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Play-integrated fostering of basic mathematical skills: findings of two experiments 在游戏中培养基本数学技能：两项实验的结果
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-03-20 DOI: 10.1080/01443410.2024.2329638
Valérie-D. Berner, Frank Niklas, Maria-Aikaterini Chatzaki, Katja Seitz-Stein
{"title":"Play-integrated fostering of basic mathematical skills: findings of two experiments","authors":"Valérie-D. Berner, Frank Niklas, Maria-Aikaterini Chatzaki, Katja Seitz-Stein","doi":"10.1080/01443410.2024.2329638","DOIUrl":"https://doi.org/10.1080/01443410.2024.2329638","url":null,"abstract":"Empirical research highlights the benefits for the development of children’s mathematical competencies when they play linear number board games with dice and receive feedback. We, therefore, invest...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140172659","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 effect of different question types on vicarious learning 不同问题类型对替代学习的影响
IF 3.2 2区 心理学
Educational Psychology Pub Date : 2024-03-18 DOI: 10.1080/01443410.2024.2325589
Ziyi Kuang, Xiaxia Jiang, Keith T. Shubeck, Xiaoxue Leng, Yahong Li, Rui Zhang, Zhen Wang, Shun Peng, Xiangen Hu
{"title":"The effect of different question types on vicarious learning","authors":"Ziyi Kuang, Xiaxia Jiang, Keith T. Shubeck, Xiaoxue Leng, Yahong Li, Rui Zhang, Zhen Wang, Shun Peng, Xiangen Hu","doi":"10.1080/01443410.2024.2325589","DOIUrl":"https://doi.org/10.1080/01443410.2024.2325589","url":null,"abstract":"This study explored the role of question types and prior knowledge in vicarious learning with an intelligent tutoring system. In experiment 1, the participants were assigned to three conditions (de...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"16 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140152347","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-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
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