Results 161 to 170 of about 7,533,291 (284)
British Journal of Educational Psychology, EarlyView.Abstract Background Previous research has shown that testing differs significantly from other classroom activities and is associated with heightened negative emotions and lower levels of positive emotions. However, relatively little is known about students' emotions surrounding testing, particularly in higher‐stakes assessment settings. Aims This study
Reetta Kyynäräinen +5 more
wiley +1 more source
British Journal of Educational Psychology, EarlyView.Abstract Background Research on the role of the physical school environment in areas other than educational psychology has documented the benefits of exposure to nature for cognitive and emotional functioning. Positive effects have been indicated not only after a break in nature in mentally fatigued students but also in students who did not have ...
Lucia Mason +3 more
wiley +1 more source
The Teacher: another Variable in the Use of Foreign Language Learning Strategies? [PDF]
, 2011 The Bologna process aims to create the European Higher Education Framework (EHEF) by making academic degree and quality assurance standards more comparable and compatible throughout Europe.
Lario-de-Oñate, M. Carmen +1 more
core +1 more source
British Journal of Educational Psychology, EarlyView.Abstract Background Executive functions (EFs) are critical in school and closely linked to academic achievement and learning‐related behaviours (LRBs). LRBs encompass the ability to adapt to school demands, including concentration, adherence to rules, and autonomy.
Carlotta Rivella, Paola Viterbori
wiley +1 more source
British Journal of Educational Psychology, EarlyView.Abstract Background Many words have multiple meanings, which present challenges to learning, yet research has yet to identify effective interventions for homonyms. Lexical inference may be a promising strategy. Aim To evaluate a brief, novel lexical inference intervention for homonyms. Samples Children aged 7–8 years (Study 1: N = 180, Study 2: N = 76).
Sophie A. Booton +4 more
wiley +1 more source
British Journal of Educational Psychology, EarlyView.Abstract Background and Aims A vast body of theory and research highlights the operation of seriation as a prerequisite to mathematical thinking in young children. However, there is limited evidence that seriation interventions improve early years mathematics.
David Tzuriel, Dikla Hanuka‐Levi
wiley +1 more source
British Journal of Educational Psychology, EarlyView.Abstract Background Scholars have reached a consensus on the influential roles and dynamic characteristics of epistemic emotions during the problem‐solving process; however, few research provided empirical evidence to reveal the temporal progression of these emotions.
Tingting Wang +5 more
wiley +1 more source
The Effect of Metacognitive Strategies Implementation on Students’ Reading Comprehension Achievement
, 2020 Abdul Muhid +4 more
semanticscholar +1 more source
British Journal of Educational Technology, EarlyView.We explore a topological model that situates teachers' agency as a constituent element within the convergent and divergent dynamics at the intersection of human‐mediated and algorithmically mediated pedagogies. Ubiquitous AI in education is designed to simulate, emulate and automate human processes and behaviours through datafication.
Keith Turvey, Norbert Pachler
wiley +1 more source
The role of generative AI in collaborative problem‐solving of authentic challenges
British Journal of Educational Technology, EarlyView.Abstract This study investigates undergraduate and postgraduate teamwork in a four‐week ‘Generative AI for Social Good’ hackathon, focusing on how students use GAI tools in authentic problem‐solving within their learning ecology. It examines the factors that foster productive collaboration and explores evidence of AI extending human cognition beyond ...
Nancy Law +7 more
wiley +1 more source