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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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Freund, Anat; Zriker, Amit; Sapir, Zehava – European Journal of Psychology of Education, 2022
One of the most significant phenomena among students at risk is low resilience. However, very little is known about teacher-related factors that affect students' resilience. Therefore, the main aim of this study was to shed light on the relationships between teacher-level (affective and continuance organizational commitment, professional…
Descriptors: Educational Environment, At Risk Students, Teacher Attitudes, Resilience (Psychology)
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Dockrell, J. E.; Papadopoulos, T. C.; Mifsud, C. L.; Bourke, L.; Vilageliu, O.; Bešic, E.; Seifert, S.; Gasteiger-Klicpera, B.; Ralli, A.; Dimakos, I.; Karpava, S.; Martins, M.; Sousa, O.; Castro, S.; Søndergaard Knudsen, H. B.; Donau, P.; Haznedar, B.; Mikulajová, M.; Gerdzhikova, N. – European Journal of Psychology of Education, 2022
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom…
Descriptors: Multilingualism, Diversity, Educational Environment, Teacher Attitudes
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Ben-Uri, Ina; Melfi, Giuseppe; Arcidiacono, Francesco; Bova, Antonio – European Journal of Psychology of Education, 2022
In this paper, we examine the attitudes toward integrating work and family in a sample of 247 teachers in Switzerland and Israel. More particularly, we focus on the national context's role in mediating the relations between professional and private spheres. The data were collected by a questionnaire implemented and administered in the two…
Descriptors: Family Work Relationship, Conflict, Teacher Role, Teacher Attitudes
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Schürmann, Linda; Gaschler, Robert; Quaiser-Pohl, Claudia – European Journal of Psychology of Education, 2021
Preservice teachers should learn about motivation theory during their university studies in order to be able to motivate their students in their future job. Thus, this study had two objectives. First, it explored whether experience in education sciences and a motivation theory seminar were related to preservice teachers' perceived experience with…
Descriptors: Student Motivation, Preservice Teachers, Teaching Experience, Teacher Attitudes
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Opoku, Maxwell Peprah; Cuskelly, Monica; Pedersen, Scott J.; Rayner, Christopher S. – European Journal of Psychology of Education, 2021
The intention of teachers towards adopting inclusive practices is vital to determining teaching behaviour in classrooms. Although some previous studies have reported that variables such as attitudes, subjective norms and self-efficacy combine to predict intention of teachers, such studies are sparse in sub-Saharan Africa and mainly limited to…
Descriptors: Inclusion, Teacher Attitudes, Secondary School Teachers, Educational Practices
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Hachfeld, Axinja; Lazarides, Rebecca – European Journal of Psychology of Education, 2021
Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in "German-as-a-second-language" speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of…
Descriptors: Foreign Countries, Student Diversity, Individualized Instruction, Track System (Education)
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Burel, Nicolas; Tessier, Damien; Langdon, Jody – European Journal of Psychology of Education, 2021
This article examines the relations between the teachers' subjective feeling and their motivating teaching style during physical education lessons. Doing so, it aimed at better understanding the emotional antecedents of the teaching behaviors. Twelve volunteer physical education teachers were filmed with their respective classes to assess the…
Descriptors: Teacher Attitudes, Bias, Psychological Patterns, Teacher Motivation
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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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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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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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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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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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