British Journal of Educational Psychology
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INTELLIGENCE ASSESSMENT: A THEORETICAL AND EXPERIMENTAL APPROACH*
British Journal of Educational Psychology - Tập 37 Số 1 - Trang 81-98 - 1967
The interplay between motivation, self‐efficacy, and approaches to studying Background The strategies students adopt in their study are influenced by a number of social‐cognitive factors and impact upon their academic performance. Aims The present study examined the interrelationships between motivation orientation (intrinsic and extrinsic), self‐efficacy (in reading academic texts and essay writing), and approaches to studying (deep, strategic, and surface). The study also examined changes in approaches to studying over time. Sample A total of 163 first‐year undergraduate students in psychology at a UK university took part in the study. Methods Participants completed the Work Preference Inventory motivation questionnaire, self‐efficacy in reading and writing questionnaires and the short version of the Revised Approaches to Study Inventory. Results The results showed that both intrinsic and extrinsic motivation orientations were correlated with approaches to studying. The results also showed that students classified as high in self‐efficacy (reading and writing) were more likely to adopt a deep or strategic approach to studying, while students classified as low in self‐efficacy (reading and writing) were more likely to adopt a surface approach. More importantly, changes in students' approaches to studying over time were related to their self‐efficacy beliefs, where students with low levels of self‐efficacy decreased in their deep approach and increased their surface approach across time. Students with high levels of self‐efficacy (both reading and writing) demonstrated no such change in approaches to studying. 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.
British Journal of Educational Psychology - Tập 80 Số 2 - Trang 283-305 - 2010
Comparing groups in a before–after design: When t test and ANCOVA produce different results Background. Researchers often test people before and after some treatment and compare these scores with a control group. Sometimes it is not possible to allocate people into conditions randomly, which means the initial scores for the two groups may differ. There are two main approaches: t test on the gain scores and ANCOVA partialling out the initial scores. Lord (1967) showed that these can lead to different conclusions. This is an often‐discussed paradox in psychology and education.Aims. The reasons why these approaches can lead to different conclusions, the assumptions that each approach makes and how the approaches relate to group allocation, are discussedMethods. Three sets of simulations are reported that investigate the relationships among effect size, group allocation, measurement error and Lord's paradox.Conclusions. Recommendations are given that stress careful examination of the research questions, sampling and allocation of participants and graphing the data. ANCOVA is appropriate when allocation is based on the initial scores, t test can be appropriate if allocation is associated non‐causally with the initial scores, but often neither approach provides adequate results.
British Journal of Educational Psychology - Tập 76 Số 3 - Trang 663-675 - 2006
SUB‐CULTURAL DIFFERENCES ON SELECTED COGNITIVE TASKS Summary . The present study investigated some relationships between age, socio‐economic status (SES), and cognitive task performance among 120 children from Grades 1 and 4. A battery of tasks differing in transformational requirements and ostensibly in cultural loading was administered to all children. Analyses of results indicate that low SES children were more handicapped in some tasks of so‐called reasoning ability when compared to middle SES children. But contrary to expectations, the test scores of the contrasted SES groups were more disparate in Grade 1 than in Grade 4. For the older age group, SES differences on the culturally loaded Peabody Picture Vocabulary Test (PPVT) were apparent, whereas differences on the culturally‐reduced Raven's Coloured Progressive Matrices were statistically non‐significant.
British Journal of Educational Psychology - Tập 51 Số 1 - Trang 105-108 - 1981
The social skills problems of victims of bullying: Self, peer and teacher perceptions Background. A small number of prior studies have found that victims of school bullying tend to exhibit poor social skills. Few of these have examined this issue from multiple perspectives, and there has been a focus on a restricted range of social skills.Aims. To determine the extent to which self, peers, and teachers regard victims as having poorer social skills than non‐victims across 20 behaviours/competencies.Sample. A convenience sample of 330 pupils aged between 9 and 11 years (162 girls and 168 boys) provided self‐report and peer‐report data. They were drawn from 12 classes from 6 junior schools in the UK. Additionally, 11 of the class teachers provided data.Method. Three separate methods were employed and in each case, participants were provided with 20 short statements that described a different social skill: (1) participants who were classified as either ‘victims’ or ‘non‐victims’ (using peer nominations) rated themselves on a 3‐point scale in terms of how like them each description was, (2) participants were asked to think of a victim and a non‐victim in their class and to rate both of these people on each description, and (3) teachers were asked to rate a previously identified victim and a non‐victim from their class on each description.Results. Using a direct discriminant function analysis of the self‐ratings, six of the social skills items were found to discriminate between victims and non‐victims, and the discriminant function was able to correctly classify 80% of the participants. For 18 of the items, peer ratings indicated significantly more pronounced social skills problems for victims than for non‐victims. Teacher ratings were significant for eight of the social skill items, and in each case, victims were rated as having greater problems.Conclusion. The finding that victims are perceived by three different sources to have poor social skills has important implications for interventions to support victims of bullying.
British Journal of Educational Psychology - Tập 75 Số 2 - Trang 313-328 - 2005
Self‐affirmation reduces the socioeconomic attainment gap in schools in England Background Studies 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 (SES ) is a much stronger predictor of academic success than is ethnic background. Aims This study investigates whether self‐affirmation writing exercises can help close the SES attainment gap in England by increasing the academic performance of low‐SES (but not higher‐SES ) school students. Sample Our sample consisted of students aged 11–14 in a secondary school in southern England (N = 562); of these, 128 were eligible for free school meals, a proxy for low SES . Methods Students completed three short writing exercises throughout one academic year: those randomly assigned to an affirmed condition wrote about values that were important to them, and those assigned to a control condition wrote about a neutral topic. Results On average, the low‐SES students had lower academic performance and reported experiencing more stereotype threat than their higher‐SES peers. The self‐affirmation raised the academic performance of the low‐SES students by 0.38 standard deviations but did not significantly affect the performance of the higher‐SES students, thus reducing the SES performance gap by 62%. The self‐affirmation also reduced the level of stress reported by the low‐SES students. Conclusions The benefits of this virtually zero‐cost intervention compare favourably with those of other interventions targeting the SES academic attainment gap.
British Journal of Educational Psychology - Tập 90 Số 2 - Trang 517-536 - 2020
Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre‐service teachers 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 predicted their intended classroom goal structures.Sample. Participants were 125 elementary and 175 secondary school pre‐service teachers from two Western Canadian universities.Method. Structural equation modelling was used to examine if the structural relationships and latent means of personal and intended classroom goal structures differed for elementary and secondary school pre‐service teachers.Results. The results revealed that personal goals predicted the goal structures that pre‐service teachers intended to establish; however, the relationships and means differed between elementary and secondary school pre‐service teachers. Specifically, personal mastery‐approach goals positively predicted classroom mastery goals much more strongly at the elementary than the secondary level. Furthermore, elementary pre‐service teachers had significantly higher latent mean scores on personal mastery‐approach goals than their secondary counterparts.Conclusions. It seems possible that the currently documented differences between classroom goal structures noted for elementary compared to secondary school may be based on the personal goals endorsed as pre‐service teachers. The results are further discussed in terms of alignment with research on practising teachers’ personal and classroom goals and implications for teacher education.
British Journal of Educational Psychology - Tập 83 Số 3 - Trang 396-413 - 2013
Non‐formal learning and tacit knowledge in professional work Background. This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and learning in the workplace. Aims. 1. To clarify the multiple meanings accorded to terms such as ‘ non‐formal learning’, ‘ implicit learning’ and ‘ tacit knowledge’, their theoretical assumptions and the range of phenomena to which they refer. 2. To discuss their implications for professional practice. Method. A largely theoretical analysis of issues and phenomena arising from empirical investigations. Analysis. The author's typology of non‐formal learning distinguishes between implicit learning, reactive on‐the‐spot learning and deliberative learning. The significance of the last is commonly overemphasised. The problematic nature of tacit knowledge is discussed with respect to both detecting it and representing it. Three types of tacit knowledge are discussed: tacit understanding of people and situations, routinised actions and the tacit rules that underpin intuitive decision‐making. They come together when professional performance involves sequences of routinised action punctuated by rapid intuitive decisions based on tacit understanding of the situation. Four types of process are involved‐reading the situation, making decisions, overt activity and metacognition‐and three modes of cognition‐intuitive, analytic and deliberative. The balance between these modes depends on time, experience and complexity. Where rapid action dominates, periods of deliberation are needed to maintain critical control. Finally the role of both formal and informal social knowledge is discussed; and it is argued that situated learning often leads not to local conformity but to greater individual variation as people's careers take them through a series of different contexts. This abstract necessarily simplifies a more complex analysis in the paper itself.
British Journal of Educational Psychology - Tập 70 Số 1 - Trang 113-136 - 2000
Teacher gender‐related influences in Greek schools Background. Although there is a wealth of empirical studies examining the effects and the correlates of student gender in school, teacher gender has rarely been a research focus. Since Greece is one of the few Western countries with an about equal percentage of male and female teachers at primary and secondary levels of public education, it offers itself as a well‐suited context for exploring teacher gender‐related influences. Aims. The aim of the study was to examine gender‐related differences in Greek classrooms focusing on teacher gender. It was hypothesised that due to the societal context clear gender effects could be detected. It was also assumed that teacher‐student interaction patterns would be influenced by teacher gender not so much as a main effect but as interaction effects involving variables such as student gender, student achievement, grade, and teacher specialisation. Samples. The samples consisted of 1041 elementary school (mean age = 11.4 years) and 862 secondary school (mean age = 14.3 years) students in public schools in Greece. Methods. A multi‐informant and multiperspective approach to academic and psychosocial competence was used, involving teacher, peer, and self‐ratings. Achievement data were also obtained. Results. Several significant teacher gender differences were found in teachers' assessment of students' competence at both age groups. Furthermore, various domains of children's self‐concept were found to be different in classes of female and male teachers. Conclusions. The findings indicate the need to use teacher gender as a relevant variable in future research.
British Journal of Educational Psychology - Tập 69 Số 1 - Trang 1-18 - 1999
Children's early reading vocabulary: Description and word frequency lists Background: When constructing stimuli for experimental investigations of cognitive processes in early reading development, researchers have to rely on adult or American children's word frequency counts, as no such counts exist for English children. Aim: The present paper introduces a database of children's early reading vocabulary, for use by researchers and teachers. Sample: Texts from 685 books from reading schemes and story books read by 5‐7 year‐old children were used in the construction of the database. Method: All words from the 685 books were typed or scanned into an Oracle database. Results: The resulting up‐to‐date word frequency list of early print exposure in the UK is available in two forms from a website address given in this paper. This allows access to one list of the words ordered alphabetically and one list of the words ordered by frequency. We also briefly address some fundamental issues underlying early reading vocabulary (e.g., that it is heavily skewed towards low frequencies). Other characteristics of the vocabulary are then discussed. Conclusions: We hope the word frequency lists will be of use to researchers seeking to control word frequency, and to teachers interested in the vocabulary to which young children are exposed in their reading material.
British Journal of Educational Psychology - Tập 73 Số 4 - Trang 585-598 - 2003
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