Results 221 to 230 of about 969,447 (280)
What pupil size can and cannot tell about math anxiety. [PDF]
Psychol ResBlini E, Anobile G, Arrighi R.
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Social and emotional pathways to shame reduction: An RCT with preservice teachers
British Journal of Educational Psychology, EarlyView.Abstract Background Shame is an unpleasant, activating emotion that has been shown to undermine learners' motivation and achievement and identity development in mathematics education. Recent studies have implemented positive psychology interventions (PPIs) to reduce preservice teachers' shame in mathematics, with promising quantitative outcomes ...
Lara Gildehaus, Lars Meyer‐Jenßen
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Parents' rearing styles and adolescents' math achievement: the multiple mediating effect of self-control and math anxiety. [PDF]
Front PsycholWang Y, Han L, Tao Y, Ma Y.
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Influence of friendship on benign and malicious envy among secondary school students
British Journal of Educational Psychology, EarlyView.Abstract Background Benign and malicious envy arise from social comparisons regarding a quality, achievement or possession. As school is inherently evaluative and social, the classroom offers a relevant and understudied context to investigate envy and the impact of friendship on envy. Prior research has shown a positive association between relationship
Flora Fassl +5 more
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The interplay between ego-resiliency, math anxiety and working memory in math achievement. [PDF]
Psychol ResDoz E +4 more
europepmc +1 more source
British Journal of Educational Psychology, EarlyView.Abstract Background & Aims Mathematics anxiety impairs student learning, particularly affecting girls. Grounded in interpersonal theory, this study investigated how interpersonal teacher behaviours in student‐teacher dyads relate to boys' and girls' mathematics anxiety. We defined these behaviours using an interpersonal circumplex, which blends agency (
M. Frühauf, J. M. Etzel, B. Hannover
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British Journal of Educational Psychology, EarlyView.Abstract Background Exams are a common source of emotions in adolescence, requiring regulation for performance and well‐being. Psychological flexibility (PF), the ability to stay open to difficult thoughts and feelings while pursuing meaningful goals, and psychological inflexibility (PI), involving avoidance and self‐criticism, represent adaptive and ...
Maryam Zarra‐Nezhad +4 more
wiley +1 more source
British Journal of Educational Psychology, EarlyView.Abstract Background Social and emotional skills (SES) are key predictors of students' academic success and well‐being, yet how these skills cluster and vary across student groups remains underexplored in non‐Western contexts. Aims This study identified distinct SES profiles among Turkish adolescents and examined which demographic characteristics and ...
Nurcan Kahraman, Nani Teig, Yi Ding
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British Journal of Educational Psychology, EarlyView.Abstract Background Students' emotional and social experiences at school are interrelated dimensions shaping their everyday functioning and development. Although recent research has examined reciprocal associations between emotional and social experiences as well as academic achievement, longitudinal evidence across lower secondary education remains ...
Juliane Schlesier, Ramona Obermeier
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British Journal of Educational Psychology, EarlyView.Abstract Background Numerous studies have demonstrated the importance of academic emotions for learning, with boredom attracting significant attention due to its frequent occurrence in school life and the increasing evidence of its negative effects on academic results and motivation. Aims Building on Schwartze et al. (2024), this study examined whether
Jelena Radišić +6 more
wiley +1 more source