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Arikan, Serkan; van de Vijver, Fons J. R.; Yagmur, Kutlay – European Journal of Psychology of Education, 2020
The few studies on the achievement differences of mainstream and immigrant primary school students in large-scale assessments point to an achievement gap in many subject areas, with immigrant students trailing mainstream students. A recurrent methodological problem of these studies is that the two student groups do not come from comparable…
Descriptors: Elementary School Students, Immigrants, Mathematics Achievement, Comparative Education
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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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Zhoc, Karen C. H.; King, Ronnel B.; Chung, Tony S. H.; Chen, Junjun – European Journal of Psychology of Education, 2020
The role of emotions in student engagement has been examined in many studies. However, little is known about how emotional intelligence (EI) is related to engagement and other key learning outcomes in higher education. To fill this gap, this study examined how EI is associated with student engagement and how EI and engagement jointly predict key…
Descriptors: Foreign Countries, Emotional Intelligence, Learner Engagement, Grade Point Average
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Zhang, Haomin – European Journal of Psychology of Education, 2020
The present study aims to explore the reciprocal relationship between multidimensional lexical knowledge (reading vocabulary and morphological awareness) and reading comprehension among early elementary-age Chinese students. Using data from second-grade students (N = 288, M[subscript age]=7.8), the study drew upon a cross-lagged panel design to…
Descriptors: Vocabulary, Reading Comprehension, Foreign Countries, Correlation
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Harks, Marvin; Hannover, Bettina – European Journal of Psychology of Education, 2020
Feeling socially well embedded in the classroom's peer network is a predictor of many positive developmental outcomes, such as engagement at school. But what does feeling embedded depend on? We investigated the impact of both peers and the teacher. Peer status, measured by sociometric sympathy-based peer nominations, and peer victimization,…
Descriptors: Learner Engagement, Social Status, Victims, Peer Relationship
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Maulana, Ridwan; Smale-Jacobse, Annemieke; Helms-Lorenz, Michelle; Chun, Seyeoung; Lee, Okhwa – European Journal of Psychology of Education, 2020
Differentiated instruction is considered to be an important teaching quality domain to address the needs of individual students in daily classroom practices. However, little is known about whether differentiated instruction is empirically distinguishable from other teaching quality domains in different national contexts. Additionally, little is…
Descriptors: Foreign Countries, Individualized Instruction, Teacher Effectiveness, Cross Cultural Studies
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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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Cincinnato, Sebastiano; Engels, Nadine; Consuegra, Els – European Journal of Psychology of Education, 2020
This study investigates to what extent differences in ability and effort attributions can explain students' reluctance to reorient after failure in the first year at the university. Reluctance to reorient after failure increases the likelihood of drop out. The empirical investigation is based on a sample of fulltime first-entry bachelor students…
Descriptors: Foreign Countries, Attribution Theory, College Freshmen, Student Adjustment
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Räty, Hannu; Hytti, Ulla; Kasanen, Kati; Komulainen, Katri; Siivonen, Päivi; Kozlinska, Inna – European Journal of Psychology of Education, 2020
Employability is an increasing concern for university students. Our survey set out to examine university students' perceptions of their employability and the ways in which these perceptions relate to positions that subsequently connect students to working life: students' self-representational position or "ability self", and students'…
Descriptors: Employment Potential, Self Efficacy, College Students, Positive Attitudes
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Hennessey, Alexandra; Humphrey, Neil – European Journal of Psychology of Education, 2020
Despite the significant evidence base demonstrating the positive impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children's social-emotional and mental health outcomes, there has been very little research on its efficacy in improving academic attainment. More generally, the relationship between implementation…
Descriptors: Social Development, Emotional Development, Academic Achievement, Elementary School Students
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Coppola, Cristina; Mollo, Monica; Pacelli, Tiziana – European Journal of Psychology of Education, 2019
This paper presents a Vygotskian research device that focuses on collaborative activities based on the manipulation of linguistic objects in a primary school classroom, with 8-9-year-old children. Through social exchanges among the different points of view, the children were engaged in a dynamic process of building and negotiating mathematical…
Descriptors: Language Skills, Elementary School Students, Semantics, Syntax
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Holzberger, Doris; Praetorius, Anna-Katharina; Seidel, Tina; Kunter, Mareike – European Journal of Psychology of Education, 2019
Teaching effectiveness has often been described from a variable-centered perspective according to instructional, organizational, and emotional teaching characteristics and their prediction of students' outcomes. Adopting a person-centered approach, the present study analyzed how multiple variables of teaching quality co-occur simultaneously within…
Descriptors: Teacher Effectiveness, Correlation, Academic Achievement, Achievement Gains
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Klapproth, Florian; Fischer, Birthe Doreen – European Journal of Psychology of Education, 2019
We experimentally examined whether preservice teachers considered both the gender of primary school students and their development of GPAs, indicated by two successive school reports, when making secondary school-track recommendations. We used student vignettes to mimic real students and orthogonally varied student gender, their GPA development…
Descriptors: Track System (Education), Preservice Teachers, Grade Point Average, Preservice Teacher Education
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Leung, Kim Chau – European Journal of Psychology of Education, 2019
Previous meta-analyses on peer tutoring have mainly included studies using treatment-control/comparison design and excluded studies that adopted pre-test-post-test design. However, some recent meta-analyses on other interventions adopting pre-test-post-test design revealed that certain crucial intervention moderators should be considered when…
Descriptors: Peer Teaching, Teaching Methods, Research Methodology, Program Effectiveness
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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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