European Journal of Psychology of Education
Công bố khoa học tiêu biểu
* Dữ liệu chỉ mang tính chất tham khảo
Sắp xếp:
Individualized acquisition of knowledge with the computer: Questioning and learning guided by the structure of knowledge
European Journal of Psychology of Education - Tập 3 - Trang 235-257 - 1988
In the first part of this article, we define our view of knowledge acquisition by distinguishing it from text comprehension and memorization, and by presenting the principal characteristics of the concept of knowledge as the formalization used to shape the knowledge domains (Baudet & Denhière, 1988). In the second part, the computerized individual’s knowledge acquisition system we present permits ...... hiện toàn bộ
How do parenting concepts vary within and between the families?
European Journal of Psychology of Education - - 2009
Forms of self-concept in gifted high school students enrolled in heterogeneous classes
European Journal of Psychology of Education - Tập 26 - Trang 373-392 - 2011
Prior research has been devoted to understanding how to facilitate the integration of gifted young people (Intelligence Quotient, ≥130) into classroom settings. This study investigated a typology of self-concept in gifted French high school students. Eighty-four participants, between the ages of 13 and 18 (mean age, 15.5; SD, 1.04), enrolled in heterogeneous classes completed the Genèse des Percep...... hiện toàn bộ
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement
European Journal of Psychology of Education - Tập 36 - Trang 627-652 - 2020
Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by student motivational characteristics such as academic self-concept. These relations have been well established with variable-centered analyses, but in this study, a person-centered analysis was applied to describe how the different aspects of student...... hiện toàn bộ
Leveraging the potential of peer feedback in an academic writing activity through sense-making support
European Journal of Psychology of Education - Tập 33 - Trang 165-184 - 2017
The act of revising is an important aspect of academic writing. Although revision is crucial for eliminating writing errors and producing high-quality texts, research on writing expertise shows that novices rarely engage in revision activities. Providing information on writing errors by means of peer feedback has become a popular method in writing instruction. However, despite its popularity, stud...... hiện toàn bộ
Effects of formative assessment on intrinsic motivation in primary school mathematics instruction
European Journal of Psychology of Education - - Trang 1-24 - 2023
Empirical studies on effects of formative assessment (FA) on motivational outcomes and underlying mechanisms are scarce. The core elements of FA, feedback and adaptive teaching behavior, might be helpful in promoting the experience of competence, which in turn is a prerequisite for promoting intrinsic motivation. However, instructional impact also depends on the students’ perception of teacher beh...... hiện toàn bộ
Does social well-being predict academic resilience and achievement? Analysis of Swedish PISA 2018 dataAbstract In recent years, Sweden has been struggling with issues of educational inequity as the influence of students' socioeconomic status on their academic achievements has amplified. Nonetheless, academically resilient students who demonstrate high achievement despite socioeconomic disadvantages offer hope for a more equitable future. Previous research has primar... ... hiện toàn bộ
European Journal of Psychology of Education -
Do not despise failures: students’ failure mindset, perception of parents’ failure mindset, and implicit theory of intelligence
European Journal of Psychology of Education - Tập 37 - Trang 375-389 - 2021
This study was the first to investigate the prospective effects of failure mindsets on implicit theories of intelligence (ITI), whose profound effects on learning, motivation, and academic achievement have found increasing support. Participants were 240 Chinese university students (180 females, Mage = 19.13) who completed a baseline and a 1-year follow-up survey. The cross-lagged panel model suppo...... hiện toàn bộ
Improving student learning in distance education: Theory, research and practice
European Journal of Psychology of Education - Tập 10 - Trang 121-130 - 1995
The aim of this paper is to examine how project-based learning in distance education can be seen to make a distinctive contribution to “improving student learning”. How has this approach to course design and assessment been put into practice in an Open University (OU) course and what assumptions about teaching and learning are involved in this course development process. The paper also looks brief...... hiện toàn bộ
Reading, metacognition and motivation: A follow-up study of German students in Grades 7 and 8
European Journal of Psychology of Education - Tập 18 - Trang 75-86 - 2003
This follow-up study to van Kraayenoord and Schneider (1999) examined the performance in reading, metacognition and motivation related to reading of students in Grades 7 and 8. Results showed significant correlations between all of the variables. A multivariate analysis of variance showed that “good” and “poor” readers differed in reading self-concept and metacognitive measures related to reading ...... hiện toàn bộ
Tổng số: 1,098
- 1
- 2
- 3
- 4
- 5
- 6
- 10