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The Development of Self-Perception of Ability in Icelandic Children with and without Specific Learning Difficulties
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Gudrun Bjorg Ragnarsdottir; Anna-Lind Petursdottir; Zuilma Gabriela Sigurdardottir; Kristjan Ketill Stefansson; Harpa Oskarsdottir – European Journal of Psychology of Education, 2024
This cohort-sequential study compared the development of self-perception of ability in Icelandic school children with and without learning difficulties (LD). Participants (N = 198) were students with LD (n = 33) in Grade 4 through 8 and their classmates without LD (n = 165). Self-report measures were taken six times to assess students' perception…
Descriptors: Foreign Countries, Grade 4, Grade 5, Grade 6
How Are Feelings of Difficulty and Familiarity Linked to Learning Behaviors and Gains in a Complex Science Learning Task?
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Zhang, Yingbin; Paquette, Luc; Baker, Ryan S.; Bosch, Nigel; Ocumpaugh, Jaclyn; Biswas, Gautam – European Journal of Psychology of Education, 2023
The feelings of difficulty and familiarity (FOD and FOF) are two types of metacognitive experiences. Both may influence student engagement and the application of metacognitive strategies, but these relationships are not well understood, in part because many studies have relied on self-report measures of behaviors that may not accurately reflect…
Descriptors: Metacognition, Difficulty Level, Familiarity, Learning Strategies
The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science
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Tas, Yasemin – European Journal of Psychology of Education, 2016
This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical…
Descriptors: Educational Environment, Classroom Environment, Science Instruction, Middle School Students
A Longitudinal Developmental Analysis of Students' Causality Beliefs about School Performance
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Roque, Isabel; de Lemos, Marina Serra; Gonçalves, Teresa – European Journal of Psychology of Education, 2014
This study examined the development of school-related causality beliefs which are children's generalized perceptions of the utility or power of different categories of specific means in producing school outcomes. Based on the action theory perspective, we analyzed the developmental model of these beliefs as well as the trajectories of the…
Descriptors: Student Attitudes, Developmental Stages, Longitudinal Studies, Grade 2
Self-Regulated Learning and Performance Calibration among Elementary Physical Education Students
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Kolovelonis, Athanasios; Goudas, Marios; Dermitzaki, Irini; Kitsantas, Anastasia – European Journal of Psychology of Education, 2013
This study examined the effectiveness of a social-cognitive training model of self-regulation on students' dribbling performance, calibration accuracy, and motivational beliefs. Participants were 120 fifth and sixth graders. Students who sequentially experienced emulative and self-control practice setting either process or performance goals…
Descriptors: Elementary School Students, Physical Education, Social Cognition, Social Development
Is There a Drop in Normative Clearsightedness in Sixth Grade? Study of Internality and Normative Clearsightedness in Fourth to Seventh Graders
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Bigot, Johann; Pichot, Nathalie; Teste, Benoit – European Journal of Psychology of Education, 2004
Numerous studies have demonstrated a decrease in the expression of internality in French sixth graders as compared to fifth graders. The present study examines normative clearsightedness in addition to internality across four French school grades (fourth to seventh). The results confirmed the sixth-grade drop in internality and showed that the…
Descriptors: Grade 5, Grade 7, Grade 6, Grade 4