Results 231 to 240 of about 969,447 (280)

Primary school students' achievement emotions in writing acquisition: Development of the AEQ‐WEES and links to students' writing competencies and social integration over time

British Journal of Educational Psychology, EarlyView.
Abstract Background Acquiring writing skills poses not only cognitive but also emotional challenges for many primary school students. Although achievement emotions have received increasing research attention in recent years, little is known about how these emotions unfold during the process of writing acquisition and how they relate to both academic ...
Juliane Schlesier, Simon Meyer, Stephanie Lichtenfeld, Tanja Jungmann, Reinhard Pekrun   +4 more
wiley   +1 more source

Welcome to the jangle (fallacy): The case of statistics and mathematics anxieties

British Journal of Educational Psychology, EarlyView.
Abstract Background Statistics‐related anxiety is a common barrier to learning in higher education, particularly for psychology and other non‐specialist students. High prevalence rates are concerning because statistical literacy is integral to academic success, employability and informed citizenship.
Jenny Terry, Charlie Lea, Andy P. Field
wiley   +1 more source

Relations between teaching practices and students' achievement emotions in mathematics: The role of control and value

British Journal of Educational Psychology, EarlyView.
Abstract Background Students' achievement emotions (AEs) are closely linked to their social environment. Consistent with control‐value theory (CVT), extensive research has confirmed the relevance of control and value appraisals as antecedents of AEs.
Daniela Raccanello, Enrica Ciucci, Giada Vicentini, Andrea Baroncelli   +3 more
wiley   +1 more source

Economic inequality and academic perseverance: Evidence from 73 countries

British Journal of Educational Psychology, EarlyView.
Abstract Background Academic perseverance is important for educational success, yet research has focused mainly on individual and proximal environmental factors, with limited attention to broader socioeconomic contexts. Aims This study examined whether national economic inequality was associated with students' academic perseverance and whether this ...
Yifan Wang, Yanru Liu, Dennis Alonzo
wiley   +1 more source

Reciprocal teacher–student transmissions: Linking teachers' emotions with students' emotions and relationship quality

British Journal of Educational Psychology, EarlyView.
Abstract Background Reciprocal emotional transmissions between teachers and students have recently gained more research interest. Teacher–student relationship (TSR) quality is proposed to play an important role, but this transmission pathway lacks empirical evidence.
André Seidel, Mareike Trauernicht, Diana Raufelder, Rebecca Lazarides   +3 more
wiley   +1 more source

The impact of teacher–student relationships on mental health and wellbeing in adolescents with poor reading and spelling skills

British Journal of Educational Psychology, EarlyView.
Abstract Background Poor reading ability is associated with increased risk of internalizing symptoms (e.g., anxiety); however, social factors, including supportive relationships at school, may buffer against internalizing psychopathology or promote mental wellbeing in adolescents with poor reading.
Alana Jones, Emma Burns, Genevieve McArthur, Elisabeth Beyersmann, Carly Johnco   +4 more
wiley   +1 more source

Development and evaluation of artificial intelligence literacy training for teacher education students

British Journal of Educational Technology, EarlyView.
Abstract Teacher education students play double role as present learners and future educators. Hence, they need targeted training to navigate the growing influence of Generative Artificial Intelligence (GenAI) on teaching, learning and professional identity.
Tam Hong Le, Luna Huynh, Belle Dang, Hiep‐Hung Pham, Nga Thi Viet Nguyen, Andy Nguyen   +5 more
wiley   +1 more source

A balance between stability and flexibility: Adaptive patterns of self‐regulated learning processes shape game‐based learning

British Journal of Educational Technology, EarlyView.
Abstract To ensure learning efficiency in game‐based learning (GBL), learners must regulate cognitive, affective, metacognitive and motivational (CAMM) processes, collectively known as self‐regulated learning (SRL). SRL is dynamic and non‐linear, characterized by regulatory patterns and CAMM interactions that lead to macro‐level SRL behaviours. In this
Elizabeth B. Cloude, Stefan E. Huber, Jingwei Wei, Bianca Esmanhoto, Muhterem Dindar, Manuel Ninaus, Kristian Kiili   +6 more
wiley   +1 more source

Unpacking student interactions in GenAI‐assisted social annotation: An epistemic network analysis of cognitive and social presence

British Journal of Educational Technology, EarlyView.
Abstract Cognitive presence and social presence are essential for computer‐supported collaborative learning (CSCL). Yet, monitoring and providing personalised feedback to support these presences remain a persistent challenge, particularly in the context of social annotation (SA).
Mengru Pan, Chun Lai, Kai Guo, Chin‐Hsi Lin   +3 more
wiley   +1 more source

To vary or not to vary: A flexible empirical Bayes factor for testing variance components

British Journal of Mathematical and Statistical Psychology, EarlyView.
Abstract Random effects are the gold standard for capturing structural heterogeneity, such as individual differences or temporal dependence. Yet testing their presence is difficult because variance components are constrained to be non‐negative, creating a boundary problem. This paper introduces a flexible empirical Bayes factor (EBF) for testing random
Fabio Vieira, Hongwei Zhao, Joris Mulder
wiley   +1 more source