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Barksdale, Christopher; Peters, Michelle L.; Corrales, Antonio – Educational Studies, 2021
The purpose of this sequential mixed methods study was to examine the relationship between classroom climate and student achievement of middle school students. A purposeful sample of 428 middle school students (6th-8th grade) from a large southeastern Texas school district were administered the "Learning Environment Inventory" (LEI) to…
Descriptors: Middle School Students, Student Attitudes, Classroom Environment, Academic Achievement
Forslund Frykedal, Karin; Chiriac, Eva Hammar; Rosander, Michael – Educational Studies, 2021
The aim of this study was to investigate factors that can predict collective efficacy in student work groups year 5 and 8 at compulsory school and to see if there are gender and year differences for efficacy beliefs and aspects of interdependence. A total of 283 completed questionnaires were analysed. Hierarchical multiple regression was used to…
Descriptors: Self Efficacy, Group Dynamics, Student Evaluation, Cooperative Learning
Chen, Wei-Ru; Chen, Li-Ming – Educational Studies, 2019
The current scales for self-blame are not suitable for school bullying scenarios and most lack validity. This study used a self-developed scale to measure bullied victims' tendency to self-blame and further examined whether victims and bully/victims exhibited different tendencies toward self-blame under both bullied and generalized scenarios. The…
Descriptors: Bullying, Victims, Elementary Schools, Secondary Schools
Human-Vogel, Salomé; Morkel, Jorina – Educational Studies, 2017
In the present study, we examine the personal belief in a just world (PBJW) for teachers and learners in predominantly Afrikaans-speaking South African schools, and the relationship between teachers' PBJW and their perception of problem behaviour in the classroom. The study is informed by national debates of school violence in South African…
Descriptors: Teacher Attitudes, Student Attitudes, Beliefs, Grade 4
Kozina, Ana – Educational Studies, 2015
In this study, we analyse the predictive power of home and school environment-related factors for determining pupils' aggression. The multiple regression analyses are performed for fourth- and eighth-grade pupils based on the Trends in Mathematics and Science Study (TIMSS) 2007 (N = 8394) and TIMSS 2011 (N = 9415) databases for Slovenia. At the…
Descriptors: Aggression, Elementary Schools, Predictive Validity, Educational Environment