MedWorm.com provides a medical RSS filtering service. Over 6000 RSS medical sources are combined and output via different filters. This feed contains the latest items from the 'The British Journal of Educational Psychology' source. Sat, 20 Mar 2010 15:12:03 +0100 http://www.medworm.com/index.php?rid=3377735&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20226120%26dopt%3DAbstract Conclusions The results are discussed in terms of value change and are linked to self-control and motivation research. PMID: 20226120 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3377735 Thu, 11 Mar 2010 00:00:00 +0100 3377735 http://www.medworm.com/index.php?rid=3332993&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20196922%26dopt%3DAbstract Conclusions There is a strong relationship between students' conceptions of learning and their approaches to studying, and variations in conceptions of learning in different ethnic groups give rise to variations in approaches to studying. However, factors other than prior qualifications and conceptions of learning are responsible for variation in attainment across different ethnic groups. PMID: 20196922 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3332993 Mon, 01 Mar 2010 00:00:00 +0100 3332993 http://www.medworm.com/index.php?rid=3202220&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20092680%26dopt%3DAbstract This article describes methods for analysing classroom talk, comparing their strengths and weaknesses. Both quantitative and qualitative methods are described and assessed for their strengths and weaknesses, with a discussion of the mixed use of such methods. It is acknowledged that particular methods are often embedded in particular methodologies, which are based on specific theories of social action, research paradigms, and disciplines; and so a comparison is made of two contemporary methodologies, linguistic ethnography, and sociocultural research. The article concludes with some comments on the current state of development of this field of research and on ways that it might usefully progress. PMID: 20092680 [PubMed - in process] (Source: The British Journal of Educational Psycholog... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3202220 Mon, 25 Jan 2010 07:32:05 +0100 3202220 http://www.medworm.com/index.php?rid=3185680&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20078929%26dopt%3DAbstract Authors: Preckel F, Götz T, Frenzel A Background Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self-concept (contrast or big-fish-little-pond effect). Aim The effects of full-time ability grouping in special classrooms for the gifted on students' academic self-concept and their experience of boredom in mathematics classes were investigated. Sample The sample comprised 186 ninth-grade students (106 male) from eight classes at one Austrian high school. Four of these classes were part of a gifted track beginning from school year 9 on (N... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3185680 Sat, 16 Jan 2010 00:00:00 +0100 3185680 http://www.medworm.com/index.php?rid=3176441&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20070920%26dopt%3DAbstract Conclusions The main hypothesis was supported by the data on cognitive development. The corollary hypothesis is supported by the gains in English. The implications of this study are that relative intelligence can be increased and is not fixed, and that children can be led into collaborating with each other to the benefit of their own thinking, and that there does exist a theory-based methodology for the improvement of teaching. PMID: 20070920 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3176441 Wed, 13 Jan 2010 00:00:00 +0100 3176441 http://www.medworm.com/index.php?rid=3176440&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20070921%26dopt%3DAbstract Conclusions The findings provide further support for the belief that PR can enhance self-esteem. Importantly, the use of a two-dimensional model provides extra information about self-perceptions in PR contexts: first, the central role of self-competence; and second, the gains in self-worth which are associated with tutoring younger children (but not same-age peers). This new information has educational significance for schools considering the potential of peer tutoring and the benefits of different organizational conditions. PMID: 20070921 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3176440 Wed, 13 Jan 2010 00:00:00 +0100 3176440 http://www.medworm.com/index.php?rid=3176444&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20070919%26dopt%3DAbstract Conclusions Considering evidence from both experiments suggests the effectiveness of road safety education interventions are at best short term, and limited to some but not all psychological factors, with some risk of unintended consequences. PMID: 20070919 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3176444 Tue, 12 Jan 2010 00:00:00 +0100 3176444 http://www.medworm.com/index.php?rid=3176445&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20067663%26dopt%3DAbstract Conclusions The results highlight the importance of research designs assessing multiple categories of appraisal. Furthermore, they suggest that intervention efforts aiming to combat feelings of loneliness within a peer victimization context should address children's appraisals of perceived control. PMID: 20067663 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3176445 Mon, 11 Jan 2010 00:00:00 +0100 3176445 http://www.medworm.com/index.php?rid=3111926&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20021729%26dopt%3DAbstract Conclusions Our results demonstrate the important role of self-efficacy in understanding both motivation and learning approaches in undergraduate students. Furthermore, given that reading academic text and writing essays are essential aspects of many undergraduate degrees, our results provide some indication that focusing on self-efficacy beliefs amongst students may be beneficial to improving their approaches to study. PMID: 20021729 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3111926 Mon, 14 Dec 2009 00:00:00 +0100 3111926 http://www.medworm.com/index.php?rid=3030576&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19930790%26dopt%3DAbstract Conclusion The findings are discussed in the context of research which has found that the direction of the relationship between BJW-others and derogation of victims appears to depend on the nature of the injustice, with people with strong BJW less tolerant of severe injustices. PMID: 19930790 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3030576 Sat, 21 Nov 2009 00:00:00 +0100 3030576 http://www.medworm.com/index.php?rid=2989779&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19906328%26dopt%3DAbstract Conclusions It appears that there is disciplinary variation in approaches to learning. Furthermore, the results indicate that both approaches to learning and the discipline have an effect on students' experiences of the teaching-learning environment. PMID: 19906328 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2989779 Tue, 10 Nov 2009 00:00:00 +0100 2989779 http://www.medworm.com/index.php?rid=2989778&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19906329%26dopt%3DAbstract Conclusions The results suggest that parental attitudes, group membership, and cross-group contacts explain the majority of variance (58%) in children's political attitudes. The findings provide a comprehensive account of the factors that influence children's political attitudes within a deeply divided society and offer teachers and educationalists a way to improve community relations in a segregated society. PMID: 19906329 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2989778 Tue, 10 Nov 2009 00:00:00 +0100 2989778 http://www.medworm.com/index.php?rid=2940173&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19857377%26dopt%3DAbstract Conclusions Several suggestions are made on how to consider the ethnicity, language, education, and residence (urban vs. rural) of groups when conducting comparative cognitive assessments or collecting normative data. PMID: 19857377 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2940173 Sat, 24 Oct 2009 00:00:00 +0100 2940173 http://www.medworm.com/index.php?rid=2940176&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19857375%26dopt%3DAbstract Conclusions The functional significance of students' self-talk may have implications for affect in higher education, suggesting that providers should promote the use of self-talk that emphasizses students' autonomy and competence. PMID: 19857375 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2940176 Fri, 23 Oct 2009 00:00:00 +0100 2940176 http://www.medworm.com/index.php?rid=2940175&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19857376%26dopt%3DAbstract Conclusions Poor comprehenders' deficits are not limited to the domain of literacy; their underlying profile of impairments also seems to selectively impact on certain components of mathematical ability. PMID: 19857376 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2940175 Fri, 23 Oct 2009 00:00:00 +0100 2940175 http://www.medworm.com/index.php?rid=2828651&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19772714%26dopt%3DAbstract Conclusion Following the methodological principles, we present resulted in tests that were appropriate for children in Lombok and informative for evaluating the developmental outcomes of nutritional supplementation in the research context. Following this approach in future studies will help to determine which interventions most effectively improve child development in developing countries. PMID: 19772714 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2828651 Sun, 20 Sep 2009 23:00:00 +0100 2828651 http://www.medworm.com/index.php?rid=2584558&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19583896%26dopt%3DAbstract CONCLUSIONS: Consistent with earlier research based on comparisons across universities, the SREQ is shown to be almost completely unreliable in terms of benchmarking faculties or departments within a university. PMID: 19583896 [PubMed - in process] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2584558 Thu, 09 Jul 2009 14:26:06 +0100 2584558 http://www.medworm.com/index.php?rid=2571666&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19570320%26dopt%3DAbstract Conclusion Consistent with previous studies in Western countries, the findings suggest that motivational decline is also a common phenomenon among Chinese students in Hong Kong. In addition, the pattern of motivational differences is generally consistent among students with different genders and from schools with different achievement levels. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed. PMID: 19570320 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2571666 Mon, 29 Jun 2009 23:00:00 +0100 2571666 http://www.medworm.com/index.php?rid=2554254&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19558754%26dopt%3DAbstract Conclusions Teacher education is successful in creating a context in which student teachers' supportive agency beliefs can be maintained and instructional agency beliefs can increase during the course. PMID: 19558754 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2554254 Wed, 24 Jun 2009 23:00:00 +0100 2554254 http://www.medworm.com/index.php?rid=2538596&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19545485%26dopt%3DAbstract Conclusions Teacher perceived control over child behaviour has been found to act as a mediating mechanism between child aggressive behaviour and teacher-child conflict at the beginning of kindergarten and teacher-child conflict at the end of the year. PMID: 19545485 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2538596 Thu, 18 Jun 2009 23:00:00 +0100 2538596 http://www.medworm.com/index.php?rid=2538597&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19538832%26dopt%3DAbstract Conclusions Cultural reproduction starts in the very early childhood, in informal settings where reading aloud is an important activity. The knowledge of written language that children have at the time for school-start influences further reading acquisition. PMID: 19538832 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2538597 Wed, 17 Jun 2009 23:00:00 +0100 2538597 http://www.medworm.com/index.php?rid=2538598&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19486551%26dopt%3DAbstract Conclusions The effectiveness of instruction is a complicated phenomenon that involves a myriad of interrelated factors. Teacher- or student-centred approaches are only part of these diverse factors. PMID: 19486551 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2538598 Thu, 28 May 2009 23:00:00 +0100 2538598 http://www.medworm.com/index.php?rid=2315185&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19341532%26dopt%3DAbstract Conclusions The study offers evidence for the impact of metacognitive processes in students' learning outcomes and documents strategic behaviour during test taking, as well as developmental progression in the involved skills. PMID: 19341532 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2315185 Wed, 01 Apr 2009 04:00:00 +0100 2315185 http://www.medworm.com/index.php?rid=2315195&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19321039%26dopt%3DAbstract Conclusion This instrument has demonstrated sufficient convergent and discriminant validity and reliability to be used in subsequent research, although the validation process should continue and it is hoped that the instrument will be adapted for use in other contexts. PMID: 19321039 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2315195 Tue, 24 Mar 2009 04:00:00 +0100 2315195 http://www.medworm.com/index.php?rid=2279908&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19288977%26dopt%3DAbstract Conclusions Many EAL learners experience significantly lower levels of English vocabulary knowledge which has a significant impact on their ability to understand written and spoken text. Greater emphasis on language development is therefore needed in the school curriculum to attempt to address the limited language skills of children learning EAL. PMID: 19288977 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2279908 Sat, 14 Mar 2009 04:00:00 +0100 2279908 http://www.medworm.com/index.php?rid=2265831&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19278573%26dopt%3DAbstract Conclusions Basic PA develops prior to the attainment of literacy, and learning to read improves PA both quantitatively and qualitatively. PMID: 19278573 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2265831 Wed, 11 Mar 2009 04:00:00 +0100 2265831 http://www.medworm.com/index.php?rid=2224263&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19245744%26dopt%3DAbstract Conclusions Data from less than an hour's worth of testing pupils could predict school exam results 6 months later. These tests could, therefore, be used to reliably inform important decisions about how pupils are taught. PMID: 19245744 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2224263 Wed, 25 Feb 2009 05:00:00 +0100 2224263 http://www.medworm.com/index.php?rid=2224267&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19243681%26dopt%3DAbstract Authors: Muis KR, Winne PH, Edwards OV Background A program of research is needed that assesses the psychometric properties of instruments designed to quantify students' achievement goal orientations to clarify inconsistencies across previous studies and to provide a stronger basis for future research. Aim We conducted traditional psychometric and modern Rasch-model analyses of the Achievement Goals Questionnaire (AGQ, Elliot & McGregor, 2001) and the Patterns of Adaptive Learning Scale (PALS, Midgley et al., 2000) to provide an in-depth analysis of the two most popular instruments in educational psychology. Samples and methods For Study 1, 217 undergraduate students enrolled in educational psychology courses participated. Thirty-four were male and 181 were female (two did not resp... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2224267 Tue, 24 Feb 2009 05:00:00 +0100 2224267 http://www.medworm.com/index.php?rid=2224265&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19243682%26dopt%3DAbstract Conclusions The present studies show that teachers' preference for adopting an instructional style is influenced by their regulatory mode orientations, and that the effects of a learning climate on students' satisfaction are contingent on a fit between type of learning climate and students' regulatory mode orientations. PMID: 19243682 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2224265 Tue, 24 Feb 2009 05:00:00 +0100 2224265 http://www.medworm.com/index.php?rid=2218406&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19236796%26dopt%3DAbstract Conclusions The associations between victimization and poor school adjustment found elsewhere were replicated with this British sample. The implications of these results for children's social adjustment at school were discussed. PMID: 19236796 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2218406 Fri, 20 Feb 2009 05:00:00 +0100 2218406 http://www.medworm.com/index.php?rid=2205824&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19228442%26dopt%3DAbstract Conclusions An iterative sequencing of lessons seems to facilitate learning and transfer, particularly of mathematical procedures. The findings support an iterative perspective for the development of knowledge of concepts and procedures. PMID: 19228442 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2205824 Wed, 18 Feb 2009 05:00:00 +0100 2205824 http://www.medworm.com/index.php?rid=2202384&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19224679%26dopt%3DAbstract Conclusions This research indicated that children's cognitive abilities can be developed following a 2 year period of the ACTS infusion intervention. While some positive effects were evidenced on the social and emotional development of children, further study will be necessary to examine these in more detail. PMID: 19224679 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2202384 Tue, 17 Feb 2009 05:00:00 +0100 2202384 http://www.medworm.com/index.php?rid=2202382&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19224680%26dopt%3DAbstract Conclusion The results of this study indicate that a dialogic approach to citizenship education as an integral part of history classes helps students to form a more profound opinion about moral issues in the subject matter. In addition, group work seems to be a more effective method to implement dialogue in the classroom than whole-class teaching. PMID: 19224680 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2202382 Tue, 17 Feb 2009 05:00:00 +0100 2202382 http://www.medworm.com/index.php?rid=2202380&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19224681%26dopt%3DAbstract Conclusions The findings indicate that perceived parental socialization practices are only moderately associated with school adjustment among upper secondary school students. This probably reflects the fact that the influence of specific parenting practices declines as children and young adolescents mature into late adolescent students. PMID: 19224681 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2202380 Tue, 17 Feb 2009 05:00:00 +0100 2202380 http://www.medworm.com/index.php?rid=2184801&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19208290%26dopt%3DAbstract Conclusion The findings of the study support the assumption that students can regulate emotions collaboratively as well as individually. The study contributes to our understanding of the social aspects of emotional regulation in collaborative learning contexts. PMID: 19208290 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2184801 Mon, 09 Feb 2009 05:00:00 +0100 2184801 http://www.medworm.com/index.php?rid=2157784&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19187577%26dopt%3DAbstract Conclusions These results confirm that exam-related coping varies as a function of students' beliefs about the nature of academic ability and their perceptions of control when approaching examinations. PMID: 19187577 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2157784 Fri, 30 Jan 2009 05:00:00 +0100 2157784 http://www.medworm.com/index.php?rid=2054529&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19091164%26dopt%3DAbstract Conclusions The present findings provide important support for the generality and validity of the SVR framework as a model of reading. PMID: 19091164 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2054529 Tue, 16 Dec 2008 05:00:00 +0100 2054529 http://www.medworm.com/index.php?rid=2042436&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19079953%26dopt%3DAbstract Conclusions Differences in conceptions can be perceived between students who enter a new learning programme (i.e. higher education) and students who already have one year of experience in higher education. Among students with more than one year of educational experience, differences disappear. Furthermore, this study shows that the learning environment can make a difference with respect to students' conceptions of constructivist learning activities. PMID: 19079953 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2042436 Wed, 10 Dec 2008 05:00:00 +0100 2042436 http://www.medworm.com/index.php?rid=2019054&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19055872%26dopt%3DAbstract Conclusion The negative Flynn-effect found on Volume & Heaviness for Y7 pupils is paralleled by a similar negative effect on attainment of formal operations by Y8 and Y9, compared with 1976. Yet at the same time the proportion of pupils using the top level of concrete operational thinking has increased on both tests. It seems that there has been a change either in general societal pressures on the individual or in the style of teaching in schools - or both - favouring a lower level of processing of reality. PMID: 19055872 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2019054 Wed, 03 Dec 2008 05:00:00 +0100 2019054 http://www.medworm.com/index.php?rid=2019055&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19054431%26dopt%3DAbstract Authors: Webb NM Background Research on student-led small-group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours. Aims This paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small-group work, how teachers can prepare students for collaborative group work, and the role of teacher discourse and classroom norms in small-group dialogue. Method Studies selected for review focused on student-led small-group contexts for learning in which students were expected to collaborate, reported data from systematic observations of group wo... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=2019055 Tue, 02 Dec 2008 05:00:00 +0100 2019055 http://www.medworm.com/index.php?rid=1993373&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19026111%26dopt%3DAbstract Conclusions The results provide support for educating Protestants and Catholics together as a means of moderating attitudes and creating cross-community friendships in a divided society. PMID: 19026111 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1993373 Sat, 22 Nov 2008 05:00:00 +0100 1993373 http://www.medworm.com/index.php?rid=1993372&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19026112%26dopt%3DAbstract Conclusions Combining text and different types of visualizations in learning tasks does not necessarily enhance history learning. Possible explanations given are the ecological setting, the semiotics of the domain of history - that are not defined clearly - and the difficulty of unequivocally visualizing historical concepts. PMID: 19026112 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1993372 Sat, 22 Nov 2008 05:00:00 +0100 1993372 http://www.medworm.com/index.php?rid=1993371&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19026113%26dopt%3DAbstract Conclusions The findings from the present study suggest that month of birth may be related to both season of birth and age-position effects. These effects may be compounded, particularly in the early years of primary school, when summer born children are youngest in their year, as in England. In Northern Ireland, age-position effects are also evident in secondary school public examination results, which may have implications for long-term life choices. PMID: 19026113 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1993371 Sat, 22 Nov 2008 05:00:00 +0100 1993371 http://www.medworm.com/index.php?rid=1977082&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19017434%26dopt%3DAbstract Conclusion Students' approaches to studying are influenced by their conceptions of learning and are relatively consistent across different contexts. In contrast, their reports of personal change and development seem to be determined by their implicit theories on entering higher education. PMID: 19017434 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1977082 Mon, 17 Nov 2008 05:00:00 +0100 1977082 http://www.medworm.com/index.php?rid=1912381&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18950549%26dopt%3DAbstract Conclusions Trait EI is successfully operationalized through the TEIQue-CF and has important and multifaceted implications for the socialization of primary schoolchildren. PMID: 18950549 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1912381 Thu, 23 Oct 2008 04:00:00 +0100 1912381 http://www.medworm.com/index.php?rid=1877148&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18851770%26dopt%3DAbstract Conclusions These findings illustrate how particular design features of a standards-based assessment system relate to student attitudes and achievement. They also highlight the need for longitudinal research to investigate patterns over time as well as the possible impact of interventions to alter motivation and/or academic task performance. PMID: 18851770 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1877148 Fri, 10 Oct 2008 04:00:00 +0100 1877148 http://www.medworm.com/index.php?rid=1838494&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18822186%26dopt%3DAbstract Conclusions Implications for the current debate about sex differences in quantitative reasoning abilities are discussed. PMID: 18822186 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1838494 Thu, 25 Sep 2008 04:00:00 +0100 1838494 http://www.medworm.com/index.php?rid=1656460&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18652743%26dopt%3DAbstract CONCLUSIONS: In addition to tackling victimization per se, allaying pupils' fears of it happening to them in the future is called for in order to address a hitherto largely overlooked correlate, and possible source, of disrupted classroom concentration. PMID: 18652743 [PubMed - in process] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1656460 Sat, 26 Jul 2008 15:47:31 +0100 1656460 http://www.medworm.com/index.php?rid=1600216&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18590607%26dopt%3DAbstract ConclusionsPrimary schoolchildren defined as having LP according to their teachers are frequently characterized by behavioural-emotional problems. Further assessment is warranted for primary schoolchildren defined as having LP by their teachers. PMID: 18590607 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600216 Fri, 27 Jun 2008 04:00:00 +0100 1600216 http://www.medworm.com/index.php?rid=1600217&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18578956%26dopt%3DAbstract ConclusionThis study reveals a consistent pattern of relationships between SAL and AG perspectives across different methods of analysis, supports the relevance of the 2 x 2 AG framework in a mathematics learning context and suggests that AG and SAL may be intertwined aspects of students' experience of learning mathematics at university. PMID: 18578956 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600217 Tue, 24 Jun 2008 04:00:00 +0100 1600217 http://www.medworm.com/index.php?rid=1600219&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18559140%26dopt%3DAbstract ConclusionThe microcounseling method is very effective on the level of separate microskills. However, students perform better on the basic skills than on the advanced skills. More training seems to be needed in the latter to achieve the same level of mastery. PMID: 18559140 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600219 Mon, 16 Jun 2008 04:00:00 +0100 1600219 http://www.medworm.com/index.php?rid=1600218&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18559141%26dopt%3DAbstract This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods to foster self-regulation in children at preschool age whom they were teaching.SampleIn this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers.MethodThe kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied.Results and conclusionsThe results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training ... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600218 Mon, 16 Jun 2008 04:00:00 +0100 1600218 http://www.medworm.com/index.php?rid=1600221&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18547461%26dopt%3DAbstract ConclusionThe study provides support for the 2 x 2 achievement goal framework, and demonstrates that multiple goals can operate simultaneously. However, it highlights the need for cross-cultural studies to look into the approach-avoidance dimension in the 2 x 2 achievement goal framework. PMID: 18547461 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600221 Tue, 10 Jun 2008 04:00:00 +0100 1600221 http://www.medworm.com/index.php?rid=1600220&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18547462%26dopt%3DAbstract Authors: Tomlinson PD BackgroundAfter a century of educational psychology, eminent commentators are still lamenting problems besetting the appropriate relating of psychological insights to teaching design, a situation not helped by the persistence of crude assumptions concerning the nature of pedagogical effectiveness.AimsTo propose an analytical or meta-theoretical framework based on the concept of learning promotion potential (LPP) as a basis for understanding the basic relationship between psychological insights and teaching strategies, and to draw out implications for psychology-based pedagogical design, development and research.MethodThis is a theoretical and meta-theoretical paper relying mainly on conceptual analysis, though also calling on psychological theory and research.Cont... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600220 Tue, 10 Jun 2008 04:00:00 +0100 1600220 http://www.medworm.com/index.php?rid=1600268&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535518%26dopt%3DAbstract CONCLUSIONS: These findings add to the literature on children's understanding of contagious illnesses and contribute towards discussions on the best approach to health education. PMID: 17535518 [PubMed - in process] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600268 Sun, 01 Jun 2008 04:00:00 +0100 1600268 http://www.medworm.com/index.php?rid=1600267&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535519%26dopt%3DAbstract CONCLUSIONS: Students' dispositional motivational characteristics should be taken into account both in theoretical considerations and in instructional interventions. PMID: 17535519 [PubMed - in process] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600267 Sun, 01 Jun 2008 04:00:00 +0100 1600267 http://www.medworm.com/index.php?rid=1600266&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535520%26dopt%3DAbstract CONCLUSIONS: The present findings demonstrate that working memory, in general, and the central executive, in particular, contribute to children's arithmetical skills. It was hypothesized that monitoring and coordinating multiple processes, and accessing arithmetical knowledge from long-term memory, are important central executive functions during arithmetical performance. The contribution of the phonological loop and the central executive (concurrent processing and storage of numerical information) indicates that children aged 9-10 years primarily utilize verbal coding strategies during written arithmetical performance. PMID: 17535520 [PubMed - in process] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600266 Sun, 01 Jun 2008 04:00:00 +0100 1600266 http://www.medworm.com/index.php?rid=1600264&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535522%26dopt%3DAbstract CONCLUSIONS: By revealing the importance of the differential accessibility of gender-related self-knowledge in single- and mixed-sex settings, our study clarifies why single-sex schooling helps adolescents to gain a better self-concept of ability in school subjects that are considered inappropriate for their own sex. PMID: 17535522 [PubMed - in process] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600264 Sun, 01 Jun 2008 04:00:00 +0100 1600264 http://www.medworm.com/index.php?rid=1600263&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17588293%26dopt%3DAbstract CONCLUSIONS: Group heterogeneity was not a determinant factor in students' learning efficacy. Instead, the quality of group processes played a pivotal role because both high and low achievers were able to benefit when group processes were of high quality. PMID: 17588293 [PubMed - in process] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600263 Sun, 01 Jun 2008 04:00:00 +0100 1600263 http://www.medworm.com/index.php?rid=1600262&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17588294%26dopt%3DAbstract CONCLUSIONS: The use of reading strategies differs according to proficiency levels, and the quality of pupils' strategy-use patterns has more significant implications for understanding efficient reading among primary school pupils. PMID: 17588294 [PubMed - in process] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600262 Sun, 01 Jun 2008 04:00:00 +0100 1600262 http://www.medworm.com/index.php?rid=1600261&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17601363%26dopt%3DAbstract CONCLUSION: The formulation of motivational orientation is consistent with contemporary social cognitive theories of motivation in that it has been characterized as a multifaceted phenomenon, with students expressing context-dependent multiple motives. PMID: 17601363 [PubMed - in process] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600261 Sun, 01 Jun 2008 04:00:00 +0100 1600261 http://www.medworm.com/index.php?rid=1600239&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18039430%26dopt%3DAbstract CONCLUSION: Our findings generally supported the trichotomous framework of the revised goal orientation theory with Chinese students in Hong Kong. Consistent with the revised goal orientation theory, our findings indicated that both mastery and performance-approach goals had positive impacts on students' learning. However, the positive relationships between performance-avoidance goals, mastery goals, and perceived classroom environment were contradictory to the conceptualization of performance-avoidance goals in the revised theory. Cultural and social factors affecting Hong Kong students' goal orientations are discussed. PMID: 18039430 [PubMed - in process] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600239 Sun, 01 Jun 2008 04:00:00 +0100 1600239 http://www.medworm.com/index.php?rid=1600224&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18466671%26dopt%3DAbstract ConclusionThe interaction suggests that structure was associated with more self-regulated learning under conditions of moderate and high autonomy support only. Therefore, when teachers want their students to evaluate themselves, to plan their study activities, and to think about themselves as learners, the teachers are encouraged to provide help, instructions, and expectations in an autonomy-supportive way. PMID: 18466671 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600224 Thu, 08 May 2008 04:00:00 +0100 1600224 http://www.medworm.com/index.php?rid=1600223&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18466672%26dopt%3DAbstract ConclusionsThe findings have implications for universities targeting academic support services to maximize student scholastic potential. Future research should incorporate hardiness, gender, and age with other variables known to predict academic success. PMID: 18466672 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600223 Thu, 08 May 2008 04:00:00 +0100 1600223 http://www.medworm.com/index.php?rid=1600222&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18466673%26dopt%3DAbstract This study proposed and tested a conceptual model of relationships among FTP, epistemological beliefs, achievement goals (mastery, performance-approach, and performance-avoidance), study processing strategies and academic performance.SampleTwo hundred and seventy-five tertiary second-year students (167 females, 108 males) enrolled in a university in the Pacific participated in this study.MethodLikert-scale inventories were used to elicit relevant data from students; for example, the epistemological questionnaire (EQ; Schommer, 1990) and the Zimbardo time perspective inventory (Zimbardo & Boyd, 1999). Academic performance was collated from students' course and final exam marks in the course educational psychology. LISREL 8.72 and SPSS 15 was used to test and evaluate the conceptual mode... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600222 Thu, 08 May 2008 04:00:00 +0100 1600222 http://www.medworm.com/index.php?rid=1600225&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18435867%26dopt%3DAbstract ConclusionsPeer-counselling schemes can improve self-esteem of peer supporters, and also impact positively on perceptions of bullying in the school; but impact on actual experiences of bullying is less clear, and there may be problems with the acceptance and use of such programmes by older students. PMID: 18435867 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600225 Wed, 23 Apr 2008 04:00:00 +0100 1600225 http://www.medworm.com/index.php?rid=1600226&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18433521%26dopt%3DAbstract ConclusionsPhonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching. PMID: 18433521 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600226 Tue, 22 Apr 2008 04:00:00 +0100 1600226 http://www.medworm.com/index.php?rid=1600278&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535508%26dopt%3DAbstract CONCLUSION: The findings suggested that when students engaged in vicarious learning in a competitive classroom, their self-efficacy might be threatened. Implications for efforts to design constructive context for vicarious learning are discussed. PMID: 17535508 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600278 Sat, 01 Mar 2008 05:00:00 +0100 1600278 http://www.medworm.com/index.php?rid=1600274&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535512%26dopt%3DAbstract CONCLUSIONS: Our results support the hypothesis of a regular decline of motivation in mathematics during high school, accentuated between grades 9 and 11. Moreover, our results illustrate gender convergence in mathematics rather than gender differentiation. Finally, the gradual drop in motivation in mathematics appears to be a two-step phenomenon: a decrease between and within grade levels. PMID: 17535512 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600274 Sat, 01 Mar 2008 05:00:00 +0100 1600274 http://www.medworm.com/index.php?rid=1600272&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535514%26dopt%3DAbstract CONCLUSION: The results highlight the distinct impacts that emotions and interest have on different web-based learning activities and that they should be considered when designing web-based courses. PMID: 17535514 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600272 Sat, 01 Mar 2008 05:00:00 +0100 1600272 http://www.medworm.com/index.php?rid=1600271&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535515%26dopt%3DAbstract Authors: Phan HP BACKGROUND: Although extensive research has examined epistemological beliefs, reflective thinking and learning approaches, very few studies have looked at these three theoretical frameworks in their totality. AIMS: This research tested two separate structural models of epistemological beliefs, learning approaches, reflective thinking and academic performance among tertiary students over a period of 12 months. SAMPLE: Participants were first-year Arts (N=616; 271 females, 345 males) and second-year Mathematics (N=581; 241 females, 341 males) university students. METHOD: Students' epistemological beliefs were measured with the Schommer epistemological questionnaire (EQ, Schommer, 1990). Reflective thinking was measured with the reflective thinking questionnaire (RTQ, Kem... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600271 Sat, 01 Mar 2008 05:00:00 +0100 1600271 http://www.medworm.com/index.php?rid=1600270&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535516%26dopt%3DAbstract CONCLUSIONS: Parents should be included in the design of intervention plans aiming at the elimination of bullying at school. PMID: 17535516 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600270 Sat, 01 Mar 2008 05:00:00 +0100 1600270 http://www.medworm.com/index.php?rid=1600269&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535517%26dopt%3DAbstract CONCLUSION: These findings question the pathological significance of teachers' report of 'hyperactivity' in young children without associated attention problems. PMID: 17535517 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600269 Sat, 01 Mar 2008 05:00:00 +0100 1600269 http://www.medworm.com/index.php?rid=1600265&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535521%26dopt%3DAbstract CONCLUSIONS: The findings suggest that support for the needs for autonomy and relatedness would provide the most likely route to the enhancement of student QoL over the transition to senior school. PMID: 17535521 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600265 Sat, 01 Mar 2008 05:00:00 +0100 1600265 http://www.medworm.com/index.php?rid=1600236&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18070378%26dopt%3DAbstract Discussion of the 'Flynn effect' sheds light on both paths, with problems still unresolved. The argument is then developed that the relevance of neuroscience needs to be discussed to try to decide in what ways it may provide useful insights into intelligence. PMID: 18070378 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600236 Sat, 01 Mar 2008 05:00:00 +0100 1600236 http://www.medworm.com/index.php?rid=1600228&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18269784%26dopt%3DAbstract CONCLUSIONS: This study corroborates current research on the roles of beliefs and strategies in text comprehension and suggests that meta-cognitive beliefs and strategies examined in English reading can also be identified among Chinese children in text comprehension. PMID: 18269784 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600228 Sat, 01 Mar 2008 05:00:00 +0100 1600228 http://www.medworm.com/index.php?rid=1600227&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18315939%26dopt%3DAbstract Authors: Favart M, Passerault JM The present study looked at how children establish a relationship between the conceptual and linguistic dimensions of linearization in descriptive text composition. Written productions were compared with oral ones. French-speaking participants, drawn from the fifth, seventh, and ninth grades, produced both a written and an oral description of a picture divided up into five clusters of specific units. This material made it possible to distinguish between the macro-structural and micro-structural levels of the resulting productions. The conceptual dimension of linearization was levelled out: participants were only selected if their texts reflected the hierarchical structure of the referent, successively describing the five clusters. The linguistic dimensi... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600227 Fri, 29 Feb 2008 05:00:00 +0100 1600227 http://www.medworm.com/index.php?rid=1600230&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18257973%26dopt%3DAbstract ConclusionMercer's re-conceptualization of Vygotsky's Zone of Proximal Development (ZPD) in terms of the Intermental Developmental Zone (IDZ), which is reliant on constructive challenging discourse, can potentially provide a platform upon which all learners in the classroom can benefit from collaborative learning experiences. PMID: 18257973 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600230 Wed, 06 Feb 2008 05:00:00 +0100 1600230 http://www.medworm.com/index.php?rid=1600229&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18257974%26dopt%3DAbstract ConclusionsThe results support the stage-environment fit theory according to which the nature of the environments in academic and vocational education are more important than the transition per se for changes in how adolescents think and feel about school (see Eccles & Midgley, 1989). PMID: 18257974 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600229 Wed, 06 Feb 2008 05:00:00 +0100 1600229 http://www.medworm.com/index.php?rid=1600231&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18248691%26dopt%3DAbstract ConclusionIt might be important to inform parents that they may still have an influence on their adolescent's representations of relatedness and subsequently on his/her autonomous academic motivation even during the late adolescence-early adulthood period, a period when some parents may be tempted to believe that they can do little to motivate their offspring. PMID: 18248691 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600231 Sat, 02 Feb 2008 05:00:00 +0100 1600231 http://www.medworm.com/index.php?rid=1600234&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18166141%26dopt%3DAbstract ConclusionsTeacher efficacy, experience of teaching students with support needs, attitudes towards disabled people, and teachers' role all impact on teacher attributions, but no relationship with training was found. Implications for teacher training and development, and for student achievement and student self-perception are discussed. PMID: 18166141 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600234 Sat, 29 Dec 2007 05:00:00 +0100 1600234 http://www.medworm.com/index.php?rid=1600233&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18166142%26dopt%3DAbstract ConclusionsThis study indicates the possibility of changing domain-specific epistemological beliefs through a short-term intervention. However, it questions the stability and elaborateness of domain-specific epistemological beliefs, particularly when domain knowledge is shallow. PMID: 18166142 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600233 Sat, 29 Dec 2007 05:00:00 +0100 1600233 http://www.medworm.com/index.php?rid=1600232&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18166143%26dopt%3DAbstract Authors: Lau S, Liem AD, Nie Y BackgroundThe expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between achievement goals and deep learning, little research has examined the mediating processes involved.AimsThe aims of this research were to: (a) investigate the role of task- and self-related beliefs (task value and self-efficacy) as well as achievement goals in predicting deep learning in mathematics and (b) examine how classroom attentiveness and group participation mediated the relations between achievement goals ... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600232 Sat, 29 Dec 2007 05:00:00 +0100 1600232 http://www.medworm.com/index.php?rid=1600235&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18086339%26dopt%3DAbstract ConclusionsGoal-focused instructions can be used to influence the nature and quality of children's paired interactions. Instructing children towards mastery goals appears to promote a more collaborative style of interaction. PMID: 18086339 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600235 Sat, 15 Dec 2007 05:00:00 +0100 1600235 http://www.medworm.com/index.php?rid=1600237&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18070377%26dopt%3DAbstract ConclusionThis study demonstrates how closely the actions of teacher and students are linked. More than a linear process of rules internalization, education looks like a co-construction of rules between teacher and students. These results can serve as a basis for the tools of teacher teaching. PMID: 18070377 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600237 Fri, 07 Dec 2007 05:00:00 +0100 1600237 http://www.medworm.com/index.php?rid=1600238&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18062844%26dopt%3DAbstract ConclusionsImplications for the need to address epistemological beliefs in vocational education programmes for child care workers are discussed. PMID: 18062844 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600238 Wed, 05 Dec 2007 05:00:00 +0100 1600238 http://www.medworm.com/index.php?rid=1600306&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17173708%26dopt%3DAbstract CONCLUSIONS: The study confirms the persistence of high levels of BESD over the period 8-12 years and the continuing comorbidity of BESD and language difficulties but also indicates a complex interaction of within-child and contextual factors over time. PMID: 17173708 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600306 Sat, 01 Dec 2007 05:00:00 +0100 1600306 http://www.medworm.com/index.php?rid=1600279&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535507%26dopt%3DAbstract CONCLUSIONS: Even third graders used the jigsaw method with satisfactory learning results. The modest impact of the questioning training and the low learning gains of the cooperative classes in the astronomy unit as well as high discrepancies between learning outcomes of experts and novices show that explicit instruction of explaining skills in combination with well-structured material are key issues in using the jigsaw method with younger students. PMID: 17535507 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600279 Sat, 01 Dec 2007 05:00:00 +0100 1600279 http://www.medworm.com/index.php?rid=1600277&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535509%26dopt%3DAbstract CONCLUSIONS: Our study provides support for the key mediational role of study strategies in the effect of achievement goals and self-efficacy on academic performance. Self-efficacy seems to have the strongest indirect effect on performance. Mastery goals play a key role increasing deep processing and effort, and in turn affecting performance. Academic performance tends to diminish with increasing class size. PMID: 17535509 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600277 Sat, 01 Dec 2007 05:00:00 +0100 1600277 http://www.medworm.com/index.php?rid=1600276&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535510%26dopt%3DAbstract CONCLUSIONS: Given the pattern of sample attrition, the group difference seems likely to be underestimated. The study provides evidence of maintained cognitive gains from collaborative philosophical inquiry, transferred across contexts. Implications for future research, policy and practice are discussed. PMID: 17535510 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600276 Sat, 01 Dec 2007 05:00:00 +0100 1600276 http://www.medworm.com/index.php?rid=1600275&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535511%26dopt%3DAbstract CONCLUSIONS: Children assigned to the learning goal instruction were more likely to persist at the task until the end of the allotted time, displayed more on-task behaviour and engaged in more autonomous help-seeking. These effects were more pronounced following the first task, which all children had been unable to complete. Dispositional task orientation did not predict individual differences on these measures. The findings are interpreted in terms of learned helplessness and self-worth theory. PMID: 17535511 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600275 Sat, 01 Dec 2007 05:00:00 +0100 1600275 http://www.medworm.com/index.php?rid=1600273&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17535513%26dopt%3DAbstract CONCLUSION: Only conceptual rewording has proved to be useful for improving children's performance, especially among younger children and for difficult problems. The lack of impact of situational rewording cannot be explained in terms of the length of the resulting text. PMID: 17535513 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600273 Sat, 01 Dec 2007 05:00:00 +0100 1600273 http://www.medworm.com/index.php?rid=1600245&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17971286%26dopt%3DAbstract CONCLUSIONS: Peer-victimization and bullying appear to be qualitatively different experiences for children and adolescents, with bullying being the more serious phenomenon. PMID: 17971286 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600245 Sat, 01 Dec 2007 05:00:00 +0100 1600245 http://www.medworm.com/index.php?rid=1600244&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17971287%26dopt%3DAbstract CONCLUSION: Significant transformation occurs during adolescence in the structure and content of narrative thought as well as in capacity for the fundamental human endeavour of meaning-making. PMID: 17971287 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600244 Sat, 01 Dec 2007 05:00:00 +0100 1600244 http://www.medworm.com/index.php?rid=1600243&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17971288%26dopt%3DAbstract CONCLUSIONS: Results from structural equation modelling supported the proposed model for the whole sample as well as for each school track. A planned course of the day can prevent procrastination and foster decisions for academic tasks in case of conflicts. Students' learning takes place within a societal context and reflects the values held in the respective culture. PMID: 17971288 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600243 Sat, 01 Dec 2007 05:00:00 +0100 1600243 http://www.medworm.com/index.php?rid=1600242&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17971289%26dopt%3DAbstract CONCLUSION: Researchers should critically assess the validity of decontextualized global questionnaires for assessing certainty beliefs. If possible, global measures should be complemented by topic-specific measures. PMID: 17971289 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600242 Sat, 01 Dec 2007 05:00:00 +0100 1600242 http://www.medworm.com/index.php?rid=1600240&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17999781%26dopt%3DAbstract ConclusionA structured multicomponent preventive package delivered with attention to fidelity can enable parents to support their children's reading at home and increase their literacy skills. Together with the improvement in child behaviour, these changes could improve the life chances of children in disadvantaged communities. PMID: 17999781 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600240 Mon, 12 Nov 2007 05:00:00 +0100 1600240 http://www.medworm.com/index.php?rid=1600241&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17983483%26dopt%3DAbstract ConclusionsGiven that women are particularly at risk for poor psychological and economic outcomes in adulthood, and that this study likely underestimated the effect of expectations on these two outcomes, this is an important conclusion. PMID: 17983483 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600241 Fri, 02 Nov 2007 04:00:00 +0100 1600241 http://www.medworm.com/index.php?rid=1600258&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17845739%26dopt%3DAbstract ConclusionsThe results suggest that forming groups with capable university students in group work, strengthening university students' perceptions of themselves as interdependent in the early stages of academic group work and assigning interdependent group tasks during group work may contribute to the development of high collective efficacy. PMID: 17845739 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600258 Fri, 07 Sep 2007 04:00:00 +0100 1600258 http://www.medworm.com/index.php?rid=1600259&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17822582%26dopt%3DAbstract Authors: Yang SC, Chung TY BackgroundTo effectively respond to the need for greater CT (critical thinking) in the classroom, this study examines the effects of cultivating CT skills within civic education to maximize its potential. Despite realizing the importance of CT in education, schools do not tend to apply it. Furthermore, since students frequently do not raise questions or otherwise think critically, CT modules are incorporated into civic learning to encourage students to question facts, interpret and analyse evidence, make reasoned inferences regarding events, and independently develop informed opinions. These skills are fundamental to cultivating an informed and humane citizenry.AimsThis investigation examines how teaching critical thinking in civic education affects the CT sk... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600259 Wed, 05 Sep 2007 04:00:00 +0100 1600259 http://www.medworm.com/index.php?rid=1600257&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17908372%26dopt%3DAbstract CONCLUSIONS: Two main conclusions stem from our results. First, mastery goals have an important and significant impact on students' effort in the learning of mathematics. Second, the nature and the strength of the relationships between competence beliefs, utility value, achievement goals and effort are not significantly influenced by age and gender, at least in mathematics. PMID: 17908372 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600257 Sat, 01 Sep 2007 04:00:00 +0100 1600257 http://www.medworm.com/index.php?rid=1600256&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17908373%26dopt%3DAbstract CONCLUSION: These findings indicate that an integrated-picture mnemonics procedure combined with a fading procedure is effective in teaching kindergartners letter sounds and that the success of such a procedure does not depend on their initial first-sound isolation ability. PMID: 17908373 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600256 Sat, 01 Sep 2007 04:00:00 +0100 1600256 http://www.medworm.com/index.php?rid=1600255&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17908374%26dopt%3DAbstract CONCLUSIONS: Results suggest that narrative and expository processing differ with respect to integration of text content with prior knowledge. PMID: 17908374 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600255 Sat, 01 Sep 2007 04:00:00 +0100 1600255 http://www.medworm.com/index.php?rid=1600254&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17908375%26dopt%3DAbstract CONCLUSION: Adapting writing instruction to students' level of writing strategy, is an effective approach for learning to write. PMID: 17908375 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600254 Sat, 01 Sep 2007 04:00:00 +0100 1600254 http://www.medworm.com/index.php?rid=1600253&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17908376%26dopt%3DAbstract CONCLUSION: Variance in the test anxiety scores of Key Stage 4 students can be predicted from a number of socio-demographic variables. Further research is now required to assess the implications for assessment performance, examination arrangements and appropriateness of using a North American measure of test anxiety in a UK context. PMID: 17908376 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600253 Sat, 01 Sep 2007 04:00:00 +0100 1600253 http://www.medworm.com/index.php?rid=1600252&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17908377%26dopt%3DAbstract Authors: Leondari A, Gonida E BACKGROUND: Academic self-handicapping refers to the use of impediments to successful performance on academic tasks. Previous studies have shown that it is related to personal achievement goals. A performance goal orientation is a positive predictor of self-handicapping, whereas a task goal orientation is unrelated to self-handicapping. AIMS: The aim of this study was to examine the relationship between academic self-handicapping, goal orientations (task, performance-approach, performance-avoidance), social goals, future consequences and achievement in mathematics. An additional aim was to investigate grade-level and gender differences in relation to academic self-handicapping. SAMPLE: Participants were 702 upper elementary, junior and senior high school s... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600252 Sat, 01 Sep 2007 04:00:00 +0100 1600252 http://www.medworm.com/index.php?rid=1600251&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17908378%26dopt%3DAbstract CONCLUSIONS: The findings provide substantial support for Dweck's self-theory, showing that implicit theories are related to aspirations. However, the way in which theory of intelligence relates to age and gender suggests there may be important cross-cultural or contextual differences not addressed by Dweck's theory. Further research should also investigate the causal paths between aspirations, implicit theories of intelligence and the impact of school selection. PMID: 17908378 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600251 Sat, 01 Sep 2007 04:00:00 +0100 1600251 http://www.medworm.com/index.php?rid=1600250&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17908379%26dopt%3DAbstract CONCLUSION: This study provides preliminary insight into factors that influence teachers' perceptions of children with DCD with clear implications for the classroom identification of children with DCD. PMID: 17908379 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600250 Sat, 01 Sep 2007 04:00:00 +0100 1600250 http://www.medworm.com/index.php?rid=1600249&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17908380%26dopt%3DAbstract CONCLUSIONS: While teachers' moral orientation does impact upon the kinds of responses to bullying they choose, seriousness of the incident is more important. However, seriousness as perceived by teachers may not be consistent with impact on students. Implications for teacher education and policy are discussed. PMID: 17908380 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600249 Sat, 01 Sep 2007 04:00:00 +0100 1600249 http://www.medworm.com/index.php?rid=1600248&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17908381%26dopt%3DAbstract CONCLUSION: Although participants' views of their own general effectiveness as teachers and as musicians changed very little over the period of the study, their attitudes towards music teaching and perceptions of the skills required showed some changes. PMID: 17908381 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600248 Sat, 01 Sep 2007 04:00:00 +0100 1600248 http://www.medworm.com/index.php?rid=1600247&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17908382%26dopt%3DAbstract CONCLUSIONS: Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study. Interventions focusing on the development of time perspective may be helpful in encouraging and supporting academic engagement and, ultimately, persistence in higher education. PMID: 17908382 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600247 Sat, 01 Sep 2007 04:00:00 +0100 1600247 http://www.medworm.com/index.php?rid=1600246&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17908383%26dopt%3DAbstract CONCLUSION: The results from the two studies accentuate the important argument for the rethinking and reconceptualization of learning approaches, as well as for the redevelopment and modification of learning inventories such as the LPQ. They also suggest the importance of situating the theoretical paradigm of learning approaches in a social and cultural environment. PMID: 17908383 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600246 Sat, 01 Sep 2007 04:00:00 +0100 1600246 http://www.medworm.com/index.php?rid=1600260&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17711614%26dopt%3DAbstract ConclusionsPreschool and primary education should better match pupils' differences in abilities and competences from their start in preschool to improve their functioning, learning processes, and outcomes. Recommendations for educational improvement strategies are presented at the end of the article. PMID: 17711614 [PubMed - as supplied by publisher] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600260 Mon, 20 Aug 2007 04:00:00 +0100 1600260 http://www.medworm.com/index.php?rid=1600292&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504546%26dopt%3DAbstract CONCLUSION: The four mental models identified in this study were broadly similar to those identified by Vermunt (1996) in an interview-based study. However, these do not seem to constitute a developmental hierarchy, and, following Vermunt, it is suggested that they are better interpreted as aspects of four over-arching 'learning styles' or 'learning patterns'. PMID: 17504546 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600292 Fri, 01 Jun 2007 04:00:00 +0100 1600292 http://www.medworm.com/index.php?rid=1600291&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504547%26dopt%3DAbstract CONCLUSIONS: Philosophical enquiry involving interactive dialogue led not only to significant gains in measured verbal cognitive ability but also generalization to non-verbal and quantitative reasoning ability, consistent across schools and largely irrespective of pupil gender and ability. The effect sizes from this large-scale field trial in one local authority exceeded those reported in the literature. Implications for theory building, replicability and sustainability are addressed. PMID: 17504547 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600291 Fri, 01 Jun 2007 04:00:00 +0100 1600291 http://www.medworm.com/index.php?rid=1600290&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504548%26dopt%3DAbstract CONCLUSIONS: There appear to be important differences in the classroom environments for the students of high-expectation, average-progress and low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities may act as mechanisms for teacher expectation effects. PMID: 17504548 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600290 Fri, 01 Jun 2007 04:00:00 +0100 1600290 http://www.medworm.com/index.php?rid=1600289&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504549%26dopt%3DAbstract CONCLUSIONS: Pupils' over-reliance on linearity seems partly elicited by the school-like word problem format of test items. Pupils perform much better if non-linear problems are offered as performance tasks. However, a single experience does not change performances on a comparable word problem test afterwards. PMID: 17504549 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600289 Fri, 01 Jun 2007 04:00:00 +0100 1600289 http://www.medworm.com/index.php?rid=1600288&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504550%26dopt%3DAbstract CONCLUSIONS: Domain identification and test item difficulty are two important factors that need to be considered in the attempt to understand the impact of stereotype threat on performance. PMID: 17504550 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600288 Fri, 01 Jun 2007 04:00:00 +0100 1600288 http://www.medworm.com/index.php?rid=1600287&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504551%26dopt%3DAbstract CONCLUSIONS: The findings suggest that girls with a high FNE report lower perceptions of their athletic competence. Individuals who are high in FNE behave in ways to avoid the prospect of being evaluated negatively. However, they may seek feedback from significant others as a signal that unfavourable evaluations have been avoided. Therefore, positive, encouraging feedback used in child-centred learning strategies may foster feelings of competence in boys and girls and could reduce the girls' social anxiety. PMID: 17504551 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600287 Fri, 01 Jun 2007 04:00:00 +0100 1600287 http://www.medworm.com/index.php?rid=1600286&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504552%26dopt%3DAbstract CONCLUSION: Attempts to measure strategic processing at a global level seem to have limited validity and utility. PMID: 17504552 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600286 Fri, 01 Jun 2007 04:00:00 +0100 1600286 http://www.medworm.com/index.php?rid=1600285&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504553%26dopt%3DAbstract CONCLUSION: The decline in students' motivation to master their subjects raises potentially important questions about whether pressures for grades undermine students' interest in their studies. PMID: 17504553 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600285 Fri, 01 Jun 2007 04:00:00 +0100 1600285 http://www.medworm.com/index.php?rid=1600284&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504554%26dopt%3DAbstract CONCLUSIONS: It is argued that we tend to view learning environments too simplistically. In particular, a basic distinction should be made between individual and collaborative learning contexts, since peer scaffolding, group grading and choice of group roles may explain why students scoring low in self-regulation of learning did not encounter friction as expected. PMID: 17504554 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600284 Fri, 01 Jun 2007 04:00:00 +0100 1600284 http://www.medworm.com/index.php?rid=1600283&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504555%26dopt%3DAbstract CONCLUSION: The first- and higher-order structures hold direct implications for educational practice and directions for future motivation and engagement research. PMID: 17504555 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600283 Fri, 01 Jun 2007 04:00:00 +0100 1600283 http://www.medworm.com/index.php?rid=1600282&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504556%26dopt%3DAbstract CONCLUSION: Our analyses and overview of previous research suggest that the bully-victim group is small, and that the large variations across studies are mainly due to differences in choice of cutoff point. Bully-victims should generally be seen and treated statistically as a distinct subgroup. The relatively larger proportion of bully-victims in lower grades should be explored further. PMID: 17504556 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600282 Fri, 01 Jun 2007 04:00:00 +0100 1600282 http://www.medworm.com/index.php?rid=1600281&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504557%26dopt%3DAbstract CONCLUSIONS: The results of this study suggest that the negative emotional impact of some forms of school violence could be an important factor in a teacher's intention to leave, and that school support could be even more important for both teacher emotional well-being and professional disengagement. PMID: 17504557 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600281 Fri, 01 Jun 2007 04:00:00 +0100 1600281 http://www.medworm.com/index.php?rid=1600280&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17504558%26dopt%3DAbstract Authors: Connelly V, Gee D, Walsh E BACKGROUND: It is well established that handwriting fluency constrains writing quality by limiting resources for higher order processes such as planning and reviewing. According to the 'simple view of writing' then slow keyboarding speed should hinder the quality of keyboarded essay compositions in the same way that slow handwriting hinders handwritten essay compositions. Given a lack of touch-typing instruction in UK schools it was hypothesized that children's written compositions produced via the keyboard would be worse than produced by hand. AIMS: To extend the work of Christensen (2004) and Rogers and Case-Smith (2002) by examining the relationship between handwriting fluency and keyboarding fluency throughout the primary school and studying the ... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600280 Fri, 01 Jun 2007 04:00:00 +0100 1600280 http://www.medworm.com/index.php?rid=1600305&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411485%26dopt%3DAbstract CONCLUSIONS: Inclusive education/mainstreaming has been promoted on two bases: the rights of children to be included in mainstream education and the proposition that inclusive education is more effective. This review focuses on the latter issue. The evidence from this review does not provide a clear endorsement for the positive effects of inclusion. There is a lack of evidence from appropriate studies and, where evidence does exist, the balance was only marginally positive. It is argued that the policy has been driven by a concern for children's rights. The important task now is to research more thoroughly the mediators and moderators that support the optimal education for children with SEN and disabilities and, as a consequence, develop an evidence-based approach to these children's educa... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600305 Thu, 01 Mar 2007 05:00:00 +0100 1600305 http://www.medworm.com/index.php?rid=1600304&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411486%26dopt%3DAbstract CONCLUSION: The idea that children leaving primary school are getting more and more intelligent and competent - whether it is viewed in terms of the Flynn effect, or in terms of government statistics on performance in Key Stage 2 SATS in mathematics and science - is put into question by these findings. PMID: 17411486 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600304 Thu, 01 Mar 2007 05:00:00 +0100 1600304 http://www.medworm.com/index.php?rid=1600303&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411487%26dopt%3DAbstract CONCLUSIONS: The results indicate that prior assistance in using analogies has a beneficial effect, which may last for several weeks, on analogical problem solving in children aged 6-7 years or even younger. The study also showed the use of analogies in the absence of instructions, and variability in task behaviour in all groups. Since these findings may have implications for instructional practice, the authors recommend a novel study in an educational environment and with tasks from a more educational domain. PMID: 17411487 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600303 Thu, 01 Mar 2007 05:00:00 +0100 1600303 http://www.medworm.com/index.php?rid=1600302&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411488%26dopt%3DAbstract CONCLUSION: It is in situations where the problem schema is not automatically activated (younger subjects or compare problems) that the QSM plays its role of intermediate representation and causes performances to deteriorate if it does not correspond to the PM. PMID: 17411488 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600302 Thu, 01 Mar 2007 05:00:00 +0100 1600302 http://www.medworm.com/index.php?rid=1600301&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411489%26dopt%3DAbstract CONCLUSIONS: The findings suggest that PE teachers would be prudent to minimize ego-involving situations should they wish to reduce situational self-handicapping. PMID: 17411489 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600301 Thu, 01 Mar 2007 05:00:00 +0100 1600301 http://www.medworm.com/index.php?rid=1600300&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411490%26dopt%3DAbstract CONCLUSIONS: This study showed that students' self-concept clarity and learning strategies are related to their tendencies to self-handicap and their exam performance. The role of students' ways of learning and their self-concept clarity in self-handicapping and academic performance was explored. PMID: 17411490 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600300 Thu, 01 Mar 2007 05:00:00 +0100 1600300 http://www.medworm.com/index.php?rid=1600299&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411491%26dopt%3DAbstract CONCLUSIONS: The meaning of these results for understanding the processes by which low achievers learn from peer help and implications for classroom practice are discussed. PMID: 17411491 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600299 Thu, 01 Mar 2007 05:00:00 +0100 1600299 http://www.medworm.com/index.php?rid=1600298&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411492%26dopt%3DAbstract Authors: Tzuriel D, Shamir A Peer mediation with young children is a relatively novel approach aimed at teaching young children how to mediate to their peers. The main benefits of peer mediation are in developing children's mediation teaching style and cognitive modifiability. The peer mediation developed recently is based on Vygotsky's sociocultural and Feuerstein's mediated learning experience theories. The main objectives of the study were to investigate the effects of the Peer Mediation with Young Children (PMYC) programme on children's cognitive modifiability of mediators and learners and to study the effects of cognitive level of the learner and mediator on their cognitive modifiability following the programme. A sample of 178 pupils (89 mediators in Grade 3 and 89 learners in Gr... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600298 Thu, 01 Mar 2007 05:00:00 +0100 1600298 http://www.medworm.com/index.php?rid=1600297&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411493%26dopt%3DAbstract CONCLUSIONS: Aggression accounts for significantly more variance in the GPA of females than for males, even when controlling for the Big Five personality factors. Future research should examine the differences in the expression of aggression in males and females, as well as how this is affecting interactions between peers and between students and their teachers. PMID: 17411493 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600297 Thu, 01 Mar 2007 05:00:00 +0100 1600297 http://www.medworm.com/index.php?rid=1600296&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411494%26dopt%3DAbstract CONCLUSIONS: Results revealed the three inventories yielded different results, which suggests that researchers should be selective in the inventory they use to assess self-regulated learning (SRL). PMID: 17411494 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600296 Thu, 01 Mar 2007 05:00:00 +0100 1600296 http://www.medworm.com/index.php?rid=1600295&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411495%26dopt%3DAbstract CONCLUSIONS: The outcome of social comparison depends on whether independent or interdependent self-construal is salient in the classroom. PMID: 17411495 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600295 Thu, 01 Mar 2007 05:00:00 +0100 1600295 http://www.medworm.com/index.php?rid=1600294&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411496%26dopt%3DAbstract CONCLUSIONS: In the case of burnout, teachers who perceived their job as highly demanding and low in control, 69% of the effect could be attributed to the synergism of these 2 factors. PMID: 17411496 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600294 Thu, 01 Mar 2007 05:00:00 +0100 1600294 http://www.medworm.com/index.php?rid=1600293&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17411497%26dopt%3DAbstract CONCLUSIONS: Teachers' individual characteristics as well as job related stressors should be taken into consideration when studying the burnout phenomenon. The fact that each dimension of the syndrome is predicted by different variables should not remain unnoticed especially when designing and implementing intervention programmes to reduce burnout in teachers. PMID: 17411497 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600293 Thu, 01 Mar 2007 05:00:00 +0100 1600293 http://www.medworm.com/index.php?rid=1600315&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17094883%26dopt%3DAbstract CONCLUSION: These findings highlight the potential problems an early history of middle ear infection can have on school-aged children's later language and literacy development. PMID: 17094883 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600315 Fri, 01 Dec 2006 05:00:00 +0100 1600315 http://www.medworm.com/index.php?rid=1600314&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17094884%26dopt%3DAbstract CONCLUSIONS: Special education teachers may also hold an image of the 'ideal' student. Students with high academic achievement levels are perceived as having fewer behavioural problems and more highly involved parents than students with low academic achievement levels. Whether this is due to justified or unjustified teachers' perceptions is a matter for future research. What is important is that stereotyping of students (justly or not) poses a serious problem for the Dutch reintegration policy. PMID: 17094884 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600314 Fri, 01 Dec 2006 05:00:00 +0100 1600314 http://www.medworm.com/index.php?rid=1600313&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17094885%26dopt%3DAbstract CONCLUSIONS: The findings indicate that students' negative explicit attitudes towards physics coincide with negative implicit associations about physics. An intervention addressing the alteration of implicit associations proved to be fruitful. Implications for science education are discussed. PMID: 17094885 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600313 Fri, 01 Dec 2006 05:00:00 +0100 1600313 http://www.medworm.com/index.php?rid=1600312&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17094886%26dopt%3DAbstract CONCLUSIONS: The OBVQ is a psychometrically sound instrument that measures two separate aspects of bullying, and whose use is supported for international studies of bullying in different countries. However, improvements to the questionnaire were also identified to provide increased usefulness to teachers tackling this significant problem facing schools in many countries. PMID: 17094886 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600312 Fri, 01 Dec 2006 05:00:00 +0100 1600312 http://www.medworm.com/index.php?rid=1600311&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17094887%26dopt%3DAbstract CONCLUSION: Discussion centres on a proposed 'Quadriploar PB Model' emanating from the data analysis and strategies educators can use to facilitate PBs in the classroom. PMID: 17094887 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600311 Fri, 01 Dec 2006 05:00:00 +0100 1600311 http://www.medworm.com/index.php?rid=1600310&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17094888%26dopt%3DAbstract CONCLUSION: Our findings throw new light on the role of future goal setting in minority school careers: distant future goals enhance minority and non-minority students' motivation and learning, if students perceive positive instrumentality and if their schoolwork is internally regulated by future goals. PMID: 17094888 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600310 Fri, 01 Dec 2006 05:00:00 +0100 1600310 http://www.medworm.com/index.php?rid=1600309&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17094889%26dopt%3DAbstract CONCLUSIONS: The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment. PMID: 17094889 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600309 Fri, 01 Dec 2006 05:00:00 +0100 1600309 http://www.medworm.com/index.php?rid=1600308&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17094890%26dopt%3DAbstract CONCLUSIONS: There exists a bi-directional causal relationship between variations in students' perceptions of their academic environment and variations in their study behaviour. PMID: 17094890 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600308 Fri, 01 Dec 2006 05:00:00 +0100 1600308 http://www.medworm.com/index.php?rid=1600307&cid=s_37634_36_f&fid=37634&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D17094891%26dopt%3DAbstract CONCLUSIONS: Since promoting role congruence may enhance students' adjustment and well-being, the study has implications for universities, student welfare organizations and employers offering term-time employment. PMID: 17094891 [PubMed - indexed for MEDLINE] (Source: The British Journal of Educational Psychology) The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=1600307 Fri, 01 Dec 2006 05:00:00 +0100 1600307