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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
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
Van Mensel, Luk; Galand, Benoît – European Journal of Psychology of Education, 2023
This longitudinal study assessed the relative importance of second language exposure, motivational and attitudinal factors, and executive functions in predicting receptive vocabulary acquisition in children and adolescents after controlling for background characteristics (socio-economic status, non-verbal intelligence) and prior knowledge. The…
Descriptors: Elementary School Students, Secondary School Students, Grade 5, Grade 11
Mata, Lourdes; Monteiro, Vera; Peixoto, Francisco; Santos, Natalie Nóbrega; Sanches, Cristina; Gomes, Marta – European Journal of Psychology of Education, 2022
Learning maths is challenging for many primary school students, and teachers must understand students' learning and emotional processes specific to learning maths. The current research, grounded in control-value theory, focused on achievement emotions regarding maths. Primary school students (N = 71) were studied with the primary objective of…
Descriptors: Mathematics Instruction, Elementary School Students, Emotional Response, Psychological Patterns
Dotzel, Stefanie; Bonefeld, Meike; Karst, Karina – European Journal of Psychology of Education, 2022
Previous studies examining attitudes towards performance heterogeneity have focused on attitudes among teachers. However, positive attitudes towards the school environment are also assumed to be conducive for students. The aim of this paper is to examine students' attitudes towards performance heterogeneity with a sample of 784 5th-grade students.…
Descriptors: Student Attitudes, Elementary School Students, Grade 5, Performance
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
Zhu, Mingjing; Urhahne, Detlef – European Journal of Psychology of Education, 2015
Numerous studies have been conducted on the accuracy of teacher judgement in different educational areas such as mathematics, language arts and reading. Teacher judgement of students' foreign-language achievement, however, has been rarely investigated. The study aimed to examine the accuracy of teacher judgement of students' foreign-language…
Descriptors: Teacher Attitudes, Second Language Learning, Grade 5, English (Second Language)
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
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