Pub Date : 2024-03-09DOI: 10.1080/01443410.2024.2324751
Rebecca J. Collie
This investigation examined the role of students’ social-emotional need satisfaction in relation to academic engagement and social-emotional skills. Among a sample of 501 secondary school students ...
{"title":"Social-emotional need satisfaction and students’ academic engagement and social-emotional skills","authors":"Rebecca J. Collie","doi":"10.1080/01443410.2024.2324751","DOIUrl":"https://doi.org/10.1080/01443410.2024.2324751","url":null,"abstract":"This investigation examined the role of students’ social-emotional need satisfaction in relation to academic engagement and social-emotional skills. Among a sample of 501 secondary school students ...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"68 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140126671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-06DOI: 10.1080/01443410.2024.2325594
Mattias Kloo, Robert Thornberg, Linda Wänström, Dorothy L. Espelage
The aim of the present study was to investigate whether authoritative teaching at the classroom-level was associated with bullying victimisation, and how this association evolved over the course of...
本研究的目的是调查课堂上的权威性教学是否与欺凌行为有关，以及这种关系如何随着时间的推移而演变。
{"title":"Longitudinal links of authoritative teaching and bullying victimization in upper elementary school","authors":"Mattias Kloo, Robert Thornberg, Linda Wänström, Dorothy L. Espelage","doi":"10.1080/01443410.2024.2325594","DOIUrl":"https://doi.org/10.1080/01443410.2024.2325594","url":null,"abstract":"The aim of the present study was to investigate whether authoritative teaching at the classroom-level was associated with bullying victimisation, and how this association evolved over the course of...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"483 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140070811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.1080/01443410.2024.2307960
Tuong Van Vu, Aurelia Lilly Scharmer, Elise van Triest, Nienke van Atteveldt, Martijn Meeter
The current multilevel meta-analyses and systematic review encompass 47 longitudinal studies of motivation and academic achievement in primary and secondary education. Our inclusion criteria extend...
{"title":"The reciprocity between various motivation constructs and academic achievement: a systematic review and multilevel meta-analysis of longitudinal studies","authors":"Tuong Van Vu, Aurelia Lilly Scharmer, Elise van Triest, Nienke van Atteveldt, Martijn Meeter","doi":"10.1080/01443410.2024.2307960","DOIUrl":"https://doi.org/10.1080/01443410.2024.2307960","url":null,"abstract":"The current multilevel meta-analyses and systematic review encompass 47 longitudinal studies of motivation and academic achievement in primary and secondary education. Our inclusion criteria extend...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"41 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140018096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.1080/01443410.2024.2306277
Micaela Biese, Anni Sofia Sydänmaanlakka, Marja Eliisa Holm, Jokke Häsä, Markku S. Hannula
Research during COVID-19 has shown that rapid transition to distance learning environment has influenced student’s emotions. Yet, there is a lack of studies about how this transition might have cha...
{"title":"Differences in mathematics-related achievement emotions between contact and distance learning arrangements during the COVID-19 pandemic","authors":"Micaela Biese, Anni Sofia Sydänmaanlakka, Marja Eliisa Holm, Jokke Häsä, Markku S. Hannula","doi":"10.1080/01443410.2024.2306277","DOIUrl":"https://doi.org/10.1080/01443410.2024.2306277","url":null,"abstract":"Research during COVID-19 has shown that rapid transition to distance learning environment has influenced student’s emotions. Yet, there is a lack of studies about how this transition might have cha...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"13 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139771815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1080/01443410.2024.2302513
Qing Wang, Ziyi Xu, Jingjing Tao, Xuelian Ma
Teachers are closely connected with secondary students and have an impact on students’ approaches to learning and academic results. The present study aimed to explore the effects of teacher immedia...
{"title":"The effects of teacher immediacy and autonomy support on secondary students’ approaches to learning","authors":"Qing Wang, Ziyi Xu, Jingjing Tao, Xuelian Ma","doi":"10.1080/01443410.2024.2302513","DOIUrl":"https://doi.org/10.1080/01443410.2024.2302513","url":null,"abstract":"Teachers are closely connected with secondary students and have an impact on students’ approaches to learning and academic results. The present study aimed to explore the effects of teacher immedia...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"41 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139516152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.1080/01443410.2023.2299703
John Ranellucci, Joshua M. Rosenberg
Though documented extensively using self-report measures—especially in post-secondary course contexts—the relations among students’ interest, engagement, and academic achievement in high school sci...
{"title":"Students’ interest, engagement, and achievement in online high school science courses","authors":"John Ranellucci, Joshua M. Rosenberg","doi":"10.1080/01443410.2023.2299703","DOIUrl":"https://doi.org/10.1080/01443410.2023.2299703","url":null,"abstract":"Though documented extensively using self-report measures—especially in post-secondary course contexts—the relations among students’ interest, engagement, and academic achievement in high school sci...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139064685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Little is known about the mediating and moderating mechanisms that underlie the relationship between social support and school engagement. The present study aims to analyse: (1) the mediating role ...
{"title":"Social support and school engagement in adolescence: moderated mediation models of life satisfaction and school climate","authors":"Lorea Azpiazu, Oihane Fernández-Lasarte, Naiara Escalante, Iker Izar-de-la-Fuente","doi":"10.1080/01443410.2023.2298799","DOIUrl":"https://doi.org/10.1080/01443410.2023.2298799","url":null,"abstract":"Little is known about the mediating and moderating mechanisms that underlie the relationship between social support and school engagement. The present study aims to analyse: (1) the mediating role ...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"26 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139064804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-25DOI: 10.1080/01443410.2023.2288975
Published in Educational Psychology: An International Journal of Experimental Educational Psychology (Vol. 43, No. 10, 2023)
发表于《教育心理学》：国际实验教育心理学杂志》（第 43 卷，第 10 期，2023 年）
{"title":"List of Consulting Editors and Reviewers","authors":"","doi":"10.1080/01443410.2023.2288975","DOIUrl":"https://doi.org/10.1080/01443410.2023.2288975","url":null,"abstract":"Published in Educational Psychology: An International Journal of Experimental Educational Psychology (Vol. 43, No. 10, 2023)","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"8 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139053906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-20DOI: 10.1080/01443410.2023.2285232
H. Kwakkel, Mienke Droop, Ludo Verhoeven, E. Segers
This study examined the unique contribution of Home Literacy Environment (HLE), Classroom Literacy Environment (CLE), and parent and teacher expectations to the development of Dutch (L1) and English (L2) vocabulary in children in Dutch-English bilingual primary education. The children ( n ¼ 106) were tested on vocabulary in both languages in kindergarten ( m age ¼ 5–10) and grade 1 ( m age ¼ 6–10). Their parents ( n ¼ 106) and teachers ( n ¼ 16) filled out questionnaires on respectively HLE and CLE, and shared their expectations of children’s future L1 and L2 achievement through a second questionnaire. Results indicated that L2 HLE correlated with L2 vocabulary and number of L1 books at home correlated with L1 vocabulary. L1 vocabulary development was predicted by teacher expectations, but not by parent expectations, HLE or CLE. L2 vocabulary development was predicted by parent expectations, but not by teacher expectations, L1 vocabulary level in kindergarten, HLE or CLE. These findings highlight the importance of parent and teacher expectations in early bilingual vocabulary development. They suggest a unique but also combined role of two systems in which children learn and develop a second language: the home and the classroom.
{"title":"The role of home and classroom literacy environment and expectations in early vocabulary development in bilingual primary education","authors":"H. Kwakkel, Mienke Droop, Ludo Verhoeven, E. Segers","doi":"10.1080/01443410.2023.2285232","DOIUrl":"https://doi.org/10.1080/01443410.2023.2285232","url":null,"abstract":"This study examined the unique contribution of Home Literacy Environment (HLE), Classroom Literacy Environment (CLE), and parent and teacher expectations to the development of Dutch (L1) and English (L2) vocabulary in children in Dutch-English bilingual primary education. The children ( n ¼ 106) were tested on vocabulary in both languages in kindergarten ( m age ¼ 5–10) and grade 1 ( m age ¼ 6–10). Their parents ( n ¼ 106) and teachers ( n ¼ 16) filled out questionnaires on respectively HLE and CLE, and shared their expectations of children’s future L1 and L2 achievement through a second questionnaire. Results indicated that L2 HLE correlated with L2 vocabulary and number of L1 books at home correlated with L1 vocabulary. L1 vocabulary development was predicted by teacher expectations, but not by parent expectations, HLE or CLE. L2 vocabulary development was predicted by parent expectations, but not by teacher expectations, L1 vocabulary level in kindergarten, HLE or CLE. These findings highlight the importance of parent and teacher expectations in early bilingual vocabulary development. They suggest a unique but also combined role of two systems in which children learn and develop a second language: the home and the classroom.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"122 6","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.1080/01443410.2023.2292468
Robert Thornberg, Björn Sjögren, Peter Ekberg, Sandra Englund, Trine Öhman, Björn Robbins
This study examined whether individual and collective moral disengagement (MD) in seventh grade were associated with bullying perpetration across seventh and eighth grade, and whether changes in in...
{"title":"Individual and collective moral disengagement as predictors of bullying perpetration: a short-term longitudinal multilevel study","authors":"Robert Thornberg, Björn Sjögren, Peter Ekberg, Sandra Englund, Trine Öhman, Björn Robbins","doi":"10.1080/01443410.2023.2292468","DOIUrl":"https://doi.org/10.1080/01443410.2023.2292468","url":null,"abstract":"This study examined whether individual and collective moral disengagement (MD) in seventh grade were associated with bullying perpetration across seventh and eighth grade, and whether changes in in...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"34 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138685206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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