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Gordeeva, Tamara; Sheldon, Kennon; Sychev, Oleg – European Journal of Psychology of Education, 2020
Optimistic attributional style has been shown to be reliably associated with high well-being and low depression and (Hu et al., "Journal of Social and Clinical Psychology," 34(4): 304-321, 2015). Via both a meta-analysis and two new studies, we examine the relationship between optimistic attributional style for explaining negative and…
Descriptors: Academic Achievement, Attribution Theory, Positive Attitudes, Prediction
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Strijbos, Jan-Willem; Wichmann, Astrid – European Journal of Psychology of Education, 2018
Over the past two decades, formative peer assessment has become a popular instructional approach. Initially, it was more readily applied in higher education but has since expanded to other educational levels, including primary and secondary education. The popularity is understandable given the increased amount of feedback by multiple peers and…
Descriptors: Formative Evaluation, Peer Evaluation, Student Evaluation, Scaffolding (Teaching Technique)
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – European Journal of Psychology of Education, 2017
The present study investigates collaborative learners' adoption of key regulation activities (i.e., orienting, planning, monitoring, and evaluating) and a deep-level regulation approach in relation to characteristics of their collaboration on the cognitive and communicative level. More specifically, the correlation of collaborative learners'…
Descriptors: Metacognition, Correlation, Peer Teaching, Cognitive Processes
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Zschocke, Karen; Wosnitza, Marold; Bürger, Kathrin – European Journal of Psychology of Education, 2016
Small group work is common practice in higher education. However, empirical research on students' emotions related to group work is still relatively scarce. Particularly, little is known about students' appraisals of a group task as antecedents of emotions arising in the context of group work. This paper provides a first attempt to systematically…
Descriptors: Higher Education, Preservice Teachers, College Students, Small Group Instruction
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Carr, Sam; Colthurst, Kate; Coyle, Melissa; Elliott, Dave – European Journal of Psychology of Education, 2013
This study sought to investigate the predictive relationship that dimensions of attachment shared with an array of indicators of psychosocial well-being and mental health in a sample of students making the transition to higher education. One hundred and thirty-one students completed the Vulnerable Attachment Styles Questionnaire (VASQ) prior to…
Descriptors: Psychological Needs, Well Being, Mental Health, Attachment Behavior
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Vasalampi, Kati; Nurmi, Jari-Erik; Jokisaari, Markku; Salmela-Aro, Katariina – European Journal of Psychology of Education, 2012
This study investigated the extent to which autonomous motivation, effort and progress relating to current educational goals predict success in dealing with the challenging transition to university. Our study included two measurement points: (1) before the entrance examination, at which point participants (n = 280) documented ratings of their…
Descriptors: Archives, Student Motivation, College Students, Self Determination
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Kimmel, Karen; Volet, Simone – European Journal of Psychology of Education, 2012
The paucity of intercultural interactions among students from culturally diverse backgrounds at university and off campus is widely documented in the literature. A review of this empirical work, however, reveals narrow conceptualisations of the construct of intercultural interactions. Intercultural interactions are seldom conceptualised as part of…
Descriptors: Cultural Activities, Immigrants, Higher Education, Learner Engagement
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Kappe, Rutger; van der Flier, Henk – European Journal of Psychology of Education, 2012
This study investigated the combined predictive validity of intelligence and personality factors on multiple measures of academic achievement. Students in a college of higher education in the Netherlands (N = 137) completed a survey that measured intelligence, the Big Five personality traits, motivation, and four specific personality traits.…
Descriptors: Academic Achievement, Intelligence, Higher Education, Grade Point Average
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Kyndt, Eva; Dochy, Filip; Struyven, Katrien; Cascallar, Eduardo – European Journal of Psychology of Education, 2011
Researchers have tried to induce a deeper approach to learning by means of student-centred learning environments. Findings did not always confirm the positive hypotheses. This has given rise to the question as to what the discouraging or encouraging factors are for inducing a deep approach to learning. The aim of this research study is to…
Descriptors: Higher Education, College Students, Perception, Questionnaires
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Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele – European Journal of Psychology of Education, 2011
This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N…
Descriptors: Student Attitudes, Academic Achievement, Psychology, Learning Experience
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Quiamzade, Alain; Mugny, Gabriel; Chatard, Armand – European Journal of Psychology of Education, 2009
In a 2x2x2 factorial design, 3rd year Romanian psychology students (N = 94) were assigned into 2 groups according to the extent to which they acknowledged an epistemic dependence (low vs. high) toward their professor. They then compared the competence of 3rd year students to that of 1st year or 5th year students. Finally, they were exposed to a…
Descriptors: Teaching Styles, Teacher Characteristics, Interaction, Psychology
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Hasse, Cathrine – European Journal of Psychology of Education, 2008
It has been argued that in higher education academic disciplines can be seen as communities of practices. This implies a focus on what constitutes identities in academic culture. In this article I argue that the transition from newcomer to a full participant in a community of practice of physicists entails a focus on how identities emerge in…
Descriptors: Cultural Differences, Higher Education, Foreign Countries, Intellectual Disciplines
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Perry, Raymond P.; Stupnisky, Robert H.; Daniels, Lia M.; Haynes, Tara L. – European Journal of Psychology of Education, 2008
Attributional (explanatory) thinking involves the appraisal of factors that contribute to performance and is instrumental to motivation and goal striving. Little is understood, however, concerning attributional thinking when multiple causes are involved in the transition to new achievement settings. Our study examined such complex attributional…
Descriptors: Attribution Theory, Grade Point Average, Multivariate Analysis, Goal Orientation
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Hastie, Brianne – European Journal of Psychology of Education, 2007
Research has long suggested that higher education leads to liberalisation in students' sociopolitical orientations (e.g., Feldman & Newcomb, 1969; Newcomb, 1943/1957; Pascarella & Terenzini, 1991). Differences in level of liberalisation depending on academic discipline have also been found (e.g., Baer & Lambert, 1982; 1990; Guimond & Palmer, 1990;…
Descriptors: Higher Education, Majors (Students), Intellectual Disciplines, Attitude Change
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Arts, Jos A. R.; Gijselaers, Wim H.; Segers, Mien S. R. – European Journal of Psychology of Education, 2006
Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these curricula in terms of expertise outcomes are not always conclusive. Based on the instructional…
Descriptors: Teaching Methods, Inferences, Experimental Groups, Problem Based Learning
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