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The relationship between trait mindfulness and academic performance: a meta-analysis 正念特质与学习成绩之间的关系：荟萃分析
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-09-05 DOI: 10.1080/01443410.2024.2390957
Yidi Mao, Juan Zhang, Yihui Wang, Yihan Zhang
{"title":"The relationship between trait mindfulness and academic performance: a meta-analysis","authors":"Yidi Mao, Juan Zhang, Yihui Wang, Yihan Zhang","doi":"10.1080/01443410.2024.2390957","DOIUrl":"https://doi.org/10.1080/01443410.2024.2390957","url":null,"abstract":"The findings of previous studies on the correlation between trait mindfulness (MF) and academic performance (AP) have been inconsistent. The purpose of the current study was to provide a thorough s...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142264233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Attributions for failure and success at primary school: a person-centered approach to causal dimensions 小学阶段失败和成功的归因：以人为本的因果维度方法
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-29 DOI: 10.1080/01443410.2024.2396412
Laurent Brun, Pascal Pansu, Benoit Dompnier
{"title":"Attributions for failure and success at primary school: a person-centered approach to causal dimensions","authors":"Laurent Brun, Pascal Pansu, Benoit Dompnier","doi":"10.1080/01443410.2024.2396412","DOIUrl":"https://doi.org/10.1080/01443410.2024.2396412","url":null,"abstract":"Over the past fifty years, extensive research has examined the influence of causal attributions on cognitions, emotions, and behaviours in educational contexts. However, these studies often relied ...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Wow, you’re really smart!” – How children’s self-esteem affects teachers’ praise "哇，你真聪明！"- 儿童的自尊如何影响教师的表扬
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-29 DOI: 10.1080/01443410.2024.2396422
Nina Graf-König, Rosa Maria Puca
{"title":"“Wow, you’re really smart!” – How children’s self-esteem affects teachers’ praise","authors":"Nina Graf-König, Rosa Maria Puca","doi":"10.1080/01443410.2024.2396422","DOIUrl":"https://doi.org/10.1080/01443410.2024.2396422","url":null,"abstract":"Person praise, as compared to process praise, can have detrimental consequences on performance and motivation. Children with low self-esteem are most vulnerable for these effects. However, parents ...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Academic failure and psychological disengagement: can belief in school meritocracy make a difference? 学业失败与心理疏离：学校任人唯贤的信念能否改变现状？
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-28 DOI: 10.1080/01443410.2024.2394691
Céline Darnon, Alyson Sicard, Alice Normand, Delphine Martinot
{"title":"Academic failure and psychological disengagement: can belief in school meritocracy make a difference?","authors":"Céline Darnon, Alyson Sicard, Alice Normand, Delphine Martinot","doi":"10.1080/01443410.2024.2394691","DOIUrl":"https://doi.org/10.1080/01443410.2024.2394691","url":null,"abstract":"In academic contexts, failure, as compared to success, is likely to threaten self-esteem and thus, to increase the risk of psychological disengagement from one’s studies. The goal of the present re...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142264238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring how demographic, adjustment, and online learning readiness related factors shape international students’ online learning anxiety: a hierarchical regression analysis 探索人口统计学、适应性和在线学习准备相关因素如何影响留学生的在线学习焦虑：分层回归分析
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-24 DOI: 10.1080/01443410.2024.2394695
Yingying Pan, Xiaoli Zheng
{"title":"Exploring how demographic, adjustment, and online learning readiness related factors shape international students’ online learning anxiety: a hierarchical regression analysis","authors":"Yingying Pan, Xiaoli Zheng","doi":"10.1080/01443410.2024.2394695","DOIUrl":"https://doi.org/10.1080/01443410.2024.2394695","url":null,"abstract":"Online education transforms many aspects of teaching and learning in higher education. International students studying abroad already face considerable stress and negative emotions, and the transit...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Being a big fish in a little pond: student group composition, perceived academic standing, and young people’s academic self-concept 小池塘里的大鱼：学生群体构成、学术地位认知和青少年的学术自我概念
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-21 DOI: 10.1080/01443410.2024.2391529
Heidur Hrund Jónsdóttir, Kristjana Stella Blöndal
{"title":"Being a big fish in a little pond: student group composition, perceived academic standing, and young people’s academic self-concept","authors":"Heidur Hrund Jónsdóttir, Kristjana Stella Blöndal","doi":"10.1080/01443410.2024.2391529","DOIUrl":"https://doi.org/10.1080/01443410.2024.2391529","url":null,"abstract":"Upper secondary school students with a strong academic self-concept are more likely to complete their studies and thus increase their well-being in the future. Previous research on the big-fish-lit...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142218003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Short and long(er)-term returns of self-efficacy’s latent growth: class attendance and longitudinal impact on knowledge, proximal and distal interest 自我效能潜在增长的短期和长期回报：课堂出勤率以及对知识、近端和远端兴趣的纵向影响
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-18 DOI: 10.1080/01443410.2024.2387549
Luke K. Fryer, Alex Shum, H. Nicholas Bovee, Kaori Nakao, Shuichi Ozono
{"title":"Short and long(er)-term returns of self-efficacy’s latent growth: class attendance and longitudinal impact on knowledge, proximal and distal interest","authors":"Luke K. Fryer, Alex Shum, H. Nicholas Bovee, Kaori Nakao, Shuichi Ozono","doi":"10.1080/01443410.2024.2387549","DOIUrl":"https://doi.org/10.1080/01443410.2024.2387549","url":null,"abstract":"The broad relationship between students’ self-efficacy and interest has been highlighted for decades. This, along with the inherently developmental nature of learning, calls for a more thorough exa...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding the relations between achievement goals and self-regulated learning: a multiple goal perspective 理解成就目标与自我调节学习之间的关系：多重目标视角
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-18 DOI: 10.1080/01443410.2024.2392013
Sungjun Won, Christopher A. Wolters
{"title":"Understanding the relations between achievement goals and self-regulated learning: a multiple goal perspective","authors":"Sungjun Won, Christopher A. Wolters","doi":"10.1080/01443410.2024.2392013","DOIUrl":"https://doi.org/10.1080/01443410.2024.2392013","url":null,"abstract":"The primary objective was to investigate the relations between college students’ achievement goals and their engagement in self-regulated learning using a person-centered approach. College students...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Social behavior, academic achievement, language skills, and peer rejection in elementary school classes: the moderating role of teacher feedback 小学班级中的社交行为、学习成绩、语言技能和同伴排斥：教师反馈的调节作用
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-12 DOI: 10.1080/01443410.2024.2387544
Ariana Garrote, Marion Diener, Brigitte Hepberger, Susanne Kuratli Geeler, Celina Nesme, Elisabeth Moser Opitz
{"title":"Social behavior, academic achievement, language skills, and peer rejection in elementary school classes: the moderating role of teacher feedback","authors":"Ariana Garrote, Marion Diener, Brigitte Hepberger, Susanne Kuratli Geeler, Celina Nesme, Elisabeth Moser Opitz","doi":"10.1080/01443410.2024.2387544","DOIUrl":"https://doi.org/10.1080/01443410.2024.2387544","url":null,"abstract":"The study examines the influence of teacher feedback in the relationship between peer rejection and student level predictors of rejection. Feedback on academic performance and social behaviour reco...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Does peer tutoring have negative effects? An investigation and intervention on tutors’ implicit theories and beliefs of intelligence 同伴辅导有负面影响吗？对导师内隐智力理论和信念的调查和干预
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-08-07 DOI: 10.1080/01443410.2024.2389186
Elena Gandolfi, Teresa Limata, Robero Favatà, Francesco Ianì
{"title":"Does peer tutoring have negative effects? An investigation and intervention on tutors’ implicit theories and beliefs of intelligence","authors":"Elena Gandolfi, Teresa Limata, Robero Favatà, Francesco Ianì","doi":"10.1080/01443410.2024.2389186","DOIUrl":"https://doi.org/10.1080/01443410.2024.2389186","url":null,"abstract":"Peer-tutoring (PT) is a widely studied learning strategy. No studies, to our knowledge, have examined the effects of PT on tutors’ metacognitive abilities, particularly in relation to implicit theo...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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