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Jozsa, Krisztian; Morgan, George A. – European Journal of Psychology of Education, 2014
This study describes changes in cognitive persistence, a key measure of mastery motivation, between the ages of 10 (grade 4) and 14 (grade 8). Prior research in the field of mastery motivation has focused mainly on early childhood. No longitudinal research findings have been published about age changes in mastery motivation during the school…
Descriptors: Foreign Countries, Cognitive Development, Child Development, Academic Achievement
Doyle, Orla; McEntee, Louise; McNamara, Kelly A. – European Journal of Psychology of Education, 2012
Socioeconomic inequalities in children's skills and capabilities begin early in life and can have detrimental effects on future success in school. The present study examined the relationships between school readiness and socioeconomic (SES) inequalities using teacher reports of the Short Early Development Instrument (Janus et al. 2005) in a…
Descriptors: School Readiness, Reading Readiness, Disadvantaged, Hypothesis Testing
Jones, Brett D.; Wilkins, Jesse L. M.; Long, Margaret H.; Wang, Feihong – European Journal of Psychology of Education, 2012
Blackwell et al. (Child Development 78(1):246-263, 2007) tested a motivational model of achievement in which an incremental theory of intelligence leads to learning goals and positive effort beliefs, which leads to fewer ability-based, helpless attributions, and more positive strategies, which leads to improved grades. In the present study, we…
Descriptors: Mathematics Instruction, Suburban Schools, Cognitive Processes, Child Development
Cesar, Margarida; Santos, Nuno – European Journal of Psychology of Education, 2006
There have been deep changes in societies during the last decade. As a result, schools face new challenges, such as avoiding exclusion by promoting inclusion. In this paper we present the findings of our efforts to use collaborative work as a mediation tool in order to achieve more inclusive learning settings. This work starts from the assumption…
Descriptors: Participant Observation, Academic Achievement, Child Development, Teaching Methods
Peer reviewed
Puustinen, Minna – European Journal of Psychology of Education, 1998
Studies the development of self-regulation in school-aged children's help-seeking behavior within a Vygotskian framework. Hypothesizes that studying two age groups would allow definition of two levels of capacity for self-regulation. Shows that the level of self-regulation depends on both age and academic achievement, with older, high-achieving…
Descriptors: Academic Achievement, Age Differences, Child Development, Educational Research