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. Mon, 30 Jan 2012 03:53:09 +0100 http://www.medworm.com/index.php?rid=5385752&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%3D22050310%26dopt%3DAbstract Conclusion. Girls' interest in science could be substantially increased by presenting scientific concepts in the context of feminine topics. Gender differences as well as individual differences in the level of interest in scientific topics may be taken into account by creating learning environments in which students could select the context in which a certain scientific concept is embedded. PMID: 22050310 [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=5385752 Wed, 09 Nov 2011 22:04:01 +0100 5385752 http://www.medworm.com/index.php?rid=5385751&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%3D22050311%26dopt%3DAbstract Conclusions. Mean effect sizes vary from small to large, depending on instructional interventions and outcome constructs. Across several different grade levels, settings, and methodological features, pedagogical strategies used in teaching ESL to immigrant students are associated with increased competence in reading and writing. Collaborative reading interventions, in which peers engage in oral interaction and cooperatively negotiate meaning and a shared understanding of texts, produced larger effects than systematic phonics instruction and multimedia-assisted reading interventions. The results show that the pedagogical strategies examined in this meta-analysis produced statistically significant benefits for students in all grade levels. The findings also show that students from low soci... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5385751 Wed, 09 Nov 2011 22:02:51 +0100 5385751 http://www.medworm.com/index.php?rid=5385750&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%3D22050312%26dopt%3DAbstract Conclusions.  Students can assess the same course and instructor in different ways depending upon such factors as their degree of success, their motivations for taking the course, and the amount of effort invested. Course satisfaction, then, can be substantially influenced by factors loosely or unrelated to course or teacher effectiveness. PMID: 22050312 [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=5385750 Wed, 09 Nov 2011 22:01:53 +0100 5385750 http://www.medworm.com/index.php?rid=5385749&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%3D22050313%26dopt%3DAbstract Conclusions. The findings emphasized the need to distinguish performance-approach and PAVCG. Furthermore, our results suggest that multiple classroom goals have interactive effects on students' personal achievement strivings. PMID: 22050313 [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=5385749 Wed, 09 Nov 2011 22:00:52 +0100 5385749 http://www.medworm.com/index.php?rid=5126789&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%3D21770910%26dopt%3DAbstract Conclusion. This study highlights the importance of taking into account students' personal characteristics when developing interventions to encourage socially appropriate behaviour. Furthermore, it suggests that in order to achieve positive change, any intervention must engage student's self-beliefs regarding their behaviour. PMID: 21770910 [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=5126789 Sun, 14 Aug 2011 00:32:22 +0100 5126789 http://www.medworm.com/index.php?rid=5126788&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%3D21770911%26dopt%3DAbstract Conclusions. The variance at school level is relatively low compared with the variance at pupil level. However, a much higher percentage of variance at school level than at pupil level is explained with respect to the pupils' feelings of safety at school. The resulting two-level model also reflects the streaming of pupils in Dutch secondary schools. To improve school safety, the national results emphasize the need to enhance prosocial behaviour rules and to enhance the shared control of these rules between teachers and pupils. They also emphasize the need for the school to take measures that prevent truancy and redefine curriculum differentiation procedures. National educational policy and research can combine efforts to assist schools in developing reliable and valid procedures to incre... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5126788 Sun, 14 Aug 2011 00:32:13 +0100 5126788 http://www.medworm.com/index.php?rid=5126787&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%3D21770912%26dopt%3DAbstract Conclusions. Findings suggest that the experience of being verbally bullied places adolescent girls at risk of developing emotional problems which can then lead to body dissatisfaction. Longitudinal research is necessary to disentangle these pathways in more detail to facilitate the development of informed interventions to support children who are being bullied. PMID: 21770912 [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=5126787 Sun, 14 Aug 2011 00:31:21 +0100 5126787 http://www.medworm.com/index.php?rid=5126786&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%3D21770913%26dopt%3DAbstract Conclusion. The precursors contained in our scales are empirically separable. Implications of the current findings for research on boredom among students are discussed. PMID: 21770913 [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=5126786 Sun, 14 Aug 2011 00:30:57 +0100 5126786 http://www.medworm.com/index.php?rid=5126785&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%3D21770914%26dopt%3DAbstract Conclusion. The present study extends the core postulate of psychological disengagement to situational disengagement. It revealed that students may temporarily disengage their self-esteem from performance feedback through discounting, but are less inclined to devalue the academic domain when faced with negative feedback in a particular situation because of their motivational orientations. PMID: 21770914 [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=5126785 Sun, 14 Aug 2011 00:30:42 +0100 5126785 http://www.medworm.com/index.php?rid=5126784&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%3D21770915%26dopt%3DAbstract Conclusions. The younger children showed similar, and in some cases, better progress in literacy than the older children; this was attributed to more consistent and high-quality synthetic phonics instruction as is administered in standard schools. Consequently, concerns that 4- to 5-year-olds are 'too young' to begin formal reading instruction may be unfounded. PMID: 21770915 [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=5126784 Sun, 14 Aug 2011 00:30:30 +0100 5126784 http://www.medworm.com/index.php?rid=5078769&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%3D21770916%26dopt%3DAbstract Authors: Kiany GR, Shayestefar P Background. Theories distinguish between student-initiated and teacher-initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. Aim. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution of different types of teacher control behaviours to students' cognitive outcomes (English Achievement). Sample. The sample comprised 732 English as a Foreign Language (EFL) students studying in three major fields of high school (Mathematics, Natural Science, and Humanities). The participants (16-17 years o... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=5078769 Sat, 30 Jul 2011 16:56:29 +0100 5078769 http://www.medworm.com/index.php?rid=4833626&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%3D21542814%26dopt%3DAbstract Conclusion. Adolescents' same-sex and opposite-sex peer relationships seem to positively impact their academic performance and general self-esteem in distinct ways. It appears that school engagement plays an important role in mediating these peer relationship effects, particularly those of same-sex peer relationships, on academic and non-academic functioning. Implications for psycho-educational theory, measurement, and practice are discussed. PMID: 21542814 [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=4833626 Wed, 18 May 2011 21:33:03 +0100 4833626 http://www.medworm.com/index.php?rid=4833625&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%3D21542815%26dopt%3DAbstract Conclusions. These results showed that ASH is a unique contributing factor in student performance outcomes, and may be particularly important after students complete the initial assessment in a course. PMID: 21542815 [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=4833625 Wed, 18 May 2011 21:32:59 +0100 4833625 http://www.medworm.com/index.php?rid=4833624&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%3D21542816%26dopt%3DAbstract Conclusions. Data provide a promising integration of SDT and achievement goal theory, posing a host of potentially fruitful future research questions regarding goal adoption and trajectories. PMID: 21542816 [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=4833624 Wed, 18 May 2011 21:32:50 +0100 4833624 http://www.medworm.com/index.php?rid=4833623&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%3D21542817%26dopt%3DAbstract Conclusions. The SCQ is a simple to complete, reliable, and valid tool for assessing primary-secondary transition concerns. It could serve a valuable role in the evaluation and development of universal and targeted school-based initiatives that aim to promote positive secondary transition. PMID: 21542817 [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=4833623 Wed, 18 May 2011 21:32:43 +0100 4833623 http://www.medworm.com/index.php?rid=4833622&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%3D21542818%26dopt%3DAbstract Conclusion. Tests influence students' perceptions of what constitutes learning. Our findings suggest that this could affect how students prepare for tests and how they monitoring their own learning. PMID: 21542818 [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=4833622 Wed, 18 May 2011 21:32:39 +0100 4833622 http://www.medworm.com/index.php?rid=4833621&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%3D21542819%26dopt%3DAbstract Conclusions. The effects of the retrieval-directed function of note taking are influenced by learners' level of prior knowledge. Learners with high prior knowledge benefit from taking notes while activating prior knowledge, whereas note taking has no beneficial effects for learners with limited prior knowledge. PMID: 21542819 [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=4833621 Wed, 18 May 2011 21:32:30 +0100 4833621 http://www.medworm.com/index.php?rid=4833620&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%3D21542820%26dopt%3DAbstract Conclusions. Results on mean score differences support the hypothesis that there are no significant gender differences in cognitive ability. The unusual results regarding differences in variance and the male-female proportion in the tails require more complex investigations. PMID: 21542820 [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=4833620 Wed, 18 May 2011 21:32:15 +0100 4833620 http://www.medworm.com/index.php?rid=4833619&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%3D21542821%26dopt%3DAbstract Authors: Budé L, van de Wiel MW, Imbos T, Berger MP Background. Education is aimed at students reaching conceptual understanding of the subject matter, because this leads to better performance and application of knowledge. Conceptual understanding depends on coherent and error-free knowledge structures. The construction of such knowledge structures can only be accomplished through active learning and when new knowledge can be integrated into prior knowledge. Aims. The intervention in this study was directed at both the activation of students as well as the integration of knowledge. Sample. Undergraduate university students from an introductory statistics course, in an authentic problem-based learning (PBL) environment, were randomly assigned to conditions and measurement time po... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4833619 Wed, 18 May 2011 21:32:05 +0100 4833619 http://www.medworm.com/index.php?rid=4833618&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%3D21542822%26dopt%3DAbstract Conclusions. These findings highlight the possible chronology that different identity influences have in determining students' initial and maintained attendance at voluntary sessions designed to facilitate their learning. PMID: 21542822 [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=4833618 Wed, 18 May 2011 21:31:54 +0100 4833618 http://www.medworm.com/index.php?rid=4833617&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%3D21542823%26dopt%3DAbstract Conclusions. Reciprocal relationships between vocabulary and comprehension may lead to increasing gaps in reading comprehension between monolingual and EAL pupils over time. It is proposed that support for the development of vocabulary skills in children learning EAL is needed in early years' classrooms. PMID: 21542823 [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=4833617 Wed, 18 May 2011 21:31:42 +0100 4833617 http://www.medworm.com/index.php?rid=4615624&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%3D21391960%26dopt%3DAbstract Conclusions. The process of developing theories about the origins of children's educational difficulties and evaluating theoretically motivated treatments in RCTs, produces a 'virtuous circle' whereby theory informs practice, and the evaluation of effective interventions in turn feeds back to inform and refine theories about the nature and causes of children's reading and language difficulties. PMID: 21391960 [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=4615624 Tue, 01 Mar 2011 00:00:00 +0100 4615624 http://www.medworm.com/index.php?rid=4615623&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%3D21391961%26dopt%3DAbstract Authors: Petrides KV PMID: 21391961 [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=4615623 Tue, 01 Mar 2011 00:00:00 +0100 4615623 http://www.medworm.com/index.php?rid=4615622&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%3D21391962%26dopt%3DAbstract Conclusions. We demonstrate the possible increments in understanding non-ability determinants of academic achievement that may be obtained by focusing on areas where there is a theoretical convergence between predictor and criterion spaces. PMID: 21391962 [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=4615622 Tue, 01 Mar 2011 00:00:00 +0100 4615622 http://www.medworm.com/index.php?rid=4615621&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%3D21391963%26dopt%3DAbstract Conclusions. The Eysenckian scales do not add to the prediction of academic performance beyond that provided by FFM scales. Several measurement problems afflict the Eysenckian scales, including low to poor internal reliability and complex factor structures. In particular, the measurement and validity problems of Psychoticism mean its continued use in academic settings is unjustified. PMID: 21391963 [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=4615621 Tue, 01 Mar 2011 00:00:00 +0100 4615621 http://www.medworm.com/index.php?rid=4615620&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%3D21391964%26dopt%3DAbstract Conclusion. This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Findings confirm that not only is self-concept an important outcome variable in itself, it also plays a central role in affecting other desirable educational outcomes. Implications for educational practice are discussed. PMID: 21391964 [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=4615620 Tue, 01 Mar 2011 00:00:00 +0100 4615620 http://www.medworm.com/index.php?rid=4615619&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%3D21391965%26dopt%3DAbstract Conclusions.  The results are encouraging for belimp theory and complement similarly supportive findings in Petrides (2010b,c). PMID: 21391965 [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=4615619 Tue, 01 Mar 2011 00:00:00 +0100 4615619 http://www.medworm.com/index.php?rid=4615618&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%3D21391966%26dopt%3DAbstract Conclusions. This experiment sheds light on the conditions under which positive reward interdependence enhances cooperative learning, and suggests that creating a real group task allows to avoid the need for positive reward interdependence. PMID: 21391966 [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=4615618 Tue, 01 Mar 2011 00:00:00 +0100 4615618 http://www.medworm.com/index.php?rid=4615617&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%3D21391967%26dopt%3DAbstract Conclusions. The increased rates of inattention and overactive/impulsive behaviour in VPT children may be explained by impairment in processing speed and working memory. Expected links between overactive/impulsive behaviour and inhibitory control were not identified, suggesting the nature of such difficulties may be different in VPT compared to term children. PMID: 21391967 [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=4615617 Tue, 01 Mar 2011 00:00:00 +0100 4615617 http://www.medworm.com/index.php?rid=4615616&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%3D21391968%26dopt%3DAbstract Conclusion. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students. PMID: 21391968 [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=4615616 Tue, 01 Mar 2011 00:00:00 +0100 4615616 http://www.medworm.com/index.php?rid=4615615&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%3D21391969%26dopt%3DAbstract Authors: PMID: 21391969 [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=4615615 Tue, 01 Mar 2011 00:00:00 +0100 4615615 http://www.medworm.com/index.php?rid=4378025&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%3D21199486%26dopt%3DAbstract Conclusion. Fear appeals appear to have competing positive and negative outcomes, resulting in both anxiety and a fear of failure, and a mastery-approach goal. PMID: 21199486 [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=4378025 Tue, 07 Dec 2010 00:00:00 +0100 4378025 http://www.medworm.com/index.php?rid=4378024&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%3D21199487%26dopt%3DAbstract Conclusions.  Findings from the study demonstrate the potential value of electronic dynamic testing using graduated prompts. However, a number of further refinements to improve the procedure are suggested. PMID: 21199487 [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=4378024 Tue, 07 Dec 2010 00:00:00 +0100 4378024 http://www.medworm.com/index.php?rid=4378023&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%3D21199488%26dopt%3DAbstract Conclusions.  A curriculum for teaching thinking based on a structured theoretical model that combines elements of out-of-context and infusion methods has been shown to have long-term far transfer effects on students' thinking ability and academic achievement. More work is needed to meet the needs of a wider range of abilities. PMID: 21199488 [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=4378023 Tue, 07 Dec 2010 00:00:00 +0100 4378023 http://www.medworm.com/index.php?rid=4378021&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%3D21199490%26dopt%3DAbstract Conclusions. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren. PMID: 21199490 [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=4378021 Fri, 03 Dec 2010 00:00:00 +0100 4378021 http://www.medworm.com/index.php?rid=4378022&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%3D21199489%26dopt%3DAbstract Conclusions. The results indicate that instructional efforts to facilitate self-regulated learning of basic arithmetic skills should address cognitive, metacognitive, and motivational aspects of self-regulation. This is particularly important for low-performing students. PMID: 21199489 [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=4378022 Mon, 29 Nov 2010 00:00:00 +0100 4378022 http://www.medworm.com/index.php?rid=4378030&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%3D21199481%26dopt%3DAbstract Conclusions. Fear of failure and sport experience may be important considerations when trying to understand antisocial behaviour in student athletes in education and sport; moreover, the potential effect of overall fear of failure and of sport experience on this frequency does not differ by sex. The findings make an important contribution to the fear of failure and morality literatures. PMID: 21199481 [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=4378030 Wed, 24 Nov 2010 00:00:00 +0100 4378030 http://www.medworm.com/index.php?rid=4378029&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%3D21199482%26dopt%3DAbstract Conclusions. The combination of non-symbolic and symbolic deficits represents a risk of developing MD. PMID: 21199482 [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=4378029 Thu, 18 Nov 2010 00:00:00 +0100 4378029 http://www.medworm.com/index.php?rid=4378028&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%3D21199483%26dopt%3DAbstract Discussion. Our study has important theoretical and practical implications concerning the conceptualization of the performance-approach and mastery goals relationship, and the use of goal structure and adaptive strategies (e.g., deep processing) to enhance academic learning. PMID: 21199483 [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=4378028 Thu, 18 Nov 2010 00:00:00 +0100 4378028 http://www.medworm.com/index.php?rid=4378026&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%3D21199485%26dopt%3DAbstract Authors: Caprara GV, Vecchione M, Alessandri G, Gerbino M, Barbaranelli C Background. The personal determinants of academic achievement and success have captured the attention of many scholars for the last decades. Among other factors, personality traits and self-efficacy beliefs have proved to be important predictors of academic achievement. Aims. The present study examines the unique contribution and the pathways through which traits (i.e., openness and conscientiousness) and academic self-efficacy beliefs are conducive to academic achievement at the end of junior and senior high school. Sample. Participants were 412 Italian students, 196 boys and 216 girls, ranging in age from 13 to 19 years. Methods. The hypothesized relations among the variables were tested within the framework of... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4378026 Thu, 18 Nov 2010 00:00:00 +0100 4378026 http://www.medworm.com/index.php?rid=4378027&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%3D21199484%26dopt%3DAbstract Conclusions.  The findings suggest that school policy aimed at bullying reduction should go beyond external control that involves external rewards and sanctions and should help teachers acquire autonomy-supportive practices focusing on students' meaningful internalization. PMID: 21199484 [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=4378027 Wed, 17 Nov 2010 00:00:00 +0100 4378027 http://www.medworm.com/index.php?rid=4033284&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%3D20887658%26dopt%3DAbstract Conclusions The variance at school level is relatively low compared with the variance at pupil level. However, a much higher percentage of variance at school level than at pupil level is explained with respect to the pupils' feelings of safety at school. The resulting two-level model also reflects the streaming of pupils in Dutch secondary schools. To improve school safety, the national results emphasize the need to enhance prosocial behaviour rules and to enhance the shared control of these rules between teachers and pupils. They also emphasize the need for the school to take measures that prevent truancy and redefine curriculum differentiation procedures. National educational policy and research can combine efforts to assist schools in developing reliable and valid procedures to increase... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=4033284 Wed, 29 Sep 2010 23:00:00 +0100 4033284 http://www.medworm.com/index.php?rid=4033283&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%3D20887659%26dopt%3DAbstract Conclusion The precursors contained in our scales are empirically separable. Implications of the current findings for research on boredom among students are discussed. PMID: 20887659 [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=4033283 Wed, 29 Sep 2010 23:00:00 +0100 4033283 http://www.medworm.com/index.php?rid=3960215&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%3D20825701%26dopt%3DAbstract Conclusions We demonstrate the possible increments in understanding non-ability determinants of academic achievement that may be obtained by focusing on areas where there is a theoretical convergence between predictor and criterion spaces. PMID: 20825701 [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=3960215 Mon, 06 Sep 2010 23:00:00 +0100 3960215 http://www.medworm.com/index.php?rid=3946960&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%3D20819245%26dopt%3DAbstract Conclusions Findings suggest that the experience of being verbally bullied places adolescent girls at risk of developing emotional problems which can then lead to body dissatisfaction. Longitudinal research is necessary to disentangle these pathways in more detail to facilitate the development of informed interventions to support children who are being bullied. PMID: 20819245 [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=3946960 Sun, 05 Sep 2010 23:00:00 +0100 3946960 http://www.medworm.com/index.php?rid=3907925&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%3D20723340%26dopt%3DAbstract Authors: Kiany GR, Shayestefar P Background Theories distinguish between student-initiated and teacher-initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. Aim The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution of different types of teacher control behaviours to students' cognitive outcomes (English Achievement). Sample The sample comprised 732 English as a Foreign Language (EFL) students studying in three major fields of high school (Mathematics, Natural Science, and Humanities). The participants (16-17 years of age) we... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3907925 Tue, 17 Aug 2010 23:00:00 +0100 3907925 http://www.medworm.com/index.php?rid=3907924&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%3D20723341%26dopt%3DAbstract Conclusions The younger children showed similar, and in some cases, better progress in literacy than the older children; this was attributed to more consistent and high-quality synthetic phonics instruction as is administered in standard schools. Consequently, concerns that 4- to 5-year-olds are 'too young' to begin formal reading instruction may be unfounded. PMID: 20723341 [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=3907924 Tue, 17 Aug 2010 23:00:00 +0100 3907924 http://www.medworm.com/index.php?rid=3877615&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%3D20699052%26dopt%3DAbstract Conclusion This study highlights the importance of taking into account students' personal characteristics when developing interventions to encourage socially appropriate behaviour. Furthermore, it suggests that in order to achieve positive change, any intervention must engage student's self-beliefs regarding their behaviour. PMID: 20699052 [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=3877615 Sun, 08 Aug 2010 23:00:00 +0100 3877615 http://www.medworm.com/index.php?rid=3877617&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%3D20699050%26dopt%3DAbstract Conclusion The present study extends the core postulate of psychological disengagement to situational disengagement. It revealed that students may temporarily disengage their self-esteem from performance feedback through discounting, but are less inclined to devalue the academic domain when faced with negative feedback in a particular situation because of their motivational orientations. PMID: 20699050 [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=3877617 Fri, 06 Aug 2010 23:00:00 +0100 3877617 http://www.medworm.com/index.php?rid=3877616&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%3D20699051%26dopt%3DAbstract Conclusions These results showed that ASH is a unique contributing factor in student performance outcomes, and may be particularly important after students complete the initial assessment in a course. PMID: 20699051 [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=3877616 Fri, 06 Aug 2010 23:00:00 +0100 3877616 http://www.medworm.com/index.php?rid=3831659&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%3D20687979%26dopt%3DAbstract Conclusions The effects of the retrieval-directed function of note taking are influenced by learners' level of prior knowledge. Learners with high prior knowledge benefit from taking notes while activating prior knowledge, whereas note taking has no beneficial effects for learners with limited prior knowledge. PMID: 20687979 [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=3831659 Tue, 03 Aug 2010 23:00:00 +0100 3831659 http://www.medworm.com/index.php?rid=3831657&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%3D20687980%26dopt%3DAbstract Conclusions The SCQ is a simple to complete, reliable, and valid tool for assessing primary-secondary transition concerns. It could serve a valuable role in the evaluation and development of universal and targeted school-based initiatives that aim to promote positive secondary transition. PMID: 20687980 [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=3831657 Tue, 03 Aug 2010 23:00:00 +0100 3831657 http://www.medworm.com/index.php?rid=3799675&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%3D20659356%26dopt%3DAbstract Conclusions Data provide a promising integration of SDT and achievement goal theory, posing a host of potentially fruitful future research questions regarding goal adoption and trajectories. PMID: 20659356 [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=3799675 Mon, 19 Jul 2010 23:00:00 +0100 3799675 http://www.medworm.com/index.php?rid=3723812&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%3D20594403%26dopt%3DAbstract Conclusions Results on mean score differences support the hypothesis that there are no significant gender differences in cognitive ability. The unusual results regarding differences in variance and the male-female proportion in the tails require more complex investigations. PMID: 20594403 [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=3723812 Tue, 29 Jun 2010 23:00:00 +0100 3723812 http://www.medworm.com/index.php?rid=3723814&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%3D20594401%26dopt%3DAbstract Authors: Budé L, van de Wiel MW, Imbos T, Berger MP Background Education is aimed at students reaching conceptual understanding of the subject matter, because this leads to better performance and application of knowledge. Conceptual understanding depends on coherent and error-free knowledge structures. The construction of such knowledge structures can only be accomplished through active learning and when new knowledge can be integrated into prior knowledge. Aims The intervention in this study was directed at both the activation of students as well as the integration of knowledge. Sample Undergraduate university students from an introductory statistics course, in an authentic problem-based learning (PBL) environment, were randomly assigned to conditions and measurement time points. M... The British Journal of Educational Psychology journals http://www.medworm.com/rss/comments.php?id=3723814 Mon, 28 Jun 2010 23:00:00 +0100 3723814 http://www.medworm.com/index.php?rid=3723813&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%3D20594402%26dopt%3DAbstract Conclusions These findings highlight the possible chronology that different identity influences have in determining students' initial and maintained attendance at voluntary sessions designed to facilitate their learning. PMID: 20594402 [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=3723813 Mon, 28 Jun 2010 23:00:00 +0100 3723813 http://www.medworm.com/index.php?rid=3657177&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%3D20537220%26dopt%3DAbstract Conclusion Tests influence students' perceptions of what constitutes learning. Our findings suggest that this could affect how students prepare for tests and how they monitoring their own learning. PMID: 20537220 [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=3657177 Tue, 08 Jun 2010 23:00:00 +0100 3657177 http://www.medworm.com/index.php?rid=3639811&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%3D20525427%26dopt%3DAbstract Conclusions This experiment sheds light on the conditions under which positive reward interdependence enhances cooperative learning, and suggests that creating a real group task allows to avoid the need for positive reward interdependence. PMID: 20525427 [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=3639811 Wed, 02 Jun 2010 23:00:00 +0100 3639811 http://www.medworm.com/index.php?rid=3593102&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%3D20492751%26dopt%3DAbstract Conclusions Reciprocal relationships between vocabulary and comprehension may lead to increasing gaps in reading comprehension between monolingual and EAL pupils over time. It is proposed that support for the development of vocabulary skills in children learning EAL is needed in early years' classrooms. PMID: 20492751 [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=3593102 Wed, 19 May 2010 23:00:00 +0100 3593102 http://www.medworm.com/index.php?rid=3593101&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%3D20492752%26dopt%3DAbstract Conclusions The increased rates of inattention and overactive/impulsive behaviour in VPT children may be explained by impairment in processing speed and working memory. Expected links between overactive/impulsive behaviour and inhibitory control were not identified, suggesting the nature of such difficulties may be different in VPT compared to term children. PMID: 20492752 [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=3593101 Wed, 19 May 2010 23:00:00 +0100 3593101 http://www.medworm.com/index.php?rid=3589116&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%3D20483021%26dopt%3DAbstract Conclusion This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Findings confirm that not only is self-concept an important outcome variable in itself, it also plays a central role in affecting other desirable educational outcomes. Implications for educational practice are discussed. PMID: 20483021 [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=3589116 Mon, 17 May 2010 23:00:00 +0100 3589116 http://www.medworm.com/index.php?rid=3574894&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%3D20470452%26dopt%3DAbstract Conclusions This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement. PMID: 20470452 [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=3574894 Wed, 12 May 2010 23:00:00 +0100 3574894 http://www.medworm.com/index.php?rid=3568108&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%3D20460031%26dopt%3DAbstract Conclusion Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students. PMID: 20460031 [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=3568108 Sun, 09 May 2010 23:00:00 +0100 3568108 http://www.medworm.com/index.php?rid=3568107&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%3D20460032%26dopt%3DAbstract Conclusions The Eysenckian scales do not add to the prediction of academic performance beyond that provided by FFM scales. Several measurement problems afflict the Eysenckian scales, including low to poor internal reliability and complex factor structures. In particular, the measurement and validity problems of Psychoticism mean its continued use in academic settings is unjustified. PMID: 20460032 [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=3568107 Sun, 09 May 2010 23:00:00 +0100 3568107 http://www.medworm.com/index.php?rid=3547235&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%3D20447333%26dopt%3DAbstract Conclusions Findings support the language-universal hypothesis that L1 PA is related to spelling across languages in emergent bilinguals. In emergent bilinguals, both Zulu spoken proficiency and English-only literacy instruction influences the underlying repertoire of PA skills used to spell within the L1 and the L2. Rime and phoneme PA and spelling skills in Zulu/English rely on language-specific orthographic knowledge. PMID: 20447333 [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=3547235 Tue, 04 May 2010 23:00:00 +0100 3547235 http://www.medworm.com/index.php?rid=3547234&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%3D20447334%26dopt%3DAbstract Conclusion These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years. PMID: 20447334 [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=3547234 Tue, 04 May 2010 23:00:00 +0100 3547234 http://www.medworm.com/index.php?rid=3535017&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%3D20438661%26dopt%3DAbstract Conclusions The within-student variability in emotions and appraisals clearly demonstrates the adaptability of students with respect to situational affordances and constraints in their everyday classroom experiences. The significant covariations between the appraisals and emotions suggest that within-student variability in emotions is systematic. PMID: 20438661 [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=3535017 Thu, 29 Apr 2010 23:00:00 +0100 3535017 http://www.medworm.com/index.php?rid=3535016&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%3D20438662%26dopt%3DAbstract Conclusions This study suggests that when worked examples are based on actual performance, rather than an ideal procedure, expert models are to be preferred over advanced student models. PMID: 20438662 [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=3535016 Thu, 29 Apr 2010 23:00:00 +0100 3535016 http://www.medworm.com/index.php?rid=3411540&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%3D20334735%26dopt%3DAbstract Conclusions The findings suggest that the interplay between working memory and cognitive styles can be useful in developing suitable interventions to support students. PMID: 20334735 [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=3411540 Tue, 23 Mar 2010 00:00:00 +0100 3411540 http://www.medworm.com/index.php?rid=3404694&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%3D20307375%26dopt%3DAbstract Conclusions Researchers should interpret the results of causal ordering studies discerningly because the type of measure chosen as an indicator of achievement might affect the causal pattern between academic self-concept and achievement. PMID: 20307375 [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=3404694 Sat, 20 Mar 2010 00:00:00 +0100 3404694 http://www.medworm.com/index.php?rid=3404695&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%3D20307374%26dopt%3DAbstract Conclusions Regular evidence-based oral language interactions can make significant improvements in children's oral language. There is a need to examine the efficacy of more intensive interventions to raise language skills to allow learners to access the curriculum. PMID: 20307374 [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=3404695 Fri, 19 Mar 2010 00:00:00 +0100 3404695 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