British Journal of Educational Psychology

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Non‐formal learning and tacit knowledge in professional work
British Journal of Educational Psychology - Tập 70 Số 1 - Trang 113-136 - 2000
Michael Eraut
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....... hiện toàn bộ
RELATING APPROACHES TO STUDY AND QUALITY OF LEARNING OUTCOMES AT THE COURSE LEVEL
British Journal of Educational Psychology - Tập 61 Số 3 - Trang 265-275 - 1991
Keith Trigwell, Michael Prosser
Summary. Research into qualitative differences in students' approaches to study, the quality of learning outcomes, and the relations between them has, in the main, been conducted on learning resulting from involvement in small academic tasks such as reading an academic article. This study, based on a sample of 122 first year university nursing stu...... hiện toàn bộ
The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn!
British Journal of Educational Psychology - Tập 74 Số 3 - Trang 343-360 - 2004
Joke Simons, Siegfried Dewitte, Willy Lens
Background: Two theories in the field of motivation and achievement, namely the future time perspective theory and goal theory, result in conflicting recommendations for enhancing students' motivation, because of their differential emphasis on the task at hand and on the future consequences of a task.Aims: We will present a framework consisting of four types of instrumenta...... hiện toàn bộ
INTELLIGENCE ASSESSMENT: A THEORETICAL AND EXPERIMENTAL APPROACH*
British Journal of Educational Psychology - Tập 37 Số 1 - Trang 81-98 - 1967
H. J. Eysenck
The interplay between motivation, self‐efficacy, and approaches to studying
British Journal of Educational Psychology - Tập 80 Số 2 - Trang 283-305 - 2010
Mercè Prat‐Sala, Paul Redford
BackgroundThe strategies students adopt in their study are influenced by a number of social‐cognitive factors and impact upon their academic performance.AimsThe present study examined the interrelationships between motivation orientation (intrinsic and extrinsic), self‐efficacy (in reading aca...... hiện toàn bộ
Comparing groups in a before–after design: When t test and ANCOVA produce different results
British Journal of Educational Psychology - Tập 76 Số 3 - Trang 663-675 - 2006
Daniel B. Wright
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 ...... hiện toàn bộ
SUB‐CULTURAL DIFFERENCES ON SELECTED COGNITIVE TASKS
British Journal of Educational Psychology - Tập 51 Số 1 - Trang 105-108 - 1981
Geoffrey N. Molloy
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 chil...... hiện toàn bộ
The social skills problems of victims of bullying: Self, peer and teacher perceptions
British Journal of Educational Psychology - Tập 75 Số 2 - Trang 313-328 - 2005
Claire L. Fox, Michael J. Boulton
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 ...... 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
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
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