executive Function, Foreign Countries, Naming
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Bigozzi, Lucia; Pezzica, Sara; Malagoli, Chiara – European Journal of Psychology of Education, 2021
Attention is an important, multifaceted cognitive domain that includes many key cognitive processes involved in learning. This study aimed to identify the predictive links between different components of attentional skills and core calculation skills development, using two standardized measures assessing calculation (AC-MT 6-11) and attention…
Descriptors: Attention, Cognitive Processes, Predictor Variables, Computation
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Hanin, Vanessa; Colognesi, Stéphane; Van Nieuwenhoven, Catherine – European Journal of Psychology of Education, 2021
The aim of this article is to assess the effects on learners' emotions and emotion regulation of an intervention promoting the development of cognitive strategies for mathematical problem-solving and positive perceptions of problem-solving competence (SEP), embedded in an overall self-regulated approach, with upper elementary students (N = 334,…
Descriptors: Elementary School Students, Psychological Patterns, Self Control, Intervention
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Zhu, Chunjie; Urhahne, Detlef – European Journal of Psychology of Education, 2021
Numerous studies have focused on the significance and consequences of teacher judgment; the development of teachers' judgment accuracy over time, however, has been rarely examined. The aim of this study was to investigate the temporal stability of teachers' judgment accuracy of students' motivation, emotion, and achievement. The correspondence…
Descriptors: Test Reliability, Accuracy, Teacher Attitudes, Student Motivation
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Ziegler, Esther; Edelsbrunner, Peter A.; Stern, Elsbeth – European Journal of Psychology of Education, 2021
Teacher-directed and self-directed learning have been compared across various contexts. Depending on the settings and the presentation of material, mixed benefits are found; the specific circumstances under which either condition is advantageous are unclear. We combined and reanalyzed data from two experimental studies investigating the effects of…
Descriptors: Elementary School Mathematics, Mathematics Instruction, Elementary School Teachers, Elementary School Students
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