Pub Date : 2024-03-20DOI: 10.1080/01443410.2024.2329638
Valérie-D. Berner, Frank Niklas, Maria-Aikaterini Chatzaki, Katja Seitz-Stein
Empirical research highlights the benefits for the development of children’s mathematical competencies when they play linear number board games with dice and receive feedback. We, therefore, invest...
{"title":"Play-integrated fostering of basic mathematical skills: findings of two experiments","authors":"Valérie-D. Berner, Frank Niklas, Maria-Aikaterini Chatzaki, Katja Seitz-Stein","doi":"10.1080/01443410.2024.2329638","DOIUrl":"https://doi.org/10.1080/01443410.2024.2329638","url":null,"abstract":"Empirical research highlights the benefits for the development of children’s mathematical competencies when they play linear number board games with dice and receive feedback. We, therefore, invest...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140172659","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 : 2024-03-18DOI: 10.1080/01443410.2024.2325589
Ziyi Kuang, Xiaxia Jiang, Keith T. Shubeck, Xiaoxue Leng, Yahong Li, Rui Zhang, Zhen Wang, Shun Peng, Xiangen Hu
This study explored the role of question types and prior knowledge in vicarious learning with an intelligent tutoring system. In experiment 1, the participants were assigned to three conditions (de...
{"title":"The effect of different question types on vicarious learning","authors":"Ziyi Kuang, Xiaxia Jiang, Keith T. Shubeck, Xiaoxue Leng, Yahong Li, Rui Zhang, Zhen Wang, Shun Peng, Xiangen Hu","doi":"10.1080/01443410.2024.2325589","DOIUrl":"https://doi.org/10.1080/01443410.2024.2325589","url":null,"abstract":"This study explored the role of question types and prior knowledge in vicarious learning with an intelligent tutoring system. In experiment 1, the participants were assigned to three conditions (de...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"16 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140152347","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 : 2024-03-09DOI: 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}
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