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Direct linkQuintero, Michaela; Hasty, Leslie; Li, Tianyu; Song, Seowon; Wang, Zhe – British Journal of Educational Psychology, 2022
Background: Math anxiety (MA) and math achievement are generally negatively associated. Aims: This study investigated whether and how classroom engagement behaviors mediate the negative association between MA and math achievement. Sample: Data were drawn from an ongoing longitudinal study that examines the roles of affective factors in math…
Descriptors: Mathematics Achievement, Mathematics Anxiety, Learner Engagement, Correlation
Adesope, Olusola O.; Lavin, Tracy; Thompson, Terri; Ungerleider, Charles – British Journal of Educational Psychology, 2011
Background: Many countries rely on immigrants for population growth and to maintain a skilled workforce. However, many such immigrants face literacy-related barriers to success in education and in the labour force. Aims: This meta-analysis reviews experimental and quasi-experimental studies to examine strategies for teaching English literacy to…
Descriptors: Literacy Education, Economic Status, Phonics, Academic Achievement
Boulton, Michael J.; Chau, Cam; Whitehand, Caroline; Amataya, Kishori; Murray, Lindsay – British Journal of Educational Psychology, 2009
Background: Prior studies outside of the UK have shown that peer victimization is negatively associated with school adjustment. Aims: To examine concurrent and short-term longitudinal associations between peer victimization (physical, malicious teasing, deliberate social exclusion, and malicious gossiping) and two measures of school adjustment…
Descriptors: Student Adjustment, Social Adjustment, Social Isolation, Grade 4
