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Ching, Boby Ho-Hong – Educational Psychology, 2023
This study examined the longitudinal associations among maternal child-based worth, perceived maternal achievement-oriented psychological control, and children's academic contingent self-worth over a one-year period in 274 Chinese children. Results showed that, after the autoregressive effects were controlled, higher levels of maternal child-based…
Descriptors: Foreign Countries, Children, Mothers, Mother Attitudes
Xin Chen; Frederick K. S. Leung – Educational Psychology, 2023
This cross-sectional study looks into how students' perceived teacher support is linked to achievement emotions in mathematics via academic control and value. The data was gathered from 602 secondary students (13-16-year-olds) in 16 mathematics classrooms from three public schools in Jiangsu province, China. Participants were asked to respond to…
Descriptors: Foreign Countries, Student Attitudes, Teacher Role, Mathematics Education
Nalipay, Ma. Jenina N.; King, Ronnel B.; Mordeno, Imelu G.; Wang, Hui – Educational Psychology, 2022
Implicit beliefs have received growing attention in the literature. However, past studies have usually focussed on students' implicit beliefs about intelligence. The present study aimed to extend the literature on implicit beliefs to the domain of teaching and examine whether implicit beliefs about one's teaching ability would predict teacher…
Descriptors: Cognitive Structures, Teacher Effectiveness, Well Being, Self Concept
Moliner, Lidon; Alegre, Francisco – Educational Psychology, 2022
In this study reciprocal peer tutoring was implemented in middle school mathematics classes for a six-month period. The effects of this methodology on students' mathematics achievements, mathematics anxiety levels, attitudes towards mathematics, and mathematics self-concepts were examined. Study participants included 768 students in grades 7-9…
Descriptors: Peer Teaching, Tutoring, Middle School Mathematics, Mathematics Achievement
Lee, Taerim; Lee, Sangeun; Ko, Hyeyun; Lee, Sang M. – Educational Psychology, 2022
Based on Job Demand Resource Model (JD-R), and Conservation of Resources Theory (COR Theory), self-compassion was set as a personal resource, and how it affected academic burnout, and academic engagement had been investigated. This study was conducted on a sample of 599 university students in South Korea who were expected to have overwhelming…
Descriptors: Self Concept, Altruism, College Students, Models
van der Ploeg, Rozemarijn; Stoltz, Sabine E. M. J.; van den Berg, Yvonne H. M.; Cillessen, Antonius H. N.; de Castro, Bram O. – Educational Psychology, 2022
This study aimed to shed light on the prevalence of chronic peer victimisation among Dutch elementary school children and factors associated with (non-)disclosure of such experiences by victims. 5,961 students from 73 schools participated (51.5% male; M[subscript age] = 9.96; 77.7% native Dutch). Results showed that 12.3% of all children were…
Descriptors: Self Disclosure (Individuals), Peer Relationship, Elementary School Students, Gender Differences
Kuan, Tat-Yeung James; Zhang, Li-Fang – Educational Psychology, 2022
Four hundred and twelve secondary school students in Hong Kong responded to the Zimbardo Time Perspective Inventory (ZTPI), the Positive and Negative Affect Schedule (PANAS), and the Temporal Satisfaction with Life Scale (TSWLS) to examine the relationship between time perspective and subjective well-being. Past-Positive, Present-Hedonistic, and…
Descriptors: Foreign Countries, Secondary School Students, Affective Measures, Well Being
Chen, Ssu-Kuang; Liu, Yih-Lan; Lin, Sunny S. J. – Educational Psychology, 2022
In research on math self-concept (MSC) formation, very few studies have juxtaposed the effects of math grades, math ability, school-average math grades, and school-average math ability. However, these factors are important in enabling Taiwanese senior school students to achieve proper MSC and choose a suitable academic track. Thus, the present…
Descriptors: Self Concept, Mathematical Aptitude, Mathematics Skills, Gender Differences
Zhang, Jing – Educational Psychology, 2022
The present two-wave longitudinal study examined 836 Chinese secondary school students over the course of an academic year to investigate the individual antecedents of academic anxiety in multiple subjects. Hypotheses were based on Pekrun's control-value theory of achievement emotions and Marsh's internal/external frame of reference model and…
Descriptors: Foreign Countries, Secondary School Students, Anxiety, Emotional Response
Parada, Sacha; Verlhiac, Jean-François – Educational Psychology, 2022
The aim of this work is to examine the effects of a growth mindset intervention amongst first-year university students during a longitudinal study spanning over 1 month and to develop a model linking well-being and achievement variables. Growth mindset interventions, by teaching malleable instead of fixed self-conceptions, would allow students to…
Descriptors: Intervention, College Freshmen, Coping, Well Being
Berner, Valérie-D.; Seitz-Stein, Katja; Segerer, Robin; Oesterlen, Eva; Niklas, Frank – Educational Psychology, 2022
In this quasi-experimental study, we investigated whether basic arithmetic skills and mathematical self-concept of young children can be influenced by feedback during an interactive session in which a game was played. German 5- to 7-year-old children (n = 79) played an adaption of the game House of Numbers six times, either in a specific or an…
Descriptors: Feedback (Response), Self Concept, Teaching Methods, Foreign Countries
Huang, Zhen; Wei, Xiangdong; Lu, Runhao; Shi, Jiannong – Educational Psychology, 2022
An increasing amount of research has indicated that the effectiveness of growth mindset (GM) intervention is sensitive to population characteristics. However, few studies have investigated whether GM interventions can be leveraged to promote academic performance among non-westerners such as Chinese students. Attuning to the Chinese background, we…
Descriptors: Foreign Countries, Elementary School Students, Middle School Students, Grade 4
Schwab, Susanne; Lindner, Katharina-Theresa; Savolainen, Hannu – Educational Psychology, 2022
Most studies, to date, have ignored variance in teachers' self-efficacy (TSE) in relation to teaching individual students (i.e., student-specific self-efficacy). However, TSE and teacher efficacy differ among students. Thus, this study examines dyadic TSE in four domains and their correlations with students' perceptions of teacher efficacy and…
Descriptors: Self Efficacy, Teacher Student Relationship, Student Attitudes, Self Concept
Stocker, Joana; Abu-Hilal, Maher; Hermena, Ehab; AlJassmi, Maryam; Barbato, Mariapaola – Educational Psychology, 2021
This study aims at testing the generalisability of Marsh's Internal/External (I/E) frame of reference model as well as its Dimensional Comparison Theory (DCT) extension in a sample of United Arab Emirates (UAE) high school students. Relationship between self-concept and achievement in Arabic, English and mathematics were explored. A sample of 990…
Descriptors: Arabs, High School Students, Self Concept, Academic Achievement
Lohbeck, Annette; Freund, Philipp Alexander – Educational Psychology, 2021
This study with 850 students examined the interrelations of students' own and perceived teacher reference norms in combination with estimating the relations of these constructs to self-concept in the domain of mathematics. All reference norms were positively interrelated. Regression models yielded different results across school tracks: In…
Descriptors: Norms, Self Concept, Mathematics Education, Regression (Statistics)