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European Journal of Psychology of Education
IF
1.53
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1491
Papers 1481
1 page of 149 pages (1,481 results)
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Published on Feb 13, 2019in European Journal of Psychology of Education1.53
Kim Chau Leung5
Estimated H-index: 5
(HKU: University of Hong Kong),
Kim Chau Leung (HKU: University of Hong Kong)
Previous meta-analyses on peer tutoring have mainly included studies using treatment-control/comparison design and excluded studies that adopted pre-test-post-test design. However, some recent meta-analyses on other interventions adopting pre-test-post-test design revealed that certain crucial intervention moderators should be considered when examining their effectiveness. Hence, the present investigation used 36 peer tutoring studies that adopted single group pre-test-post-test design to examin...
Published on Jul 16, 2018in European Journal of Psychology of Education1.53
Jonas Willems (University of Antwerp), Liesje Coertjens13
Estimated H-index: 13
(UCL: Université catholique de Louvain)
+ 1 AuthorsVincent Donche7
Estimated H-index: 7
(University of Antwerp)
Science students’ study success rates in the first year of higher education (FYHE) are problematic. Although a considerable amount of previous research has been carried out to investigate the determinants of students’ academic achievement in FYHE, there has been little discussion about the incremental value of non-cognitive factors over and above cognitive determinants in the prediction of early (after the first semester of FYHE) academic achievement in a science educational context. Furthermore...
Published on Oct 30, 2018in European Journal of Psychology of Education1.53
Jochem M. Goldberg1
Estimated H-index: 1
(UT: University of Twente),
Marcin Sklad3
Estimated H-index: 3
(University College Roosevelt)
+ 3 AuthorsAleisha M. Clarke8
Estimated H-index: 8
This article presents findings from a meta-analysis which sought to determine the effectiveness of interventions adopting a whole school approach to enhancing children and young people’s social and emotional development. Whole school interventions were included if they involved a coordinated set of activities across curriculum teaching, school ethos and environment, and family and community partnerships. A total of 45 studies (30 interventions) involving 496,299 participants were included in the...
Published on Feb 1, 2019in European Journal of Psychology of Education1.53
Vanessa Hanin2
Estimated H-index: 2
(UCL: Université catholique de Louvain),
Catherine Van Nieuwenhoven2
Estimated H-index: 2
(UCL: Université catholique de Louvain)
Recent literature has shown that achievement emotions, their regulation, and perceived competence play a compelling role in mathematics learning and achievement. Studies that have looked at these variables have, for the most part, adopted a person-centered approach, which examines relationships between variables found to a similar degree in all individuals of the group. Yet, scholars have outlined emotional inter-individual differences, in particular, in terms of gender and past performance. The...
Published on Dec 4, 2018in European Journal of Psychology of Education1.53
Julia Käfer (Leibniz Association), Susanne Kuger + 1 AuthorsMareike Kunter39
Estimated H-index: 39
(Goethe University Frankfurt)
From a constructivist perspective on learning, mistakes are seen as natural elements of learning processes. A supportive and constructive way of dealing with student mistakes has shown to affect students’ individual motivation and learning performances in a favorable way. In classroom settings, however, making mistakes is not just a personal but also a social event. Dealing with mistakes should therefore be considered as both student-level and classroom-level characteristic. This study investiga...
Published on Apr 2, 2019in European Journal of Psychology of Education1.53
Christian Tarchi7
Estimated H-index: 7
(UniFI: University of Florence),
Alessio Surian2
Estimated H-index: 2
(UNIPD: University of Padua),
Colette Daiute14
Estimated H-index: 14
(CUNY: City University of New York)
This study analyzed study abroad students’ orientations to cultural differences as assessed with mixed methods, including traditional intercultural sensitivity measures and oral narratives of critical incidents in the foreign culture. Sixty students participated, 32 US study abroad students, and 28 Erasmus Mundus students, all studying in English-speaking programs in Italy. Data about students’ acculturation orientation were collected through a self-report questionnaire, and students were asked ...
Published on Oct 3, 2018in European Journal of Psychology of Education1.53
Florian Klapproth8
Estimated H-index: 8
,
Birthe Doreen Fischer1
Estimated H-index: 1
We experimentally examined whether preservice teachers considered both the gender of primary school students and their development of GPAs, indicated by two successive school reports, when making secondary school-track recommendations. We used student vignettes to mimic real students and orthogonally varied student gender, their GPA development (positive vs. negative), and the grand mean of grades. We found that students who improved were more than twice as likely to be recommended for the highe...
Published on Jan 8, 2019in European Journal of Psychology of Education1.53
Doris Holzberger4
Estimated H-index: 4
(TUM: Technische Universität München),
Anna-Katharina Praetorius9
Estimated H-index: 9
(UZH: University of Zurich)
+ 1 AuthorsMareike Kunter39
Estimated H-index: 39
(Goethe University Frankfurt)
Teaching effectiveness has often been described from a variable-centered perspective according to instructional, organizational, and emotional teaching characteristics and their prediction of students’ outcomes. Adopting a person-centered approach, the present study analyzed how multiple variables of teaching quality co-occur simultaneously within teachers and how these teaching profiles are related to students’ development in achievement and enjoyment. Data from 3483 secondary students and thei...
Published on Aug 23, 2018in European Journal of Psychology of Education1.53
Cristina Coppola3
Estimated H-index: 3
,
Monica Mollo1
Estimated H-index: 1
,
Tiziana Pacelli3
Estimated H-index: 3
This paper presents a Vygotskian research device that focuses on collaborative activities based on the manipulation of linguistic objects in a primary school classroom, with 8–9-year-old children. Through social exchanges among the different points of view, the children were engaged in a dynamic process of building and negotiating mathematical meanings. How the children may become aware of the possibility that the same language can have different interpretations as well as some aspects of the di...
Anna Maria Rawlings (UH: University of Helsinki), Anna Tapola1
Estimated H-index: 1
(UH: University of Helsinki),
Markku Niemivirta18
Estimated H-index: 18
(UH: University of Helsinki)
Students’ goal strivings are known to be connected with important outcomes, both academically and with regard to individual well-being. In spite of their importance, our knowledge of factors contributing to their early development is rather limited. In this longitudinal study on school beginners (N = 212), we focused on the interrelationships between achievement goal orientations (mastery; performance-approach; performance-avoidance; work-avoidance) and two temperamental sensitivities that appea...
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