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Participation practices in mother-child interactions: longitudinal case studies Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-03-16 Stefan Pfänder, Elke Schumann, Philipp Freyburger, Heike Behrens, Anna Buchheim
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The sound of silence: children’s own perspectives on their hearing and listening in classrooms with different acoustic conditions Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-03-14
Abstract In this study, we investigated primary school children’s perspectives on their hearing and listening in classrooms with different acoustic quality levels. The sample included 213 children. The children completed a self-report questionnaire rating how well they could hear and listen in various situations in classrooms with two different acoustic conditions: Poor acoustic quality (long reverberation
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Construction of professional identity in novel teachers. Learning experiences: help or hindrance? Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-03-14 Jorge Chávez Rojas, Jaime Faure, Juan Pablo Barril, Jesus Almuna
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Correction to: To choose or not to choose? Effects of choice in authentic context-based learning environments Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-03-12 Fabien Güth, Helena van Vorst
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Theoretical-methodological approaches and textbook design: analysis of arithmetic word problems in Spanish textbooks Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-03-07 Santiago Vicente, Rosario Sánchez, Beatriz Sánchez-Barbero, Mercedes Rodríguez-Sánchez, Marta Ramos
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Students’ perceived authenticity and understanding of authentic research while experimenting in a non-formal learning setting Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-03-07
Abstract Non-formal learning settings like out-of-school labs provide students with insights into authentic learning situations. For example, in physics, students are engaged in experimenting as an authentic method. However, increasing the authenticity in experimentation can lead to overwhelming demands and hinder concept development and does not even need to be perceived as more authentic. We investigated
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International comparative study of motivation: a commentary Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-03-06 Jacquelynne S. Eccles
In this commentary, I focus on an international, collaborative, longitudinal study of the development of elementary school students’ math motivation and performance across six countries: Norway, Sweden, Finland, Estonia, Portugal, and Serbia. The investigators designed motivational questionnaires to assess student motivational beliefs defined quite broadly, teacher and student questionnaires to assess
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Supporting students’ inquiry through doubly authentic learning designs: four configurations of interests, domain, and identity Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-03-04 Liat Rahmian, Yotam Hod, Guangji Yuan, Jianwei Zhang
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Striving to thrive: a randomized controlled trial of educational support interventions for children in out-of-home care Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-03-01 Misja Eiberg, Christoffer Scavenius
Abstract Children in out-of-home care persistently show poorer educational and developmental outcomes than their peers. This study investigates the effect of the comprehensive educational intervention, “LUKoP,” in a randomized controlled trial, compared to treatment-as-usual (TAU). Outcome measures included reading and math abilities, IQ and executive function, learning skills, and psychosocial functioning
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The relationship between basic psychological need satisfaction and intrinsic motivation: The role of individual differences and special educational needs Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-03-01 Judith Loopers, Elisa Kupers, Anke de Boer, Alexander Minnaert
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Online processing while monitoring worked-out examples with embedded errors: defining university student profiles Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-03-01 Vicente Sanjosé, Carlos B. Gómez-Ferragud, Joan Josep Solaz-Portolés
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Kindergarten children’s academic engagement: A dual-pathway model including social information processing, social behavior in class, and teacher–child relationship quality Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-28 Einat Elizarov, Amanda Czik, Yair Ziv
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The impact of instructional support via generative learning strategies on the perception of visual authenticity, learning outcomes, and satisfaction in AR-based learning Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-28
Abstract Augmented reality (AR) presents significant opportunities for creating authentic learning environments by accurately mirroring real-world objects, contexts, and tasks. The visual fidelity of AR content, seamlessly integrated into the real world, contributes to its perceived authenticity. Despite acknowledging AR’s positive impact on learning, scant research explores specific learning strategies
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Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-28 Jelena Radišić, Nils Buchholtz, Kajsa Yang-Hansen, Xin Liu, Hege Kaarstein
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Teachers’ attitudes toward inclusive education for children with disabilities Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-28 Lise Lemoine, Thibault Bernier, Laurine Peter, Yvonnick Noël, Maud Besançon
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Am I a math person? Linking math identity with students’ motivation for mathematics and achievement Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-26 Jelena Radišić, Ksenija Krstić, Barbara Blažanin, Katarina Mićić, Aleksandar Baucal, Francisco Peixoto, Stanislaw Schukajlow
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The developmental trajectories of math skills and its relation to math interest in Grades three and five Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-21 Triinu Kilp-Kabel, Kaja Mädamürk
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The influence of SES, migration background, and non-cognitive abilities on PISA reading and mathematics achievement: evidence from Sweden Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-21 Björn Boman, Marie Wiberg
The current study analysed the relationships between socio-economic status, migration background, and non-cognitive factors and PISA reading and mathematics achievement. The results from multi-level analyses on Sweden’s PISA survey from 2018 indicate that both mathematics achievement and reading achievement are affected by SES, migration background, reading abilities, growth mindset, and the ability
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Statistics anxiety or statistics fear? A reinforcement sensitivity theory perspective on psychology students’ statistics anxiety, attitudes, and self-efficacy Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-20 Renata A. Mendes, Natalie J. Loxton, Jaimee Stuart, Alexander W. O’Donnell, Matthew J. Stainer
This research investigates the role of reinforcement sensitivity theory (RST) in statistics education among two distinct samples of undergraduate psychology students. In Study 1, 318 students in a third-year statistics course completed self-report measures of RST, anxiety, attitudes, and self-efficacy concerning the study of statistics. In Study 2, 577 students from first-, second-, and third-year
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Latent profiling students’ emotions towards media literacy and examining its relationship to media credibility Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-19 Clarissa Hin-Hei Lau, Byunghoon “Tony” Ahn, Meagane Maurice-Ventouris, Jason M. Harley
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The contribution of children’s effortful control to math performance is partially mediated by math anxiety Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-19 Noelia Sánchez-Pérez, Luis J. Fuentes, Carmen González-Salinas
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Investigating factors influencing deep and surface approaches to homework: a multilevel analysis Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-19 Jianzhong Xu
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When competence and confidence are at odds: a cross-country examination of the Dunning–Kruger effect Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-19 Kajsa Yang Hansen, Cecilia Thorsen, Jelena Radišić, Francisco Peixoto, Anu Laine, Xin Liu
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Personal values, subjective wellbeing, and the effects of perceived social support in childhood: A pre-registered study Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-14 Patricia R. Collins, Joanne Sneddon, Julie Anne Lee
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The impact of a global pandemic on undergraduate learning experiences: lifting the restrictions Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-14 Emilie E. Caron, Allison C. Drody, Jonathan S. A. Carriere, Daniel Smilek
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What’s metacognition got to do with the relationship between test anxiety and mathematics achievement? Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-08 Utkun Aydın, Meriç Özgeldi
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Does students’ ADHD diagnosis affect teachers’ school-track decisions? An experimental study Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-08
Abstract With a sample of N = 46 in-service and pre-service teachers, we examined whether the labeling of primary-school students as having ADHD would affect teachers’ recommendations for a school track in secondary school. Student vignettes were used to mimic real students. Student gender, their GPA—suggested by their last school report in primary school, their school-related behavior, and whether
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Domain specificity of mastery-motivation-related behaviours in relation to Singaporean preschoolers’ mathematical performance Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-05 Tiffany Yanyi Lee, Lit Wee Sim, Mohamed Syukri Bin Mohamed Anwar, Pierina Cheung, Kerry Lee, Daniel Ansari, Gianluca Esposito, Anne Rifkin-Graboi
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To choose or not to choose? Effects of choice in authentic context-based learning environments Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-02-03 Fabien Güth, Helena van Vorst
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Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-01-26
Abstract The use of investigations in science teaching is both common and commonly advocated for in science education literature. We suggest that the use of investigations should differ depending on the complexity of the subject matter. That complexity can vary depending on both the nature of the information and students’ expertise levels. The present study used Cognitive Load Theory and tested a hypothesis
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How vocabulary knowledge and grammar knowledge influence L2 reading comprehension: a finer-grained perspective Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-01-25 Huilin Chen, Huan Mei
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Mediation of study habits and techniques between music training and academic achievement in children Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-01-15 Katya Martin-Requejo, Alejandro González-Andrade, Aitor Álvarez-Bardón, Sandra Santiago-Ramajo
Although music training has been related to better school performance, the processes that may mediate this improvement are unknown. Given that study habits and techniques are one of the variables most closely related to academic achievement, the present study analyzed the differences in study habits and techniques between children with and without musical training, checking whether the age at which
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Multimodal repetitions in children’s co-construction of arguments Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-01-13
Abstract The study examines the interactive functions of gesture repetitions as a specific form of interpersonal synchronization in argumentative decision-making processes of peers (1–6 graders). Based on a collection of 13 instances, gesture repetitions are investigated in the process of collaboratively co-constructing arguments. Drawing on multimodal interaction analysis, a description is provided
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School adjustment in adolescence explained by social support, resilience and positive affect Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-01-11 Lorea Azpiazu, Iratxe Antonio-Aguirre, Iker Izar-de-la-Funte, Oihane Fernández-Lasarte
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Using rhetorical devices to improve integration in writing based on multiple texts Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-01-10 Eunseo Lee, Alexandra List, Gala Sofia Campos Oaxaca, Hye Yeon Lee, Hongcui Du
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Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-01-08 Eeva S. H. Haataja, Markku Niemivirta, Marja E. Holm, Pia Ilomanni, Anu Laine
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Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-01-06 Manja Vollmann, Renée A. Scheepers, Femke Hilverda
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Academic, emotional, and social experiences of gifted and non-gifted high school students during the COVID-19 pandemic Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-01-05 Neža Podlogar, Anja Podlesek, Mojca Juriševič
The focus of this mixed-methods study was to compare the experiences of gifted (n = 705) and non-gifted high school students (n = 341) during emergency remote education associated with the COVID-19 pandemic. The results show that both groups assessed emergency remote learning as less adequate, and judged that their general mood, well-being, and learning were worse than before the pandemic. They reported
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Correlated change in habitual and situational reading motivation Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-01-04 Jan Retelsdorf, Nadine Cruz Neri, Jens Möller, Olaf Köller, Gabriel Nagy
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Introducing a classroom-based intervention to regulate problem behaviours using metacognitive strategies Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2024-01-03 Reena Cheruvalath, Ajay Ramchandra Gaude
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Danish third, sixth and eighth grade students’ strategy adaptivity, strategy flexibility and accuracy when solving multidigit arithmetic tasks Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-30 Lóa Björk Jóelsdóttir, Paul Andrews
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How is students’ well-being related to their class teacher’s professional agency in primary school? Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-29 Roosa Yli-Pietilä, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö
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How do teachers appropriate and implement a newly introduced reading and spelling instructional method? A qualitative investigation of barriers, levers, and recommendations Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-27 Virginie Leclercq, Stéphanie Bellocchi, Nathalie Blanc, Guillaume Broc
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Coping with expectation violations in education: the role of optimism bias and need for cognitive closure Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-22 Larissa Henss, Martin Pinquart
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Beyond cognition: The relation between parents’ reading-related activities and reading-related achievement emotions in Chinese students Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-21 Xiantong Yang, Ru-De Liu, Yi Ding, Zien Ding, Yi Yang
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Implementation quality of cooperative learning and teacher beliefs—a mixed methods study Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-20 Katja Adl-Amini, Vanessa A. Völlinger, Agnes Eckart
Cooperative learning (CL) refers to teaching methods in which students work in small groups to help one another learn and improve their learning outcomes. Often CL is described by five basic elements: (1) positive interdependence, (2) individual accountability, (3) promotive interaction, (4) social skills and (5) group processing. The positive effects of CL have been extensively documented. The quality
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A new form of academic misconduct: the relationship among individual factors, attitudes, experience, and intentions toward Internet plagiarism Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-19 Chiao Ling Huang, Chen Ling, Shu Ching Yang
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Associations between students’ reading performance and literacy instruction in first grade: a cross-lagged study Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-15
Abstract This cross-lagged study examined the classroom-level associations between the reading performance of first-grade students (N = 537) and observed literacy instruction activities in classrooms (N = 30) in the autumn and spring terms. The multilevel analyses indicated that lower average word reading skills in the classrooms (i.e., there were more students who were learning to read) in the autumn
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‘Am I to blame because my child is not motivated to do math?’: Relationships between parents’ attitudes, beliefs and practices towards mathematics and students’ mathematics motivation and achievement Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-15 Francisco Peixoto, Lourdes Mata, Mafalda Campos, Teresa Caetano, Jelena Radišić, Markku Niemivirta
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The relation between proportional vocabulary and proportional reasoning abilities in young children Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-12 Karen De Keersmaeker, Elien Vanluydt, Patrick Onghena, Wim Van Dooren
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Effects of formative assessment on intrinsic motivation in primary school mathematics instruction Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-09 Larissa Aust, Birgit Schütze, Jan Hochweber, Elmar Souvignier
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Exploring the impact of authentic learning activities on school students’ epistemic beliefs in the social sciences and humanities Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-07 Valentina Nachtigall, Angelina Firstein
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Grade one single-digit addition strategies as predictors of grade four achievement in mathematics Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-11-27 Pernille Bødtker Sunde, Bert De Smedt, Lieven Verschaffel, Peter Sunde
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Opportunities to develop student’s math-related agency in primary education: the role of teacher beliefs Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-01 Äli Leijen, Aleksandar Baucal, Kristi Pikk, Krista Uibu, Liisi Pajula, Maarja Sõrmus
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Bridging group work and whole-class activities through responsive teaching in science education Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-12-01 Kenneth Silseth, Anniken Furberg
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Does social well-being predict academic resilience and achievement? Analysis of Swedish PISA 2018 data Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-11-29 Deborah Elin Siebecke
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Topic- and learning-related predictors of deep-level learning strategies Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-11-30 Eve Kikas, Gintautas Silinskas, Eliis Härma
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The effects of prospective chemistry teachers’ laboratory teaching experiences on their metacognitive thinking skills and perceptions of problem-solving skills Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-11-24 Sinem Dinçol Özgür
The current study aims to examine the effects of prospective chemistry teachers’ chemistry laboratory teaching experiences using different laboratory approaches on their metacognitive thinking skills and perceptions of problem-solving skills. The study is designed as “'the quasi-experimental non-equivalent pre-test/post-test control group research design.” Twenty-seven prospective teachers from the
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Becoming aware of an authentic historic place: effects on affective and cognitive outcomes Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-11-21 Melissa Ries, Stephan Schwan
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Achievement goal orientations in college students: longitudinal trajectories, related factors, and effects on academic performance Eur. J. Psychol. Educ. (IF 2.821) Pub Date : 2023-11-22 Xinqiao Liu, Yifan Zhang, Xiaojie Cao