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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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Lardy, Laurent; Bressoux, Pascal; De Clercq, Mikael – European Journal of Psychology of Education, 2022
The massification and diversification of the student population who enters university has become a challenge for Higher Education institutions. A better consideration of this diversity could help to gain a greater understanding of students' achievement process, and this requires observing situations where this diversity is substantial. Thus, in…
Descriptors: Academic Achievement, College Freshmen, Student Characteristics, Student Diversity
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Poulou, M.; Norwich, B. – European Journal of Psychology of Education, 2020
Students' emotional and behavioral difficulties are recognized as a continuing issue in the adolescent development and education. Since adolescents spend a great amount of time in schools, a central question is how schools can facilitate adolescents' adjustment and positive schooling. Using the ERG theory of human needs, the present study aims to…
Descriptors: Psychological Needs, Self Concept, Well Being, Emotional Problems
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Egloff, Frank; Souvignier, Elmar – European Journal of Psychology of Education, 2020
Teachers' adaptivity of constructivist and direct-transmissive beliefs may be beneficial for students' learning based on the theoretical claim that low-ability students need more teacher guidance than high-ability students. The goals of our study were to validate a new questionnaire that measures teachers' adaptivity of beliefs and to investigate…
Descriptors: Beliefs, Constructivism (Learning), Teacher Attitudes, Students
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Khany, Reza; Amiri, Majid – European Journal of Psychology of Education, 2018
Theoretical developments in second or foreign language motivation research have led to a better understanding of the convoluted nature of motivation in the process of language acquisition. Among these theories, action control theory has recently shown a good deal of explanatory power in second language learning contexts and in the presence of…
Descriptors: Second Language Learning, High School Students, Learning Motivation, Questionnaires
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Stenlund, Tova; Lyrén, Per-Erik; Eklöf, Hanna – European Journal of Psychology of Education, 2018
To be successful in a high-stakes testing situation is desirable for any test taker. It has been found that, beside content knowledge, test-taking behavior, such as risk-taking strategies, motivation, and test anxiety, is important for test performance. The purposes of the present study were to identify and group test takers with similar patterns…
Descriptors: High Stakes Tests, Testing, Test Anxiety, Risk
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Klapp, Alli – European Journal of Psychology of Education, 2018
The purpose of the study was to investigate if academic and social self-concept and motivation to improve in academic school subjects mediated the negative effect of summative assessment (grades) for low-ability students' achievement in compulsory school. In two previous studies, summative assessment (grading) was found to have a differentiating…
Descriptors: Academic Ability, Self Concept, Longitudinal Studies, Quasiexperimental Design
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Berndt, Markus; Strijbos, Jan-Willem; Fischer, Frank – European Journal of Psychology of Education, 2018
Peer-feedback efficiency might be influenced by the oftentimes voiced concern of students that they perceive their peers' competence to provide feedback as inadequate. Feedback literature also identifies mindful processing of (peer)feedback and (peer)feedback content as important for its efficiency, but lacks systematic investigation. In a 2 × 2…
Descriptors: Peer Evaluation, Feedback (Response), Eye Movements, Factor Analysis
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Leenknecht, Martijn J. M.; Prins, Frans J. – European Journal of Psychology of Education, 2018
This experimental study is aimed at examining the effect of involving pupils in primary education in setting assessment criteria and standards on their appraisal of a peer's work and their peer feedback style. It is expected that our intervention will lead to (1) a criteria-referenced appraisal and (2) more final vocabulary, which is associated…
Descriptors: Peer Evaluation, Elementary School Students, Formative Evaluation, Control Groups
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Tsivitanidou, Olia E.; Constantinou, Costas P.; Labudde, Peter; Rönnebeck, Silke; Ropohl, Mathias – European Journal of Psychology of Education, 2018
The aim of this study was to investigate how reciprocal peer assessment in modeling-based learning can serve as a learning tool for secondary school learners in a physics course. The participants were 22 upper secondary school students from a gymnasium in Switzerland. They were asked to model additive and subtractive color mixing in groups of two,…
Descriptors: Secondary School Students, Peer Evaluation, Feedback (Response), Physics
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Suviste, Reelika; Palu, Anu; Kikas, Eve; Kiuru, Noona – European Journal of Psychology of Education, 2017
This study examined the extent to which teaching practices and teaching experience predict mathematics skills of children's in the third through fifth grade by focusing on three cognitive components: (1) knowing facts and procedures, (2) applying this knowledge and (3) using reasoning. This study was longitudinal. The data was collected from 1,810…
Descriptors: Mathematics Skills, Grade 3, Grade 4, Grade 5
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Bennett, Marcus; Ng-Knight, Terry; Hayes, Ben – European Journal of Psychology of Education, 2017
Research predicated on self-determination theory (SDT) has established a positive relationship between autonomy-supportive teaching and a range of desired student outcomes. Therefore, the enhancement of autonomy-supportive teaching is a legitimate focus of efforts to improve student outcomes. In this study, we compared self-reported levels of…
Descriptors: Questionnaires, Teaching Assistants, Foreign Countries, Student Motivation
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Rexwinkel, Trudy; Haenen, Jacques; Pilot, Albert – European Journal of Psychology of Education, 2017
A cross-national comparison of degree programme levels became relevant when the borders of European countries opened for students and graduates, and higher education institutions were restructured into bachelor's and master's programmes. This new situation foregrounded the questions of what students are learning in the degree programmes of…
Descriptors: Foreign Countries, Bachelors Degrees, Validity, Reliability
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Mameli, Consuelo; Molinari, Luisa – European Journal of Psychology of Education, 2017
The purpose of the present study was to analyse the role played by teaching interactive practices (measured through a self-report Likert scale) in predicting teacher burnout, after controlling for school grade (primary vs. secondary school) and teaching experience. Participants were 282 Italian teachers equally distributed between primary and…
Descriptors: Foreign Countries, Teacher Burnout, Elementary School Teachers, Secondary School Teachers
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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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