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Direct linkJia-qi Zheng; Kwok-cheung Cheung; Pou-seong Sit – Psychology in the Schools, 2024
Although academic resilience is of great concern to contemporary educational practitioners, there is no consensus on its measurement. Furthermore, protective factors characterized by East Asian societal contexts remain ambiguous. This systematic review aims to offer an overview of the operational definitions, statistical methodology, and…
Descriptors: Academic Achievement, Resilience (Psychology), Measurement, Databases
Long, Haiying; Gao, Su; Yang, Luxi; Chen, Jin – Psychology in the Schools, 2022
This study focuses on the effectiveness of two types of teaching practices (i.e., inquiry-based and teacher-directed) on students' science achievement, an ongoing contentious issue in science education. It examined the direct and indirect effects of the two types of teaching practices, enjoyment of science, and students' science achievement with…
Descriptors: Science Achievement, Science Instruction, Instructional Effectiveness, Science Interests
Seon, Youngwoon; Smith-Adcock, Sondra – Psychology in the Schools, 2021
With an aim to inform school-based antibullying interventions, this study examined mediating roles of school belonging, self-efficacy, and meaning in life between bullying victimization and subjective well-being. Using US student data from the 2018 round of the Program for International Student Assessment, results of structural equation modeling…
Descriptors: Sense of Community, Self Efficacy, World Views, Bullying
Nalipay, Ma. Jenina N.; Cai, Yuyang; King, Ronnel B. – Psychology in the Schools, 2020
Previous studies that attempted to explain why girls often perform better than boys in reading have emphasized the role of values and beliefs, with little attention paid to the role of emotions. This study focused on the role of parent-child emotional contagion in explaining gender differences, by investigating how parents' reading emotion…
Descriptors: Gender Differences, Reading Achievement, Parent Influence, Emotional Response
Fung, Francis; Tan, Cheng Yong; Chen, Gaowei – Psychology in the Schools, 2018
The present study explored the relationships between student engagement and mathematics achievement for 295,416 15-year-old students from 11,767 secondary schools in 34 countries who participated in the Program for International Student Assessment (PISA) 2012. Affective engagement was measured by students' mathematics interest (InterestMath) and…
Descriptors: Learner Engagement, Mathematics Achievement, Secondary School Students, Secondary School Mathematics
Callan, Gregory L.; Marchant, Gregory J.; Finch, W. Holmes; Flegge, Lindsay – Psychology in the Schools, 2017
A multilevel mediated regression model was fit to Programme for International Student Assessment achievement, strategy use, gender, and family- and school-level socioeconomic status (SES). Two metacognitive strategies (i.e., understanding and summarizing) and one learning strategy (i.e., control strategies) were found to relate significantly and…
Descriptors: Socioeconomic Status, Institutional Characteristics, Gender Differences, Learning Strategies
