British Journal of Educational Psychology

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YOUNG CHILDREN IN TRAFFIC
British Journal of Educational Psychology - Tập 40 Số 2 - Trang 111-116 - 1970
S Sandels
The contribution of visual search strategies to the development of pedestrian skills by 4‐11 year‐old children
British Journal of Educational Psychology - Tập 70 Số 4 - Trang 539-557 - 2000
David Whitebread, Kris Neilson
Background. Young children in the 5‐9 age range are particularly vulnerable to road accidents as pedestrians and previous research has identified a range of motivational and cognitive skill factors which may play a part in this. Aims. The present study aimed to examine the extent to which the development of pedestrian skills in young children was related to individual differences in visual...... hiện toàn bộ
STRUCTURAL AND ORGANISATIONAL FEATURES OF SENSORIMOTOR INTELLIGENCE AMONG RETARDED INFANTS AND TODDLERS
British Journal of Educational Psychology - Tập 51 Số 2 - Trang 133-143 - 1981
Carl J. Dunst, William R. Brassell, Regina M. Rheingrover
Summary. According to Piaget, cognitive development is characterised by the simultaneous and concurrent emergence of constructs that require the same underlying intellectual processes. Such syncronies in development—structure d'ensemble in Piaget's terms—are a fundamental feature of his stage theory. In the present study...... hiện toàn bộ
Does the nature of schools matter? An exploration of selected school ecology factors on adolescent perceptions of school connectedness
British Journal of Educational Psychology - Tập 80 Số 3 - Trang 381-402 - 2010
Stacey Waters, Donna Cross, Thérèse Shaw
BackgroundConnectedness to school is a significant predictor of adolescent health and academic outcomes. While individual predictors of connectedness have been well‐described, little is known about school‐level factors which may influence connectedness. A school's ecology, or its structural, functional, and built aspects, coupled with interpersonal intera...... hiện toàn bộ
Need satisfaction, work–school interference and school dropout: An application of self‐determination theory
British Journal of Educational Psychology - Tập 82 Số 4 - Trang 622-646 - 2012
Geneviève Taylor, Natasha Lekes, Hugo Gagnon, Lisa Kwan, Richard Koestner
Background. In many parts of the world, it is common for secondary school students to be involved in part‐time employment. Research shows that working can have a negative impact on school engagement. However, the majority of studies have focused on the amount of time that students spend working rather than on the quality of work experience ...... hiện toàn bộ
Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre‐service teachers
British Journal of Educational Psychology - Tập 83 Số 3 - Trang 396-413 - 2013
Lia M. Daniels, Anne C. Frenzel, Robert H. Stupnisky, Tara L. Stewart, Raymond P. Perry
Background and Aims. The literature documents fewer classroom mastery goal structures in secondary school compared to elementary. However, little is known about how personal achievement goals may influence classroom goal structures. This is especially true at the level of pre‐service teachers. Our objective was to investigate if pre‐service teachers’ personal goals p...... hiện toàn bộ
TEACHING THINKING IN EUROPE
British Journal of Educational Psychology - Tập 61 Số 2 - Trang 174-186 - 1991
Carol McGuinness, John Nisbet
Summary. This review of European research in cognition and instruction aims to categorise current trends in the teaching of thinking and problem solving. A diversity of theoretical orientations sustains research and practice in this field: Vygotskian, neo‐Piagetian, phenomenographic, information‐processing. Research‐driven intervention studies and...... hiện toàn bộ
Influence of situational and conceptual rewording on word problem solving
British Journal of Educational Psychology - Tập 77 Số 4 - Trang 829-848 - 2007
Santiago Vicente, Josetxu Orrantia, Lieven Verschaffel
Background. Studies on rewording word problems can be grouped into two main groups: situational rewording, in which the situation denoted by the text is described more richly, and conceptual rewording, in which the underlying semantic relations are highlighted.Aims. Our aims are to define and distinguish these two kinds of re...... hiện toàn bộ
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
British Journal of Educational Psychology - Tập 84 Số 1 - Trang 152-174 - 2014
Maarten Pinxten, Herbert W. Marsh, Bieke De Fraine, Wim Van Den Noortgate, Jan Van Damme
BackgroundThe multidimensionality of the academic self‐concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so‐called affect‐competence separation) needs further examination.AimThis study a...... hiện toàn bộ
Self‐affirmation reduces the socioeconomic attainment gap in schools in England
British Journal of Educational Psychology - Tập 90 Số 2 - Trang 517-536 - 2020
Ian R. Hadden, Matthew J. Easterbrook, Marlon Nieuwenhuis, Kerry J. Fox, Paul Dolan
BackgroundStudies in the United States show that school students from some ethnic backgrounds are susceptible to stereotype threat, that this undermines their academic performance, and that a series of virtually zero‐cost self‐affirmation writing exercises can reduce these adverse effects. In England, however, socioeconomic status (... hiện toàn bộ
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