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Negative Social Experiences and Dropping Out of School.
Peer reviewed Peer reviewed
Vitaro, Frank; Larocque, Denis; Janosz, Michel; Tremblay, Richard E. – Educational Psychology: An International Journal of Experimental Educational Psychology, 2001
Investigates a prediction model of early withdrawal from school, using a sample of low socio-economic status (SES) boys (n=751), with emphasis on the role of peer-related variables. Reports that power of early disruptiveness and early academic performance predicted dropout; but the effects of these variables depended upon the dropout age. (CMK)
Descriptors: Age, Dropouts, Elementary Secondary Education, Foreign Countries
Domain-specific Self-concept and Achievement Motivation in the Transition from Primary to Low Middle School.
Peer reviewed Peer reviewed
Zanobini, Mirella; Usai, M. Carmen – Educational Psychology: An International Journal of Experimental Educational Psychology, 2002
Examines the changes, after the transition from fifth-grade to the first year of middle school, in self-concept, motivation, school achievement, and the effects of student self-concepts on the self-system. Demonstrates that there is change and stability during this transition period. Includes references. (CMK)
Descriptors: Academic Achievement, Educational Research, Elementary Education, Higher Education
A Longitudinal-Sequential Study of Perceived Academic Competence and Motivational Beliefs for Learning among Children in Middle School.
Peer reviewed Peer reviewed
Obach, Mifrando S. – Educational Psychology: An International Journal of Experimental Educational Psychology, 2003
Examines how much developing beliefs about the causes of academic outcomes, goal orientation for learning, and study strategy use affected changes in children's self-assessments of their ability to master academic material. Presents the results in terms of a developing academic self-image. (CMK)
Descriptors: Academic Ability, Educational Research, Grade 5, Grade 6
The Closing Gap in Attitudes between Boys and Girls: A 5-year Longitudinal Study.
Peer reviewed Peer reviewed
Davies, Julie; Brember, Ivy – Educational Psychology: An International Journal of Experimental Educational Psychology, 2001
Examines the attitudes of Year 2 boys and girls, drawn randomly from British primary schools within a local educational authority, towards school and school activities. Reports that between Years 2 and 6 the children became more negative towards the curriculum, interaction with the teacher and discipline, and happier about interacting with peers.…
Descriptors: Childhood Attitudes, Discipline, Early Childhood Education, Educational Research
The Relationship between Some Psychological Factors and Their Effect on the Performance of Grid Questions and Word Association Tests.
Peer reviewed Peer reviewed
Bahar, Mehmet; Hansell, Mike H. – Educational Psychology: An International Journal of Experimental Educational Psychology, 2000
Explores the relationship between three psychological factors (1) field dependence/field independence; (2) convergent/divergent dimensions of cognitive styles; and (3) working memory capacity and their effect on word association test responses for biological concepts, as well as grid questions. States the research study was completed in three…
Descriptors: Biology, Cognitive Structures, Cognitive Style, Educational Research
Demonstration of Classroom Survival Skills in Kindergarten: A Five-Year Transition Study of Children with Intellectual Disabilities.
Peer reviewed Peer reviewed
Kemp, Coral; Carter, Mark – Educational Psychology: An International Journal of Experimental Educational Psychology, 2000
Presents a study where 33 children with a range of intellectual disabilities who participated in a transition program embedded within a model inclusive preschool program were enrolled in mainstream kindergarten classes from 1995 to 1999. Explains that classroom survival skills, on-task behavior, and following teacher directions were measured.…
Descriptors: Disabilities, Early Childhood Education, Educational Research, Kindergarten
Self-esteem and National Tests in Years 2 and 6: A 4-year Longitudinal Study.
Peer reviewed Peer reviewed
Davies, Julie; Brember, Ivy – Educational Psychology: An International Journal of Experimental Educational Psychology, 1999
Presents a four-year longitudinal study that twice measured the attainments in self-esteem, reading, and mathematics of children, in Year 2 and Year 6. Reveals that attainments in mathematics were stable while reading comprehension attainments were significantly higher in Year 6. Suggests that self-esteem and school attainment are significantly…
Descriptors: Academic Achievement, Elementary Education, Elementary School Students, Foreign Countries