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Learning and Individual Differences
IF
1.81
Papers
1962
Papers 1972
1 page of 198 pages (1,972 results)
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Abstract This study investigated the constructs contributing to individual differences in Dual Language Learners' (DLL) and English-only (EO) students' (M age = 12.19; SD = 0.325) motivation to participate in classroom discussion. Study 1 describes the development of a 20-item measure, the Motivation for Classroom Discussion Questionnaire (MCD-Q). A focus group (Study 1a n = 11) evaluated the MCD-Q items. Data reduction techniques reduced the items to five motivational constructs (value, languag...
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Abstract This study examined relations among parents' involvement in students' mathematics homework, mathematics teachers' homework involvement in students' homework, students' mathematics homework disaffection and mathematics achievement outcomes in east-central China using multilevel structural equation modeling where students were treated as the within level and class was treated as the between level. A total of 6100 7th and 8th grader, their parents and 220 mathematics teachers from the Inve...
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Abstract This longitudinal study of 562 students (from ages 10 to 13) investigated whether developmental changes in internalizing problems (emotional and peer problems) can be predicted by school grades in mathematics and language arts and whether these predictive relations are mediated by students' self-esteem. The data comprised of teacher-rated internalizing problems, grades in math and language arts, and student self-ratings of self-esteem. The latent change score modeling indicated that mat...
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Abstract A Bayesian longitudinal moderated mediational model was used to test the effect of students' daily/proximal self-set goals on a final course grade through daily study performance. Thirty-six daily diaries were completed twice a day by 147 sophomore students. Study goals were self-set in the morning and daily performance was self-assessed in the evening. Two independent coders, blind to the hypotheses, evaluated goal specificity and difficulty. The relationship between the goals and fina...
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Abstract Are ADHD symptoms uniquely related to affect about mathematics in university students? Undergraduates (n = 425) completed three math performance measures (i.e., arithmetic, computational skills, and word problem solving) and self-report measures of ADHD symptoms, state anxiety, and confidence about math and literacy (i.e., affect and perceived self-efficacy). Students who reported more ADHD symptoms were less confident in both their mathematics and literacy skills. ADHD symptoms were in...
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Abstract Over the last thirty years, there has been an explosion of research on “mindset” theories of personal attributes such as intelligence (Dweck, 1988). Research shows that individuals who believe that their attributes are fixed (rather than changeable) are more likely to have negative academic outcomes and negative moods. However, it remains unclear if these mindset theories represent a novel construct or if they overlap with the cognitive theories of depression which were theorized a deca...
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Abstract Although positive teacher attitudes toward inclusion are often claimed as a prerequisite for successful inclusive education, quantitative empirical evidence for that claim is very scarce. This multilevel study explored the relations between teachers' attitudes toward inclusion and students' social integration and school well-being as indicators of successful inclusive education in 757 German primary school students and 37 teachers. Students with and without special educational needs (SE...
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Abstract University students may combine regulation strategies differently in response to a specific learning situation, namely after making errors. Strategy combinations may differ in how they support students' learning. These assumptions were investigated based on a sample of 469 German university students (undergraduate teacher trainees). Using latent profile analysis, we identified three distinct profiles with different values of cognitive reappraisal, mastery self-talk, performance-approach...
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Abstract This study examined impermanent symbol-referent connections (e.g., x = 5) with literal symbols – important symbols for higher-level mathematics that may be difficult to process due to interference from pre-existing associations from literacy. We examined literal symbol processing at the group and individual levels, and executive functioning and symbol-referent mapping ability as potential cognitive mechanisms. Participants completed same-different judgments using numbers, literal symbol...
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Abstract Recent studies reported that student well-being is lower than the well-being of the general population. Also, forms of well-being seem to vary over time and might depend to self-regulatory mechanisms. In the present study, we employ the Social Cognitive Theory to investigate the evolution of two well-being variables (i.e., student engagement and student burnout) during a semester considering the role of self-efficacy in the process. Using a longitudinal approach, we analyzed 635 sets of...
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Developmental psychology
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