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Tarchi, Christian; Surian, Alessio; Daiute, Colette – European Journal of Psychology of Education, 2019
This study analyzed study abroad students' orientations to cultural differences as assessed with mixed methods, including traditional intercultural sensitivity measures and oral narratives of critical incidents in the foreign culture. Sixty students participated, 32 US study abroad students, and 28 Erasmus Mundus students, all studying in…
Descriptors: Personal Narratives, Study Abroad, Student Attitudes, Student Mobility
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Willems, Jonas; Coertjens, Liesje; Tambuyzer, Bart; Donche, Vincent – European Journal of Psychology of Education, 2019
Science students' study success rates in the first year of higher education (FYHE) are problematic. Although a considerable amount of previous research has been carried out to investigate the determinants of students' academic achievement in FYHE, there has been little discussion about the incremental value of non-cognitive factors over and above…
Descriptors: At Risk Students, College Freshmen, Academic Achievement, Science Instruction
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Hanin, Vanessa; Van Nieuwenhoven, Catherine – European Journal of Psychology of Education, 2019
Recent literature has shown that achievement emotions, their regulation, and perceived competence play a compelling role in mathematics learning and achievement. Studies that have looked at these variables have, for the most part, adopted a person-centered approach, which examines relationships between variables found to a similar degree in all…
Descriptors: Elementary School Students, Problem Solving, Elementary School Mathematics, Student Motivation
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Goldberg, Jochem M.; Sklad, Marcin; Elfrink, Teuntje R.; Schreurs, Karlein M. G.; Bohlmeijer, Ernst T.; Clarke, Aleisha M. – European Journal of Psychology of Education, 2019
This article presents findings from a meta-analysis which sought to determine the effectiveness of interventions adopting a whole school approach to enhancing children and young people's social and emotional development. Whole school interventions were included if they involved a coordinated set of activities across curriculum teaching, school…
Descriptors: Social Development, Emotional Development, Intervention, Program Effectiveness
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Wang, Jing; King, Ronnel B.; Rao, Nirmala – European Journal of Psychology of Education, 2019
The role of mastery and performance goals in self-regulated learning (SRL) has received much attention. However, in collectivist and Confucian-heritage contexts, social-academic goals may also play an important, yet unexamined role in SRL. This study examined the association between social-academic goals and SRL. We tested a hierarchical model…
Descriptors: Metacognition, Structural Equation Models, Mastery Learning, Goal Orientation
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Bieg, Sonja; Grassinger, Robert; Dresel, Markus – European Journal of Psychology of Education, 2019
Characteristics of teaching are associated with the emotions students experience in the classroom; however, empirical evidence regarding longitudinal effects is scarce. The present study investigated changes in positive and negative achievement emotions (enjoyment, boredom, and anger) vis-à-vis different teacher humor types (course-related,…
Descriptors: Humor, Teacher Student Relationship, Teaching Methods, Emotional Response
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Baadte, Christiane – European Journal of Psychology of Education, 2019
It was investigated whether teachers' feedback skills to support students' self-regulated learning (SRL) can be improved by short-term video-based interventions and/or direct instructions that were adapted to a SRL framework. Forty pre-service and 40 in-service teachers were assigned to a video + instruction or an instruction-only condition.…
Descriptors: Metacognition, Feedback (Response), Learning Strategies, Teacher Student Relationship
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Oostdam, R. J.; Koerhuis, M. J. C.; Fukkink, R. G. – European Journal of Psychology of Education, 2019
Much research has been done into the relationship between students' motivation to learn and their basic psychological needs as defined by the self-determination theory (autonomy, competence, relatedness). However, few studies have explored how these psychological needs relate to different types of maladaptive behavior in the classroom. To prevent…
Descriptors: Behavior Problems, Psychological Needs, Learning Motivation, Self Determination
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Huang, Xiaoxia; Zhang, Jie; Hudson, Laura – European Journal of Psychology of Education, 2019
This study tested a proposed model consisting of mathematics anxiety, mathematics self-efficacy, and implicit theories of intelligence in predicting mathematics and science career interest in middle school students, while controlling for student math level. One hundred fifty-two seventh-grade students in a middle school in the USA participated in…
Descriptors: Mathematics Skills, Mathematics Anxiety, Self Efficacy, Gender Differences
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Panadero, Ernesto; Broadbent, Jaclyn; Boud, David; Lodge, Jason M. – European Journal of Psychology of Education, 2019
Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one's own assessment capability. A focus on evaluative judgement helps us…
Descriptors: Formative Evaluation, Evaluative Thinking, Self Management, Models
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Hilbert, Sven; Bruckmaier, Georg; Binder, Karin; Krauss, Stefan; Bühner, Markus – European Journal of Psychology of Education, 2019
In the present study, the relationship between the mathematics grade and the three basic cognitive abilities (inhibition, working memory, and reasoning) was analyzed regarding possible alterations during elementary school. In a sample of N = 244 children, the mathematics grade was best predicted by working memory performance in the second grade…
Descriptors: Mathematics Instruction, Grades (Scholastic), Short Term Memory, Grade 2
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Auphan, Pauline; Ecalle, Jean; Magnan, Annie – European Journal of Psychology of Education, 2019
Reading difficulties in school are very challenging for teachers due to many different reader subtypes in one and the same class. Moreover, there are few easy-to-use tools enabling teachers to assess reading ability. According to the Simple View of Reading (Hoover and Gough in "Reading and Writing", 2(2), 127-160, 1990), efficient…
Descriptors: Reading Difficulties, Computer Assisted Testing, Reading Tests, Reading Comprehension
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De Carvalho, Eloise; Skipper, Yvonne – European Journal of Psychology of Education, 2019
A common perception of home education is that despite potential beneficial educational outcomes, children who are home educated lack social experiences and therefore show poor social development. However, previous research in this area suggests that home educated children demonstrate a range of age-appropriate social skills. This research has…
Descriptors: Home Schooling, Adolescents, Parent Child Relationship, Foreign Countries
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Raynaudo, Gabriela; Peralta, Olga – European Journal of Psychology of Education, 2019
Children are exposed to symbolic media, such as printed or electronic pictures. The purpose of this research was to compare children's learning of a concept (camouflage) with two different picture-book formats. Forty four-year-olds were assigned to two conditions: learning with a printed book or with an e-book. Instruction and book contents were…
Descriptors: Concept Formation, Picture Books, Printed Materials, Transfer of Training
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Oerke, Britta; McElvany, Nele; Ohle-Peters, Annika; Horz, Holger; Ullrich, Mark – European Journal of Psychology of Education, 2019
Reading texts with instructional pictures (text-picture integration) is a key component of students' learning processes in most school subjects, and teachers are tasked with helping their students acquire and refine this skill. The present study focuses on how teachers support their students with this process, and if this support contributes to…
Descriptors: Secondary School Students, Reading Instruction, Picture Books, Science Instruction
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