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Vicente Sanjosé; Carlos B. Gómez-Ferragud; Joan Josep Solaz-Portolés – European Journal of Psychology of Education, 2024
This study explores the process itself of comprehension monitoring of worked-out examples in mathematics. A 'reversal error' was embedded in a worked-out example of algebraic nature. Ninety-four engineers in a master's degree program to become secondary teachers of technology were asked to judge the comprehensibility of the statement and the…
Descriptors: Comprehension, Masters Programs, Engineering Education, Teacher Education
Lescarret, Colin; Le Floch, Valérie; Sakdavong, Jean-Christophe; Boucheix, Jean-Michel; Tricot, André; Amadieu, Franck – European Journal of Psychology of Education, 2023
The purpose of this research was to investigate the impact of students' prior attitude on the processing of conflicting information regarding a controversial issue (is eating organic better for health and the environment?). In study 1, 314 seventh graders watched a set of videos that provided conflicting arguments on the issue. Students were then…
Descriptors: Middle School Students, Grade 7, Student Attitudes, Prior Learning
Kljajic, Kristina; Gaudreau, Patrick – European Journal of Psychology of Education, 2023
The grades of students have been shown to severely decrease during the transition from high school to university. Although past findings have shown that procrastination negatively relates to academic achievement, no study has examined the influence of procrastination on the grade trajectory of students during this critical academic transition.…
Descriptors: High School Graduates, College Freshmen, Grades (Scholastic), Academic Achievement
Bapst, M. S.; Genoud, P. A.; Hascoët, M. – European Journal of Psychology of Education, 2023
Behavior management in the classroom is well known for being a challenge and a source of stress for preservice and experienced teachers alike. This means it may not only impact teachers' self-efficacy beliefs, but teachers' efficacy perceived by their students too, engendering effects on the social learning environment and vice-versa. This article…
Descriptors: Self Efficacy, Behavior Modification, Classroom Techniques, Social Environment
Testa, Italo; De Luca Picione, Raffaele; Scotti di Uccio, Umberto – European Journal of Psychology of Education, 2022
The purpose of this study was to analyse Italian high school and university students' attitudes towards physics using the Semiotic Cultural Psychological Theory (SCPT). In the SCPT framework, attitudes represent how individuals interpret their experience through the mediation of "generalized meaning" with which they are identified. A…
Descriptors: Foreign Countries, High School Students, College Students, Student Attitudes
Opoku, Maxwell Peprah; Cuskelly, Monica; Pedersen, Scott J.; Rayner, Christopher S. – European Journal of Psychology of Education, 2021
The intention of teachers towards adopting inclusive practices is vital to determining teaching behaviour in classrooms. Although some previous studies have reported that variables such as attitudes, subjective norms and self-efficacy combine to predict intention of teachers, such studies are sparse in sub-Saharan Africa and mainly limited to…
Descriptors: Inclusion, Teacher Attitudes, Secondary School Teachers, Educational Practices
Kyndt, Eva; Donche, Vincent; Coertjens, Liesje; van Daal, Tine; Gijbels, David; Van Petegem, Peter – European Journal of Psychology of Education, 2019
The transition from secondary to higher education is a challenging process, in which the development of students' motivation plays a pivotal role. The current study examines whether self-efficacy--and how it develops--is able to explain the growth in motivation. The current longitudinal study included five waves, across a period of 25 months (i.e.…
Descriptors: Self Efficacy, Student Motivation, Longitudinal Studies, Self Determination
Panadero, Ernesto; Brown, Gavin T. L. – European Journal of Psychology of Education, 2017
Peer assessment (PA) is one of the central principles of formative assessment and assessment for learning (AfL) fields. There is ample empirical evidence as to the benefits for students' learning when AfL principles are implemented. However, teachers play a critical role in mediating the implementation of intended policies. Hence, their…
Descriptors: Peer Evaluation, Formative Evaluation, Program Implementation, Teacher Role
Glock, Sabine; Krolak-Schwerdt, Sabine; Pit-ten Cate, Ineke M. – European Journal of Psychology of Education, 2015
Educational research has provided evidence that racial and ethnic minority students are disadvantaged in today's educational systems. Teachers' stereotypical expectations are believed to contribute to these disadvantages because teachers make decisions about grades, special education, tracking, and school placement. Research so far has shown that…
Descriptors: Ethnicity, Student Characteristics, Teacher Attitudes, Preservice Teachers
De Clercq, Mikaël; Galand, Benoît; Dupont, Serge; Frenay, Mariane – European Journal of Psychology of Education, 2013
This paper presents a prospective study aimed at identifying the predictors of academic achievement among first-year university students. It tries to develop an inclusive view of academic achievement by taking into account the possible differential impact of several predictors in two different faculties of the university. Some 317 university…
Descriptors: Academic Achievement, College Freshmen, Predictor Variables, Science Education
Rots, Isabel; Aelterman, Antonia – European Journal of Psychology of Education, 2009
This study aims to advance insight into the relationship between teacher education and graduates' intended and actual entrance into the teaching profession. Moreover, it indicates how this relationship varies between teacher training for primary education (i.e., programs for class teachers-to-be) and teacher training for secondary education (i.e.,…
Descriptors: Preservice Teacher Education, College Graduates, Intention, Motivation
Viallon, Marie-Laure; Martinot, Delphine – European Journal of Psychology of Education, 2009
A considerable body of research has shown that being the only representative of one's gender group (solo status) when performing an activity affects women more than men. The aim of our two experiments was to show that the performance context can moderate the effects of numerical status (majority vs. solo) on performance and that men can also be…
Descriptors: Gender Differences, Status, Context Effect, Performance