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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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Papadatou-Pastou, Marietta; Touloumakos, Anna K.; Koutouveli, Christina; Barrable, Alexia – European Journal of Psychology of Education, 2021
Although learning styles (LS) have been recognised as a neuromyth, they remain a virtual truism within education. A point of concern is that the term LS has been used within theories that describe them using completely different notions and categorisations. This is the first empirical study to investigate education professionals'…
Descriptors: Cognitive Style, Teacher Attitudes, Misconceptions, Learning Theories
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Vangrieken, Katrien; Kyndt, Eva – European Journal of Psychology of Education, 2020
This study assessed how teachers understand and value autonomy, collaboration and the relationship between both. Quantitative analyses (N[subscript 1] = 1610, N[subscript 2] = 1408) included a multilevel SEM model and identifying teacher profiles based upon perceived autonomy (curricular, didactical-pedagogical) and autonomy attitude…
Descriptors: Teacher Attitudes, Professional Autonomy, Teacher Collaboration, Effect Size
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Hoogendijk, Kirsten; Holland, Judith G.; Tick, Nouchka T.; Hofman, Adriaan W. H.; Severiens, Sabine E.; Vuijk, Patricia; Maras, Athanasios; van Veen, Dolf – European Journal of Psychology of Education, 2020
The teacher-student relationship plays an important role in the academic and behavioral development of primary school children with externalizing problem behavior. However, such problem behavior often threatens the quality of the teacher-student relationship. Teacher-focused coaching intervention Key2Teach aims to improve elements of the…
Descriptors: Behavior Problems, Teacher Student Relationship, Intervention, Coaching (Performance)
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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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Käfer, Julia; Kuger, Susanne; Klieme, Eckhard; Kunter, Mareike – European Journal of Psychology of Education, 2019
From a constructivist perspective on learning, mistakes are seen as natural elements of learning processes. A supportive and constructive way of dealing with student mistakes has shown to affect students' individual motivation and learning performances in a favorable way. In classroom settings, however, making mistakes is not just a personal but…
Descriptors: Academic Achievement, Student Motivation, Error Patterns, Classroom Environment
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Aleksic, Gabrijela; Merrell, Christine; Ferring, Dieter; Tymms, Peter; Klemenovic, Jasmina – European Journal of Psychology of Education, 2019
Young children's socio-emotional skills are important for understanding their own and others' behaviors and interactions. No study in Serbia has investigated this before. In this study, we explored the links between early socio-emotional skills, behavior, and mathematics and literacy performance of preschool children in Serbia over time. Children…
Descriptors: Correlation, Social Development, Emotional Development, Literacy
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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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Nurmi, Jari-Erik; Silinskas, Gintautas; Kiuru, Noona; Pakarinen, Eija; Turunen, Tiina; Siekkinen, Martti; Tolvanen, Asko; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina – European Journal of Psychology of Education, 2018
This cross-lagged longitudinal study examines the evocative impact of a child's psychological adjustment on teachers' affective response and instructional support for a child, and the influence this support and response has on the child's subsequent adjustment. A hundred and seventeen Finnish teachers self-rated the instructional support they…
Descriptors: Student Adjustment, Psychological Patterns, Affective Behavior, Responses
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Panadero, Ernesto; Brown, Gavin T. L. – European Journal of Psychology of Education, 2017
Peer assessment (PA) is one of the central principles of formative assessment and assessment for learning (AfL) fields. There is ample empirical evidence as to the benefits for students' learning when AfL principles are implemented. However, teachers play a critical role in mediating the implementation of intended policies. Hence, their…
Descriptors: Peer Evaluation, Formative Evaluation, Program Implementation, Teacher Role
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Gijbels, David; Kyndt, Eva; Peeters, Lore; Schelfhout, Wouter – European Journal of Psychology of Education, 2017
The current study investigates the learning of student teachers in alternative programmes in which they combine a teaching job with an in-service teacher-training program at the university. The aim of this paper is to explore which work-related and training-programme related factors facilitate the learning of these teachers-in-training in the…
Descriptors: Inservice Teacher Education, Social Support Groups, Workplace Learning, Student Teachers
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Lutovac, Sonja; Kaasila, Raimo; Komulainen, Jyrki; Maikkola, Merja – European Journal of Psychology of Education, 2017
Lecturers often find themselves unable to appropriately interpret or deal with student feedback, which may consequently be essential to how they feel about teaching and students. Research into lecturers' emotional responses to student feedback is scarce, despite the growing use of student feedback as a means of evaluating teachers' work. This…
Descriptors: College Faculty, Emotional Response, Feedback (Response), Student Attitudes
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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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Pit-ten Cate, Ineke M.; Krolak-Schwerdt, Sabine; Glock, Sabine – European Journal of Psychology of Education, 2016
Bias in teachers' judgment formation and decision making has long been acknowledged. More specifically, studies have repeatedly demonstrated discrepancies between teacher ratings of minority and majority students with similar academic profiles. Studies have also demonstrated that increasing accountability reduced bias. Little is known, however,…
Descriptors: Accountability, Bias, Decision Making, Minority Group Students
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Künsting, Josef; Neuber, Victoria; Lipowsky, Frank – European Journal of Psychology of Education, 2016
In this longitudinal study, we examined teachers' self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality.…
Descriptors: Foreign Countries, Teacher Attitudes, Teacher Effectiveness, Self Efficacy
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