The presented research aims to show that satisfaction and frustration of students' basic psychological needs for autonomy, competence and relatedness is directly tied to the development of students' learning goal orientation. This assumption was investigated through a longitudinal survey study (N = 1059 German undergraduate students, assessment covering the first four semesters at university). Latent

This study examined the effects of a utility value (UV) intervention on students' situational interest and boredom in science using hierarchical linear growth modeling. Data were collected in a diverse sample of 339 students in 13 seventh and ninth grade science classrooms using surveys and end-of-class reports collected on 11 occasions. Results showed no UV intervention effects on students' trajectories

Self-regulated learning theory acknowledges the importance of an individual's metacognitive monitoring and group-level regulation for learning achievement in collaborative learning. However, very few studies have empirically investigated the interplay of these factors. This study aimed to investigate how groups' metacognitive interactions, group-level regulation, and individuals' metacognitive monitoring

There are ongoing efforts to understand female adolescents' motivation in math, as part of the science, technology, engineering, and math fields. The current study aimed to examine the temporal relations among expectancies, task values (intrinsic and utility value), and perceived costs (emotional and effort cost) in math to understand the underlying motivational processes for math-related career intention

Self-regulated learning (SRL) is essentially a complex dynamical system (CDS). However, no effort has been made to study SRL from a CDS approach in the context of science learning. In this study, we adopted the ideas and analytical techniques of complexity science to analyze SRL. Specifically, 74 ninth-grade students were asked to undertake an engineering design task in a computer-simulated environment

Parental socio-economic status (SES) is often found to be associated with children's language competence in the first decade of life. To examine the effect of SES on children's vocabulary development, as well as potential compensatory effects of schooling and learning-related activities, we examined the joint and unique effects of parental education, occupational status, and learning environment at

We studied the Papiamento (L1) and Dutch (L2) reading of 293 fourth grade students in the postcolonial Dutch Caribbean, where L1 just latterly has been introduced into the school curriculum. We examined the effect of language of alphabetization (L1 first vs L2 first) and other L1 and L2 cognitive-linguistic predictors on reading skills. The results show that children's mother tongue, Papiamento, occupies

Dimensional comparisons lead to contrast effects between academic self-concepts, implying that students view themselves as a math-type or a verbal-type. This study examined the short-term stability of these types and their generalizability to academic interest. N = 382 students completed questionnaires on self-concept and interest in math, physics, German, and English at two measurement waves over

Working memory (WM) is a potentially important factor related to the development of and performance in reading skills. This study examined the differential relations between two components of the WM system (i.e., storage, processing) and reading. Latent variables were created based on data from 1900 children (1146 children in preschool-second grade and 754 children in third-fifth grade) recruited for

The role of student well-being for academic outcomes is increasingly gaining attention. However, studies on the relationship between well-being and achievement are inconclusive, and evidence regarding associations between well-being and motives for achievement related behavior is scarce. The present study therefore investigates relations between students' school-related well-being, achievement goals

Fine motor skills and executive function are two examples of domain-general skills. Both are correlates of arithmetic and reading ability, and have been identified as predictors of school readiness. Little research has simultaneously assessed the influence of both these skills as predictors of academic abilities. Current evidence suggests their role as predictors lessens once children enter school

This study investigated the mediating role of children's school liking between parent-child interactions and children's pre-academic skills. Specifically, parent-child interactions included frequency of mothers' and fathers' formal and informal home learning activities with children, as well as their autonomy support during these activities. Three hundred first-year kindergarteners were tested on two

Current research has paid little attention to contextual or social factors that may contribute to procrastination. One social factor, which may influence procrastination, is group work among students. Compared to individual work, group work can enhance individual effort and performance when the individual's contribution is indispensable for group success. In a field experiment, students with high levels

Differences in classroom climate (CC) predict students' behavior and learning, but there is no evidence of specific variables potentially responsible for such differences. As school climate, teachers' motivational variables related to students, and students' motivational variables are potential predictors of CC, this study analyzes their predictive role. A total of 5471 students and 263 teachers from

Multiple document comprehension (MDC) refers to the ability to integrate information from multiple sources into a coherent representation, which requires specific cognitive processes. Assuming that epistemic beliefs are domain-related, this study investigates exploratively how epistemic beliefs in the domains of science and history affect the mastery of cognitive requirements in domain-general MDC

Despite the importance of alphabet knowledge for learning to read in English, we continue to have a limited understanding of children's alphabet knowledge learning and how to best support such learning. In this pretest-posttest within-subjects experimental study (n = 29), we examined alphabet learning as a function of lessons tailored to individual children's alphabet learning needs and as a function

Based on the control-value theory of achievement emotions, the present study investigates whether an intervention setting with the aim of inter alia promoting positive emotions could change control and value appraisals of low-achieving secondary school students in mathematics over two school years (Grades 7 and 8). Further, we examine the change-change assumption that positive intraindividual changes

The present study investigates how Need for Cognition (NFC), an individual's tendency to engage in and enjoy thinking, relates to academic achievement in 9th grade students (N = 3.355) attending different school tracks to understand whether school track moderates this relation when controlling for student background variables. Using structural regression analyses, our findings revealed small and significant

We investigated elementary school children's use of direct subtraction (DS) and subtraction by addition (SBA) when mentally solving multi-digit subtractions. Fourth- to sixth-grade children of varying mathematical achievement levels were offered subtractions in one choice condition (choice between DS or SBA) and two no-choice conditions (mandatory use of either DS or SBA). Results showed that children

The present study tested the longitudinal relations among children's theory of mind (ToM), sensitivity to criticism, school engagement, and academic achievement. One hundred and twenty-one school-age typically developing children completed a ToM task (understanding of faux pas), sensitivity to criticism task (emotional reaction and motivation for improvement after critique, 30 months after ToM), and

Recent literature suggests proportional reasoning develops at an earlier age than traditionally assumed. It also indicates that in tasks where both additive and multiplicative reasoning are appropriate, some children have a preference for additive relations, while others have a preference for multiplicative relations. In this study we investigated how 5- to 8-year-olds' additive or multiplicative preference

Background Extant eye-tracking studies suggest that foreign-language learners tend to read the native language captions while watching foreign-language videos. However, it remains unclear how the captions affect the learners' eye movements when watching Math videos. Purpose While watching teaching videos, we seek to determine how the lesson type (English or Math), cognitive load (high or low), and

This paper presents a new perspective on persistence and how it relates to passion and outcomes in the field of education. Based on the Dualistic Model of Passion (Vallerand, 2015), we propose the existence of two types of persistence – flexible and rigid that are specific to the activity one is passionate about. Flexible persistence takes origin in harmonious passion and entails pursuing activity

This study examined utility value trajectories overall and by gender, race, and underrepresented racial minority (URM) status within an introductory statistics course and tested the relationships between utility value, behavioral engagement, and performance. Data from 1108 undergraduates included three surveys integrated into their online textbook (t1: beginning of the textbook; t2: middle of the textbook;

School burnout has been studied extensively in schools but its relation to learning and studying processes at the university level is still an under-researched topic. The purpose of this study is to explore burnout and study interest profiles among university students and how these profiles differ according to approaches to learning, academic achievement and gender. The data were gathered from 538

As a key process of self-regulated learning, effective motivational regulation is assumed to facilitate successful studying via optimized motivation. Our research aimed to test this assumption addressing the relationship between self-efficacy for motivational regulation and three dimensions of satisfaction with academic studies with respect to the potential underlying mechanisms in terms of the expectancy

Although thought to be substantial, within-person variability in performance across school subjects has not been systematically studied. Here we analysed data from the Twins Early Development Study (TEDS; Nmax = 5919) to describe within-person variability across grades in English, maths, and science from age 7 to 16 years. We found that within-person grade variability was largely unstable across subjects

The current study aims to deepen our understanding of the mechanisms of motivational and emotional profiles in entry-level calculus. Specifically, we tested a multiple mediation model to examine the linking roles of students' self-efficacy and achievement emotions (anxiety and enjoyment) in the relationship between learning climate and learning persistence in entry-level calculus. A sample of 267 college

This study investigated whether emoji and multimedia delivery in online assessment feedback influenced student perceptions of the marker. Undergraduate students (N = 296) read a faux essay and viewed associated feedback emulating the comments students might receive in higher education. Feedback was manipulated using a 2 (emoji: no, yes) × 3 (medium: written-only, written plus audio, and written plus

This study examined how students' interest, self-efficacy, and perceived difficulty change during a task, how those changes relate to each other, and how they predict performance. Sixth-graders (N = 1024) rated their interest, self-efficacy, and perceived difficulty repeatedly during a dynamic problem-solving task. Results from the estimated non-linear and piecewise latent growth curve models showed

Although recent research has found that undergraduate students' perceptions of faculty growth mindsets are important predictors of their motivation, engagement, and performance, only a few studies have investigated the specific practices and behaviors that are associated with students' perceptions of faculty growth mindsets. In a sample of 3910 undergraduate science students, we found that students'

The development of and interplay between secondary school students' individual interests and achievement were investigated using the example of chemistry education. In a two-cohort study with yearly measurement occasions (Grade 6–8, N = 580, Mage = 11.6 years in Grade 6; Grade 9–11; N = 473, Mage = 14.7 years in Grade 9), we assessed both students' domain-specific and activity-related interests. While

There has been an increasing interest in the role of emotional skills in the academic field over the past decades. The current study, by using a weekly diary design, examines within-person variations in positive emotions, student engagement, and performance. The sample consisted of 116 university students who, over 4 consecutive weeks, completed a questionnaire (number of occasions = 464). Results

In this paper, we used a multi-method approach to investigate continuity and change in achievement goals of students who participated in summer classes designed for academically advanced students. Students in classes where their performances were graded showed larger increase in performance-avoidance goals compared to students in classes without grades. The mean-level change in mastery goal was not

This longitudinal study explores how high and low achievers differ in self-regulated learning (SRL) in the context of a high-stakes academic long-term task outside of class (writing a Matura paper). Based on N = 1215 high school students' grades on the paper (57% girls; M age = 17.5, SD = 0.80), high and low achievers (with and without considering prior achievement) were compared regarding multiple

Epistemic beliefs (EBs) are a key issue in educational research and are relevant for students' learning from as early as elementary school. To quantitatively measure EBs in the domain of science, researchers commonly utilize self-report questionnaires that capture the dimensions of source, certainty, development, and justification of knowledge. Going beyond analyzing these measures of EBs from a variable-centered

State test anxiety (STA) and its temporal course surrounding an important examination are of particular interest. This study investigated ten daily assessments of examination-related STA measured on seven consecutive days before and three days after an obligatory written university examination on N = 172 predominantly female students. The discontinuous second-order latent growth curve model consisted

This longitudinal study examined the relative contributions of word reading accuracy, word reading fluency and linguistic comprehension to reading comprehension from Grade 1 to Grade 2 in Canadian children who speak French as an L2. French is an opaque orthography but it is more consistent in how graphemes are mapped to phonemes than English. A total of 183 Non-Francophone children enrolled in French

The aim of the present study was to examine whether mindfulness and academic emotions are beneficially related in specific learning situations. For that purpose, we conducted a field study during two lecture sessions in which we measured momentary mindfulness and academic emotions of N = 105 university students repeatedly, resulting in N = 551 measurements. As expected, multilevel analyses indicated

Emotions are fundamental to teachers' lives. However, until recently, there is relative lack of attention given to emotions in teacher education. Moreover, teacher emotions are often viewed as a function of external factors, neglecting the role of emotion mindset (i.e., beliefs regarding the malleability of emotions) in affecting teachers' emotions and subsequent outcomes. Hence, this research intends

In the present study it is investigated whether students enrolled in different academic fields of study have differing personality traits (i.e., conscientiousness and openness) and whether the relationship between these traits and academic achievement differs by academic field. Using Structural Equation Modeling on data from a large sample of university students, this study examined to what extent

This study explored the relationship between mathematics vocabulary and mathematics achievement, controlling general vocabulary, for eighth graders (ages 13 to 14) from the United States (US; n = 89) and Turkey (n = 188). The mathematics achievement of Turkish students fell into higher- and lower-achieving groups, with students in the higher-achieving group showing achievement levels like their US

Research rooted in self-determination theory (SDT) has shown that need-supportive teaching, which involves support for students' needs for autonomy, competence, and relatedness, is associated with better motivation, engagement, and achievement. However, there is a lack of research on how need-supportive teaching is associated with student well-being. In addition, past studies on SDT have mostly confined

This meta-analysis examined the effects on reading comprehension of foundational reading skills and multicomponent reading interventions provided to students with or at risk for reading difficulties or disabilities (students with RDs) in kindergarten through Grade 3. The meta-analysis included studies identified by Wanzek et al. (2016) and Wanzek et al. (2018), with an updated search through August

The present study examined the reciprocal relations among mathematics interest (MI), mathematics anxiety (MA), mathematics self-efficacy (MSE) and mathematics achievement of primary school students. Based on longitudinal data from 2789 participants, general latent variable modeling framework was used to explore reciprocal effects. The results indicated that (a) prior mathematics achievement positively

In higher education, students must manage their learning on their own. When students seize the opportunity to engage in specific evidence-based learning activities, this should contribute to their achievement beyond their individual learning prerequisites (i.e., prior knowledge and motivation) and their prior achievement. In turn, students with higher motivation should use more learning activities

In this study, 58 Norwegian undergraduates read 10 paragraphs on a relatively unfamiliar topic. Verbal protocol analysis was used to assess strategic text processing at different levels of depth, and post-reading written reports on the topic were used to assess text comprehension. Findings indicated that irrelevant processing was negatively and a combination of surface- and deeper-level strategies

Drawing on the componential theory of creativity, we report on the development of a model for understanding students' experiences of creative school environments, based on survey responses from Grade 7 and 9 Australian students (N = 2538) across 13 high schools. Confirmatory factor analysis was used to test for construct validity of scales, followed by structural equation modeling to estimate the fit

The study tested achievement motivation as a moderator of the relationship between pre-interpolated questions and learning from video lectures. Participants were 63 university students who were selected from a group of 123 volunteers, based on having high (n = 31) or low (n = 32) scores on the Achievement Motivation Scale. The students in each group were randomly assigned to view an instructional video

This study, using a semi-longitudinal design, explored the extent to which Dark Triad traits indirectly (through mental toughness) predicted learning styles (i.e., deep, strategic, and surface learning) and depression symptoms. First year undergraduates (N = 100 matched at two-time intervals; 17 males, 83 females; mean age = 19.02, range = 18 to 24) completed self-report questionnaires at the beginning

Although many studies have examined self-efficacy cross-sectionally, few have investigated how undergraduate students' self-efficacy changes over time, particularly during their first year of postsecondary education. The purpose of this study was to explore the trajectories of first-year college students' (N = 2167) self-efficacy in quantitative and humanities subjects and its relationship to academic

One consistent impediment to college students' performance in statistics courses is statistics anxiety. However, people who endorse intelligence growth mindsets report lower statistics anxiety and achieve higher grades. We examined whether adopting a self-compassion growth mindset was an antecedent to an intelligence growth mindset, reduced statistics anxiety, and ultimately, lead to better grades

The COVID-19 pandemic forced students to abruptly shift from traditional and familiar, to largely improvised distance learning formats. This study examined whether individual differences in students' capacity to adjust to situational uncertainty and novelty (i.e., adaptability) explained differences in their achievement-related emotions and learning outcomes in the digital learning context. We assessed

Based upon a sample of 289 sports science students (Mage = 24.68; SD = 2.68), the present cross-sectional study aimed to examine the internal/external frame of reference model with grades and self-concepts in three individual sports (i.e., swimming, gymnastics, athletics) and three team sports (i.e., soccer, handball, basketball). Students reported their grades and self-concepts in the six sports in

The emotion of boredom is commonly experienced by students. Nevertheless, hardly any research has focused on the evolution of this emotion over time by also considering individual differences. The aim of this study was to identify groups of students with different trajectories of boredom over a school year, and compare these profiles on academic achievement, motivation and intention to drop out. Participants

This study aimed to examine the relationship between the 2 × 2 model of perfectionism, academic burnout, and achievement emotions via a person-centered approach in a sample of 450 South Korean adolescents (64.7% female). Participants completed two perfectionism scales (i.e., the Frost Multidimensional Perfectionism Scale, the Almost Perfect Scale-Revised), the Achievement Emotions Questionnaire, and

The present study examines the applicability of the simple view of reading (SVR) (Gough & Tunmer, 1986) model of reading comprehension in Kiswahili, a language that has a transparent orthography. We examined the developmental relationships among nonword decoding, listening comprehension, oral reading fluency, and reading comprehension using longitudinal data from a sample of 628 Kenyan children, enrolled

In two studies, we explored the associations among situational reading-related competence beliefs and task value, inference strategies, comprehension during reading, and foundational skills in college age students. In Study 1, 93 participants from a community college completed assessments of comprehension and two types of inference strategies (elaboration and bridging), each immediately followed by