发布求助
文献互助 智能选刊 最新文献

Educational Psychology最新文献

筛选
英文 中文
Social-emotional need satisfaction and students’ academic engagement and social-emotional skills 社会情感需求的满足与学生的学业参与和社会情感技能
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-03-09 DOI: 10.1080/01443410.2024.2324751
Rebecca J. Collie
{"title":"Social-emotional need satisfaction and students’ academic engagement and social-emotional skills","authors":"Rebecca J. Collie","doi":"10.1080/01443410.2024.2324751","DOIUrl":"https://doi.org/10.1080/01443410.2024.2324751","url":null,"abstract":"This investigation examined the role of students’ social-emotional need satisfaction in relation to academic engagement and social-emotional skills. Among a sample of 501 secondary school students ...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"68 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140126671","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
Longitudinal links of authoritative teaching and bullying victimization in upper elementary school 权威式教学与小学高年级欺凌受害情况的纵向联系
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-03-06 DOI: 10.1080/01443410.2024.2325594
Mattias Kloo, Robert Thornberg, Linda Wänström, Dorothy L. Espelage
{"title":"Longitudinal links of authoritative teaching and bullying victimization in upper elementary school","authors":"Mattias Kloo, Robert Thornberg, Linda Wänström, Dorothy L. Espelage","doi":"10.1080/01443410.2024.2325594","DOIUrl":"https://doi.org/10.1080/01443410.2024.2325594","url":null,"abstract":"The aim of the present study was to investigate whether authoritative teaching at the classroom-level was associated with bullying victimisation, and how this association evolved over the course of...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"483 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140070811","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
The reciprocity between various motivation constructs and academic achievement: a systematic review and multilevel meta-analysis of longitudinal studies 各种动机构建与学习成绩之间的互惠关系：纵向研究的系统回顾和多层次荟萃分析
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-02-29 DOI: 10.1080/01443410.2024.2307960
Tuong Van Vu, Aurelia Lilly Scharmer, Elise van Triest, Nienke van Atteveldt, Martijn Meeter
{"title":"The reciprocity between various motivation constructs and academic achievement: a systematic review and multilevel meta-analysis of longitudinal studies","authors":"Tuong Van Vu, Aurelia Lilly Scharmer, Elise van Triest, Nienke van Atteveldt, Martijn Meeter","doi":"10.1080/01443410.2024.2307960","DOIUrl":"https://doi.org/10.1080/01443410.2024.2307960","url":null,"abstract":"The current multilevel meta-analyses and systematic review encompass 47 longitudinal studies of motivation and academic achievement in primary and secondary education. Our inclusion criteria extend...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"41 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140018096","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
Differences in mathematics-related achievement emotions between contact and distance learning arrangements during the COVID-19 pandemic 在 COVID-19 大流行期间，接触式学习和远程学习安排在数学成绩情绪方面的差异
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-01-29 DOI: 10.1080/01443410.2024.2306277
Micaela Biese, Anni Sofia Sydänmaanlakka, Marja Eliisa Holm, Jokke Häsä, Markku S. Hannula
{"title":"Differences in mathematics-related achievement emotions between contact and distance learning arrangements during the COVID-19 pandemic","authors":"Micaela Biese, Anni Sofia Sydänmaanlakka, Marja Eliisa Holm, Jokke Häsä, Markku S. Hannula","doi":"10.1080/01443410.2024.2306277","DOIUrl":"https://doi.org/10.1080/01443410.2024.2306277","url":null,"abstract":"Research during COVID-19 has shown that rapid transition to distance learning environment has influenced student’s emotions. Yet, there is a lack of studies about how this transition might have cha...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"13 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139771815","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
The effects of teacher immediacy and autonomy support on secondary students’ approaches to learning 教师的直接性和自主支持对中学生学习方法的影响
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-01-17 DOI: 10.1080/01443410.2024.2302513
Qing Wang, Ziyi Xu, Jingjing Tao, Xuelian Ma
{"title":"The effects of teacher immediacy and autonomy support on secondary students’ approaches to learning","authors":"Qing Wang, Ziyi Xu, Jingjing Tao, Xuelian Ma","doi":"10.1080/01443410.2024.2302513","DOIUrl":"https://doi.org/10.1080/01443410.2024.2302513","url":null,"abstract":"Teachers are closely connected with secondary students and have an impact on students’ approaches to learning and academic results. The present study aimed to explore the effects of teacher immedia...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"41 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139516152","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
Students’ interest, engagement, and achievement in online high school science courses 学生对在线高中科学课程的兴趣、参与度和成绩
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2023-12-29 DOI: 10.1080/01443410.2023.2299703
John Ranellucci, Joshua M. Rosenberg
{"title":"Students’ interest, engagement, and achievement in online high school science courses","authors":"John Ranellucci, Joshua M. Rosenberg","doi":"10.1080/01443410.2023.2299703","DOIUrl":"https://doi.org/10.1080/01443410.2023.2299703","url":null,"abstract":"Though documented extensively using self-report measures—especially in post-secondary course contexts—the relations among students’ interest, engagement, and academic achievement in high school sci...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139064685","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 support and school engagement in adolescence: moderated mediation models of life satisfaction and school climate 青少年时期的社会支持与学校参与：生活满意度和学校氛围的调节中介模型
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2023-12-26 DOI: 10.1080/01443410.2023.2298799
Lorea Azpiazu, Oihane Fernández-Lasarte, Naiara Escalante, Iker Izar-de-la-Fuente
{"title":"Social support and school engagement in adolescence: moderated mediation models of life satisfaction and school climate","authors":"Lorea Azpiazu, Oihane Fernández-Lasarte, Naiara Escalante, Iker Izar-de-la-Fuente","doi":"10.1080/01443410.2023.2298799","DOIUrl":"https://doi.org/10.1080/01443410.2023.2298799","url":null,"abstract":"Little is known about the mediating and moderating mechanisms that underlie the relationship between social support and school engagement. The present study aims to analyse: (1) the mediating role ...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"26 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139064804","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
List of Consulting Editors and Reviewers 顾问编辑和审稿人名单
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2023-12-25 DOI: 10.1080/01443410.2023.2288975
{"title":"List of Consulting Editors and Reviewers","authors":"","doi":"10.1080/01443410.2023.2288975","DOIUrl":"https://doi.org/10.1080/01443410.2023.2288975","url":null,"abstract":"Published in Educational Psychology: An International Journal of Experimental Educational Psychology (Vol. 43, No. 10, 2023)","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"8 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139053906","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
The role of home and classroom literacy environment and expectations in early vocabulary development in bilingual primary education 双语小学教育中家庭和课堂识字环境及期望对早期词汇发展的作用
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2023-12-20 DOI: 10.1080/01443410.2023.2285232
H. Kwakkel, Mienke Droop, Ludo Verhoeven, E. Segers
{"title":"The role of home and classroom literacy environment and expectations in early vocabulary development in bilingual primary education","authors":"H. Kwakkel, Mienke Droop, Ludo Verhoeven, E. Segers","doi":"10.1080/01443410.2023.2285232","DOIUrl":"https://doi.org/10.1080/01443410.2023.2285232","url":null,"abstract":"This study examined the unique contribution of Home Literacy Environment (HLE), Classroom Literacy Environment (CLE), and parent and teacher expectations to the development of Dutch (L1) and English (L2) vocabulary in children in Dutch-English bilingual primary education. The children ( n ¼ 106) were tested on vocabulary in both languages in kindergarten ( m age ¼ 5–10) and grade 1 ( m age ¼ 6–10). Their parents ( n ¼ 106) and teachers ( n ¼ 16) filled out questionnaires on respectively HLE and CLE, and shared their expectations of children’s future L1 and L2 achievement through a second questionnaire. Results indicated that L2 HLE correlated with L2 vocabulary and number of L1 books at home correlated with L1 vocabulary. L1 vocabulary development was predicted by teacher expectations, but not by parent expectations, HLE or CLE. L2 vocabulary development was predicted by parent expectations, but not by teacher expectations, L1 vocabulary level in kindergarten, HLE or CLE. These findings highlight the importance of parent and teacher expectations in early bilingual vocabulary development. They suggest a unique but also combined role of two systems in which children learn and develop a second language: the home and the classroom.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"122 6","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994564","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
Individual and collective moral disengagement as predictors of bullying perpetration: a short-term longitudinal multilevel study 个人和集体道德失范是欺凌行为的预测因素：一项短期纵向多层次研究
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2023-12-14 DOI: 10.1080/01443410.2023.2292468
Robert Thornberg, Björn Sjögren, Peter Ekberg, Sandra Englund, Trine Öhman, Björn Robbins
{"title":"Individual and collective moral disengagement as predictors of bullying perpetration: a short-term longitudinal multilevel study","authors":"Robert Thornberg, Björn Sjögren, Peter Ekberg, Sandra Englund, Trine Öhman, Björn Robbins","doi":"10.1080/01443410.2023.2292468","DOIUrl":"https://doi.org/10.1080/01443410.2023.2292468","url":null,"abstract":"This study examined whether individual and collective moral disengagement (MD) in seventh grade were associated with bullying perpetration across seventh and eighth grade, and whether changes in in...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"34 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138685206","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信