Results 121 to 130 of about 22,690 (258)

Emotional and motivational experiences in teacher–student relationships and psychological need satisfaction during adolescence: A latent profile and latent transition analysis

British Journal of Educational Psychology, EarlyView.
Abstract Background Emotional and motivational aspects of teacher–student relationships are central to adolescents' psychological need satisfaction and academic development. However, few longitudinal studies examine how these relational experiences evolve during adolescence or co‐occur with emotional‐motivational functioning.
Fabian Schimmelpfennig, Diana Raufelder
wiley   +1 more source

Introducing the Socio‐Emotional School Experiences Adaptation (SESEA) model: A theoretical integration of emotions, social relationships and the experience of learning

British Journal of Educational Psychology, EarlyView.
Abstract Background Social and emotional experiences play a central role in the daily lives of both students and teachers. Although emotions and social relationships are deeply interwoven—each shaping and reinforcing the other—emotional experiences and social dynamics are still considered largely in isolation, with limited attention being given to ...
Diana Raufelder, Juliane Schlesier
wiley   +1 more source

Personal resource gains: Effective coping builds academic buoyancy, and academic buoyancy builds achievement

British Journal of Educational Psychology, EarlyView.
Abstract Background Academic buoyancy is conceptualized as students' capacity to cope with academic challenges. Studies that examine how academic buoyancy and coping responses are reciprocally related, or that include relations with achievement, are lacking.
David W. Putwain, Laura J. Nicholson
wiley   +1 more source

Enjoyment and perceived teacher conflict shape early L2 English performance: A longitudinal study in primary school

British Journal of Educational Psychology, EarlyView.
Abstract Background Learning English as a second language (L2) is crucial in a globalized world. However, longitudinal evidence on how young learners' achievement emotions and perceived teacher–child relationship quality jointly shape L2 outcomes remains limited.
Fabiola Silletti, Gabrielle Coppola, Cristina Semeraro, Rosalinda Cassibba, Paola Palladino, Matteo Gatti, Pasquale Musso   +6 more
wiley   +1 more source

Teacher and student mindsets in the classroom: Multilevel links with emotional support, achievement and anxiety

British Journal of Educational Psychology, EarlyView.
Abstract Background Teachers' growth mindsets are increasingly studied as predictors of student learning. However, most research relies on teachers' self‐reports, leaving unclear how students' perceptions of their teachers' mindsets relate to outcomes such as achievement and anxiety.
Katharina Asbury, Ricarda Steinmayr, Lisa Benckwitz, Bastian Carstensen   +3 more
wiley   +1 more source

Changes in mathematics anxiety and mathematics confidence

International Journal of Mathematical Education in Science and Technology
Jamie Smith, Nikolaos Fotou, Rachael Sharpe   +2 more
openaire   +2 more sources

University teachers' self‐efficacy beliefs

British Journal of Educational Psychology, EarlyView.
Abstract Aim This study aimed to provide insight into university teachers' self‐efficacy beliefs and to deepen our understanding of their relationship with teacher characteristics (e.g. years of experience, discipline and time spent on professional development activities). We investigated self‐efficacy beliefs in six teaching domains.
Irene Manja Elisabeth Douwes‐van Ark, Marjon Fokkens‐Bruinsma, Jan Folkert Deinum, Hanke Korpershoek   +3 more
wiley   +1 more source

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
wiley   +1 more source

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, Maximilian Hofleitner, Alina Wunsch, Jens Lange, Ulrich S. Tran, Marko Lüftenegger   +5 more
wiley   +1 more source

Demystifying the mist: Why do individuals hesitate to accept AI educational services?

British Journal of Psychology, EarlyView.
Abstract Rapid advances in AI technology are fuelling the proliferation of AI applications across industries, including educational services. With the allure of intelligent tutoring, individuals now face the choice of their educational approach—either parental engagement or utilizing AI educational services. This research employs an experimental design
Aiping Shao, Zhi Lu, Stephanie Q. Liu, Yin Shi, Wei Lu   +4 more
wiley   +1 more source