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Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-03-18 Annalisa Soncini, Maria Cristina Matteucci, Carlo Tomasetto, Fabrizio Butera
Although it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions.
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Technology-supported cooperative learning as a universal mental health intervention in middle and high school Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-03-13 Benedetta Zagni, Mark J. Van Ryzin
Adolescent mental health issues are a major public health concern, highlighted by the US Surgeon General as a crisis. Traditional school-based interventions show inconsistent success, creating a demand for effective solutions.
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Increasing the realism of on‐screen embodied instructors creates more looking but less learning Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-03-09 Wenjing Li, Fuxing Wang, Richard E. Mayer
BackgroundAlthough adding embodied instructors on the screen is considered an effective way to improve online multimedia learning, its effectiveness is still controversial. The level of realism of embodied on‐screen instructors may be an influencing factor, but it is unclear how it affects multimedia learning.AimsWe explored whether and how embodied on‐screen instructors rendered with different levels
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Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-03-08 Sibel Altikulaç, Tieme W. P. Janssen, Junlin Yu, Smiddy Nieuwenhuis, Nienke M. Van Atteveldt
BackgroundAccording to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth‐mindset meaning system with mastery goals and positive effort beliefs, and a fixed‐mindset meaning system with performance goals and negative effort
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Cooperative school climates are positively linked with socio‐emotional skills: A Cross‐National Study Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-03-06 Faming Wang, Ronnel B. King, Lily Min Zeng
BackgroundSocio‐emotional skills are critical to life outcomes such as achievement, well‐being and job success. However, existing research has mostly focused on the consequences of socio‐emotional skills, with less attention devoted to the role of school climate in the deployment of these skills.AimsThis study investigated the role of school climate in socio‐emotional skills. More specifically, we
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Neural and behavioural correlates of adolescents changing academic self-concept Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-02-22 Julia Rodriguez Buritica, Stella Berboth, Frances Hoferichter, Diana Raufelder
Mid-adolescence is an important phase of self-development in various domains including academics as well as for changes in the neural mechanisms underlying the self-concept. Students' academic self-concept (ASC) is affected by educational achievements and social others (such as teachers and peers). To what extent these external influences relate to neural dynamics during adolescents' self- and other-evaluations
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Seeing myself through the eyes of my peers: Explaining the self-concept of students with and without special educational needs through acceptance and friendship Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-02-21 Ivonne Douma, Anke de Boer, Alexander Minnaert
Paving the way towards inclusive education, it is essential to aim for positive social outcomes for all students, including cultivating a positive self-concept and fostering acceptance and friendships with peers. Although self-concept, acceptance and friendships are interrelated, research focussing on the relationship between these constructs remains limited.
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‘She is failing; he is learning’: Gender‐differentiated attributions for girls' and boys' errors Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-02-19 Silvia Di Battista
BackgroundAccording to gender‐differentiated attributions of failure in the STEM field, errors tend to be attributed to internal factors more to girls than to boys.AimsThis experimental study explored factors influencing gender‐differentiated teachers' internal attributions of girls' and boys' errors and the consequent likelihood of teachers' hesitancy to offer educational robotics (ER) courses to
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Contrasting stances at the crossroads of debugging learning opportunities Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-02-16 David DeLiema, Ashley Hufnagle, Miguel Ovies-Bocanegra
Moments of failure during learning present a wide range of opportunities for growth. However, experimental research and meta reviews focused on failure and learning tend to target singular valued learning processes, such as efficient fixes or transfer of conceptual understanding. These analytical decisions conflict with research documenting that teachers and students pursue heterogeneous learning processes
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A large-scale study on the prevalence of math anxiety in Qatar Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-02-02 Ahmed M. Megreya, Ahmed A. Al-Emadi, Aisha M. Al-Ahmadi, Ahmed A. Moustafa, Denes Szűcs
Math anxiety (MA) is a worldwide appearing academic anxiety that can affect student mental health and deter students from math and science-related career choices.
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Physical activity, sports participation and school exclusion: An analysis of the millennium cohort study Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-02-02 A. J. Brinkley
Physical activity and modes of sport are widely adopted to promote health, wellbeing, behavioural outcomes and educational attainment in young people excluded from education. However, little is known about the physical activity or sports involvement of excluded young people or the role of participation on predictors and outcomes associated with exclusion.
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Note-taking by university students on paper or a computer: Strategies during initial note-taking and revision Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-02-01 Salomé Cojean, Manon Grand
Taking notes during learning has benefits both during class (through writing things down to encode information) and after class (by using written notes as external storage for revision). Comparisons of note-taking methods (i.e., using paper or a computer) have mainly shown that paper leads to better learning. However, previous studies have mostly been conducted in laboratory contexts.
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Socio-economic status, mastery-approach goals and learning-related outcomes: Mediation and moderation Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-01-19 Ronnel B. King, Faming Wang, Shing On Leung, Andrew Elliot
Socio-economic status is one of the most important factors shaping students' motivation and achievement but has seldom been explored in relation to achievement goals.
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Flow experience fosters university students' well-being through psychological resilience: A longitudinal design with cross-lagged analysis Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-01-18 Yanhui Mao, Xinyi Luo, Shujun Wang, Zhuozhu Mao, Mei Xie, Marino Bonaiuto
Existing research has linked individuals' flow experience – a positive affective and cognitive state of deep immersion and engagement in daily activities – and their well-being, particularly among university students. A growing number of longitudinal studies have further contributed to this understanding. However, limited attention has been given to exploring the dynamic interplay between these two
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Learning from errors versus explicit instruction in preparation for a test that counts Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-01-11 Janet Metcalfe, Judy Xu, Matti Vuorre, Robert Siegler, Dylan Wiliam, Robert A. Bjork
Although the generation of errors has been thought, traditionally, to impair learning, recent studies indicate that, under particular feedback conditions, the commission of errors may have a beneficial effect.
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Personalizing real-world problems: Posing own problems increases self-efficacy expectations, intrinsic value, attainment value, and utility value Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-01-09 Johanna Schoenherr
Real-world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real-world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two interventions to increase students' task motivation.
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Error climate and alienation from teachers: A longitudinal analysis in primary school Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-01-02 Gabriele Steuer, Alyssa L. Grecu, Julia Mori
Dealing with errors in the classroom is a crucial aspect of instructional quality and has multiple consequences for students' own dealing with errors, their learning and their achievement. The available literature on error climate indicates a paucity of research on the effects of perceived error climate on social aspects such as student–teacher relationships.
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First-year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2024-01-02 Stephen R. Earl, Daniel Bishop, Kirsty Miller, Ellie Davison, Lynn Pickerell
Students' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first-year students' emotionality may be valuable in understanding their academic engagement and performance.
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The impact of school exclusion in childhood on health and well-being outcomes in adulthood: Estimating causal effects using inverse probability of treatment weighting Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-12-28 Ingrid Obsuth, Joan E. Madia, Aja L. Murray, Ian Thompson, Harry Daniels
Previous evidence has suggested a strong association between school exclusion and health outcomes. However, as health risks are themselves related to the risk of experiencing a school exclusion, it has been challenging to determine the extent to which school exclusion impacts later health outcomes, as opposed to reflecting a marker for pre-existing risks.
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Identifying and shifting educators' failure pedagogical mindsets through reflective practices Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-12-23 Amber Simpson, Alice Anderson, Megan Goeke, Dara Caruana, Adam V. Maltese
In this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments.
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Developmental trajectories of school-beginners' ability self-concept, intrinsic value and performance in mathematics Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-12-22 Markku Niemivirta, Anna Tapola, Heta Tuominen, Jaana Viljaranta
Although research clearly demonstrates the importance of motivation in mathematics learning, relatively little is known about the developmental dynamics between different facets of mathematics motivation and performance, especially in the early years of schooling.
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Using machine learning to predict UK and Japanese secondary students' life satisfaction in PISA 2018 Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-12-21 Zexuan Pan, Maria Cutumisu
Life satisfaction is a key component of students' subjective well-being due to its impact on academic achievement and lifelong health. Although previous studies have investigated life satisfaction through different lenses, few of them employed machine learning (ML) approaches.
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Developmental links between well-being, self-concept and prosocial behaviour in early primary school Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-12-19 Caoimhe Dempsey, Rory Devine, Elian Fink, Claire Hughes
Well-being is a key aspect of children's education, yet measurement issues have limited studies in early primary school.
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Coping strategies used by second-career student teachers Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-12-13 Ilona van Heijst, Monique Volman, Frank Cornelissen
When second-career teachers (SCTs) learn to teach, they need to cope with the tension-evoking moments they encounter. Little is known about the coping strategies SCTs use to manage tensions.
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Inaugural editorial: Updates and future directions Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-12-10 David W. Putwain
In January 2023, after a 3-month period of acting Editor-in-Chief in conjunction with Laura Crane, I succeeded Alice Jones-Bartoli as Editor-in-Chief of the British Journal of Educational Psychology (BJEP); Ouhao Chen was appointed as the Deputy Editor-in-Chief. I would like to thank Alice for leaving the journal in an excellent state of health and to the Wiley editorial staff who have made me feel
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Domain-specific knowledge and domain-general abilities in children's science problem-solving Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-12-07 Jonas Schäfer, Timo Reuter, Julia Karbach, Miriam Leuchter
Problem-solving in early and middle childhood is of high relevance for cognitive developmental research and educational support. Previous research on science problem-solving has focussed on the process and strategies of children handling challenging tasks, but less on providing insights into the cognitive network that enables science problem-solving.
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Using a volitional help sheet to increase university students' attendance at synchronous online lectures: A randomized controlled trial Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-11-28 Mark A. Elliott, Allan McGroarty, David J. Robertson
A volitional help sheet (VHS) is an intervention for promoting implementation intentions. This study was the first to test the effectiveness of a VHS for increasing university students' lecture attendance.
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Mastery-approach and performance-approach goals predict distinct outcomes during personal academic goal pursuit Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-11-22 Inbar Katz-Vago, Moti Benita
Mastery and performance goals are typically measured as trait-like abstract goals. However, in their daily academic pursuits, students pursue more concrete goals. The pursuit of these goals is replete with obstacles that can lead to an action crisis.
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Changes in control and value appraisals predict changes in learning enjoyment: A four-wave analysis among lower secondary school students Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-11-21 Anna Hawrot
The control-value theory of achievement emotions postulates that it is possible to affect achievement emotions by decreasing or increasing control and value appraisals. This implies that changes in the latter should result in changes in the former. However, the assumption has been rarely tested.
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An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readers Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-11-20 Charlotte Webber, Hetal Patel, Anna Cunningham, Amy Fox, Janet Vousden, Anne Castles, Laura Shapiro
Despite evidence that synthetic phonics teaching has increased reading attainments, a sizable minority of children struggle to acquire phonics skills and teachers lack clear principles for deciding what types of additional support are most beneficial. Synthetic phonics teaches children to read using a decoding strategy to translate letters into sounds and blend them (e.g., c-a-t = “k - æ – t” = “cat”)
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More homework improve mathematics achievement? Differential effects of homework time on different facets of students' mathematics achievement: A longitudinal study in China Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-11-14 Yuhuan Zhang, Tian Li, Jianzhong Xu, Shuang Chen, Liping Lu, Lidong Wang
Mathematics homework is highly prevalent in East Asia. Teachers and parents expect mathematics homework to improve students' performance; however, studies have not clearly defined the effectiveness of the assignment of different amounts of homework.
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Teachers' proactive behaviour: Interactions with job characteristics and professional competence in a longitudinal study Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-11-13 Verena Jörg, Ulrike Hartmann, Anja Philipp, Mareike Kunter
In times of accelerating changes, teachers who proactively engage in activities towards school improvement and innovation are increasingly needed. Still, studies on factors that affect teachers' proactive behaviour are rare.
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Using the theory of planned behaviour to predict pre-service teachers' preferences for scientific sources Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-11-08 Bernadette Gold, Eva Thomm, Johannes Bauer
Despite the growing emphasis on research-based teacher education and calls for evidence-informed practice, teachers tend to prefer experiential over scientific knowledge sources to inform their actions, justify decisions and analyse educational problems. This tendency already occurs as early as during initial teacher education, and it is possibly bolstered by school internships where mentors emphasise
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What counts as STEM, and does it matter? Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-10-31 Rebecca M. Adler, Mingkai Xu, Bethany Rittle-Johnson
To accurately measure students' science, technology, engineering and mathematics (STEM) career interest, researchers must get inside the ‘black box’ to understand students' conceptualizations of STEM careers.
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Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-09-21 Hilma Halme, Jo Van Hoof, Minna Hannula-Sormunen, Jake McMullen
Research has shown that mathematics anxiety negatively correlates with primary school mathematics performance, including fraction knowledge. However, recently no significant correlation was found between fraction arithmetic performance and state anxiety measured after the fraction task. One possible explanation is the natural number bias (NNB), a tendency to apply natural number reasoning in fraction
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The effectiveness of self: A meta-analysis of using self-referential encoding techniques in education Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-09-18 Zheng Liu, Jiahui Wen, Yikang Liu, Chuan-Peng Hu
Self-related information is difficult to ignore and forget, which brings valuable implications for educational practice. Self-referential encoding techniques involve integrating self-referencing cues during the processing of learning material. However, the evidence base and effective implementation boundaries for these techniques in teaching and learning remain uncertain due to research variability
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The longitudinal contribution of mapping to arithmetic: Do numeral knowledge, inhibition or analogical reasoning matter? Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-09-18 Kaichun Liu, Haoping Qu, Yawei Yang, Xiujie Yang
Recent studies have revealed the association between mapping and arithmetic (Ferres-Forga et al., J. Numer. Cogn., 8, 2022, 123; LeFevre et al., J. Numer. Cogn., 8, 2022, 1).
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Learning strategies and reading achievement in primary schools: Longitudinal relationship and gender differences Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-09-13 Kexin Qin, Ji Zhou, Yehui Wang
Learning is a self-regulated loop where learning strategies and achievements are interrelated. In reading, although some studies have explored the relationship between different learning strategies (memorization, elaboration and control) and reading achievement, little is known about how they interact over time. Even though the longitudinal relationship was revealed in some studies, most of the evidence
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The impact of relative age effects on psychosocial development: A systematic review Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-08-17 Sarah E. Rose, Claire M. Barlow
Within the same school class, it is usual to find children who differ in age by almost a full calendar year. Although associations between being relatively young and poor academic outcomes are well documented, and relatively consistent, the associations between being relatively young and psychosocial outcomes are less clearly documented.
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Verbalized arithmetic principles correlate with mathematics achievement Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-08-13 Jiaxin Cui, Li Wang, Dawei Li, Xinlin Zhou
When mathematical knowledge is expressed in general language, it is called verbalized mathematics. Previous studies on verbalized mathematics typically paid attention to mathematical vocabulary or educational practice. However, these studies did not exclude the role of symbolic mathematics ability, and almost no research has focused on verbalized mathematical principles.
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Drivers of the socio-economic disadvantage gap in England: Sequential pathways that include the home learning environment and self-regulation as mediators Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-08-01 Allen Joseph, Kathy Sylva, Pam Sammons, Iram Siraj
Socio-economic status (SES) is a powerful predictor of attainment. Research has identified multiple mechanisms that underpin the effect of SES on attainment. For example, self-regulation (processes through which individuals direct and control their attention, emotion and behaviour) has been identified as one mechanism mediating the SES attainment gap. However, previous studies have not directly tested
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Math attitudes and math anxiety predict students' perception of teacher support in primary school, but not vice versa Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-07-26 Ruifan Luo, Aoxue Zhang, Yangyang Wang, Hongxia Li, Yanli Xu, Kaiyue Guo, Jiwei Si
Both teacher support and math attitudes have been identified as associated with math anxiety in primary school children. However, little is known about how they are interrelated longitudinally.
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International comparisons of the home mathematics environment and relations with children's mathematical achievement Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-07-15 Alexa Ellis, Jimena Cosso, Robert J. Duncan, María Inés Susperreguy, Victoria Simms, David J. Purpura
Home mathematics environment (HME) research has focused on parent–child interactions surrounding numerical activities as measured by the frequency of engaging in such activities. However, HME survey questions have been developed from limited perspectives (e.g., Early Childhood Research Quarterly, 27, 2012, 231; Journal of Social Issues, 64, 2008, 95; Early childhood mathematics education research:
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Are curiosity and situational interest different? Exploring distinct antecedents and consequences Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-07-10 Dajung Diane Shin, Yoonah Park, Minhye Lee, Sung-il Kim, Mimi Bong
A controversy over the distinction between curiosity and situational interest has recently resurfaced. Nonetheless, empirical research comparing the two is noticeably lacking.
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Boarding versus day-students: A mixed-methods analysis of sleep and its relationship with psychological distress Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-07-06 Alexander Reardon, Kurt Lushington, Andrew Junge, Jonathan Crichton, Alex Agostini
Boarding students face unique challenges when entering school, including: adapting to a novel environment, where they are separated from family, friends and culture, for up to 40 weeks per year. A particular challenge is sleep. A further challenge is coping with the demands of boarding with its potential impact on psychological well-being.
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Undergraduate students' motivational profiles before and during the COVID-19 pandemic: The role of educational climate and trait self-control Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-07-05 William Gilbert, Julien S. Bureau, Abdoul Diallo, Alexandre J. S. Morin, Frédéric Guay
Universities faced important and sudden changes following the lockdown measures imposed during the COVID-19 pandemic. Traditional educational practices were disrupted as campuses were closed while distance learning was hastily adopted.
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Comparing the effectiveness of two reciprocal reading comprehension interventions for primary school pupils in disadvantaged schools Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-06-22 Liam O'Hare, Patrick Stark, Maria Cockerill, Katrina Lloyd, Sheila McConnellogue, Aideen Gildea, Andy Biggart, Christine Bower, Paul Connolly
Effective reading comprehension teaching is an aspiration of education systems across the world. Teaching incorporating reciprocal reading theory and evidence is an internationally popular approach for improving comprehension.
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‘It feels like I'm back to being a teacher’: A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID-19 in England Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-06-20 Lisa E. Kim, Diana Fields, Kathryn Asbury
Understanding teachers' experiences throughout the school closures and reopenings that have characterized large periods of the COVID-19 pandemic provides us with unique insights into what it means to be a teacher during a global public health crisis.
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Examining the learning effects of concrete and abstract materials among university students using a two-dimensional approach Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-06-07 Joy Wai Yan Chan, Winnie Wai Lan Chan
The debate on using concrete versus abstract materials in learning mathematics has been longstanding. For decades, research has focused on the physical characteristics of materials when defining them as concrete or abstract.
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Achievement goal profiles and their associations with math achievement, self-efficacy, anxiety and instructional quality: A single and multilevel mixture study Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-06-06 Melvin Chan, Gregory Arief D. Liem
There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects.
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Comparing judgements of educational desirability between learner and instructor roles with low or high proficiency Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-06-04 Shigehiro Kinda
Individuals often consider the relative desirabilities of two types of educational methods: those oriented towards teacher guidance and those oriented towards student activity. This study examined whether the optimal methods perceived by individuals differ when they take the perspective of learners or instructors with low or high levels of proficiency in content knowledge.
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Identifying the psychological mechanisms of utility-value activities to inform educational research and practice Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-05-29 David M. Silverman, Chris S. Hulleman, Yoi Tibbetts
Utility-value interventions have been shown to promote students' achievement and motivation in mathematics through encouraging them to identify connections between course content and their real lives. To extend the benefits of these interventions, additional research is necessary to test their efficacy in diverse high school contexts, as well as investigate the psychological mechanisms through which
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Adolescent loneliness across the world and its relation to school climate, national culture and academic performance Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-05-29 Rebecca Jefferson, Manuela Barreto, Frederick Jones, Jasmine Conway, Aishwarya Chohan, Katrine Rich Madsen, Lily Verity, Kimberly J. Petersen, Pamela Qualter
Loneliness during adolescence has adverse consequences for mental health, education and employment outcomes. Yet, we know little about common correlates of loneliness among adolescents, making intervention work difficult.
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Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-05-29 Lukas Schmitt, Anke Weber, Laura Venitz, Miriam Leuchter
The importance of diagnostic and scaffolding activities for early science learning has been shown consistently. However, preschool teachers scarcely engage in them. We developed an instrument to assess preschool teachers' willingness to engage in diagnostic and scaffolding activities in science learning situations and examined its relation with teachers' knowledge, beliefs and practice.
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‘It's scary starting a new school’: Children and young people's perspectives on wellbeing support during educational transitions Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-05-29 Ola Demkowicz, Charlotte Bagnall, Alexandra Hennessey, Kirsty Pert, Lucy Bray, Emma Ashworth, Carla Mason
Children and young people experience various transitions throughout their education. Theory and evidence highlight that these can be complex, and poor experiences of transitions can be associated with worsened outcomes, necessitating a need to develop and implement wellbeing support. However, children and young people's views are lacking in the literature, and studies tend to focus on specific transitions
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Educational experiences of young people with ADHD in the UK: Secondary analysis of qualitative data from the CATCh-uS mixed-methods study Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-05-25 Abigail Emma Russell, Simon Benham-Clarke, Tamsin Ford, Helen Eke, Anna Price, Siobhan Mitchell, Tamsin Newlove-Delgado, Darren Moore, Astrid Janssens
Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity and/or impulsivity. Young people with ADHD have poorer educational and social outcomes than their peers. We aimed to better understand educational experiences of young people with ADHD in the UK, and make actionable recommendations for schools.
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Cognitive style and creativity: The role of education in shaping cognitive style profiles and creativity of adolescents Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-05-21 Shuen Ho, Maria Kozhevnikov
Previous research on cognitive styles (CSs) has often overlooked their complexity and the effect of the environment on their development. While research supports visual abilities as predictors of domain-specific creativity, there is a lack of studies on the predictive power of CS in relation to creativity beyond abilities.
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Integrating cognitive load theory with other theories, within and beyond educational psychology Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-05-19 José Hanham, Juan Cristobal Castro-Alonso, Ouhao Chen
The long-standing aim of cognitive load theory (CLT) has been to generate instructional design principles that show teachers how to instruct students effectively, based on knowledge of the intricacies of human cognitive architecture. Historically, the focus of CLT has been on identifying cognitive processes related to learning and instruction. However, the theory has become more multidisciplinary over
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Discussion of the special issue on cognitive load theory Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-05-09 John Sweller
The present Special Issue contains 9 papers exploring novel cognitive load theory research questions.
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Effect of task-based group experience on collaborative learning: Exploring the transaction activities Br. J. Educ. Psychol. (IF 3.744) Pub Date : 2023-05-01 Jimmy Zambrano R., Femke Kirschner, John Sweller, Paul A. Kirschner
Collaborative learning is a widely used approach where students gather in small groups to solve problems and develop skills. However, grouping students is not always effective, and it may be necessary to provide task-specific collaborative experiences to optimize their interactions for subsequent learning tasks.