Results 191 to 200 of about 2,685,723 (299)

Changing perspectives: The development of preservice teachers' field‐specific ability beliefs across academic disciplines

open access: yesBritish Journal of Educational Psychology, Volume 96, Issue 1, Page 337-355, March 2026.
Abstract Background Field‐specific ability beliefs (FABs) reflect the perception that success in academic fields depends on innate, unteachable abilities. These beliefs affect teaching practices and student motivation. However, little is known about their longitudinal development during teacher education. Aims This study examines how FABs evolve during
Katharina Asbury   +2 more
wiley   +1 more source

Insights into undergraduate medical student selection tools: a systematic review and meta-analysis [PDF]

open access: yesJ Educ Eval Health Prof
Huang PH   +4 more
europepmc   +1 more source

Mitigating the seductive details effect by topic and irrelevance signals

open access: yesBritish Journal of Educational Psychology, Volume 96, Issue 1, Page 382-400, March 2026.
Abstract Background Seductive details (interesting digressions in learning materials) are often integrated into learning units to make them more appealing to learners. However, studies indicate that this tends to overload students cognitively and impairs their learning performance. Aims The present study investigated whether these negative consequences
Lukas Wesenberg   +4 more
wiley   +1 more source

Fight Like a Girl: Fitness Testing as Gendered Organizational Logic in the U.S. Army

open access: yesGender, Work &Organization, Volume 33, Issue 2, Page 399-411, March 2026.
ABSTRACT Organizational logics related to excellence and equity are changing rapidly in contemporary workplaces, yet limited research examines the impacts of specific policy initiatives, including why some fail—or even backfire. This study examines one such recent policy case: a temporary period of gender‐neutral fitness testing in the United States ...
Carrie Carter
wiley   +1 more source

Investigating the Relation Between Second Language Proficiency and Study Success Using a Causal Inference Approach

open access: yesLanguage Learning, Volume 76, Issue 1, Page 132-175, March 2026.
Abstract Prior research suggests that second language (L2) proficiency is key in students’ study progress, but this research has mainly been carried out at universities. It is thus unclear how this relation varies across different educational levels. Moreover, previous studies are often not informative about the causality of this relation, making it ...
Sybren Spit, Sible Andringa, Oisín Ryan
wiley   +1 more source

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