British Journal of Educational Psychology最新文献

{"title":"Developmental links between well-being, self-concept and prosocial behaviour in early primary school","authors":"Caoimhe Dempsey,&nbsp;Rory Devine,&nbsp;Elian Fink,&nbsp;Claire Hughes","doi":"10.1111/bjep.12654","DOIUrl":"10.1111/bjep.12654","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Well-being is a key aspect of children's education, yet measurement issues have limited studies in early primary school.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The current 12-month longitudinal study assesses the temporal stability of child- and parent-reported school well-being and examines developmental links with academic self-concept and parent-rated prosocial behaviour.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample(s)</h3>\u0000 \u0000 <p>We tracked a sample of 206 children across the transition from the first (T1) to the second (T2) year of primary school (T1 child <i>M</i>_<i>age</i> = 5.3, <i>SD</i> = .46, 54.3% girls) and gathered ratings of well-being, prosocial behaviour and academic self-concept at both timepoints.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used cross-lagged analyses to investigate developmental links between these three constructs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Parent and child reports of children's well-being showed similar temporal stability and converged over time, such that informants' reports showed a modest but significant correlation at T2. Girls reported greater well-being than boys at both timepoints and received higher parental ratings of well-being than boys at T2. For both girls and boys, associations between the constructs were asymmetric: early well-being predicted later self-concept and prosocial behaviour, but the reciprocal associations were not significant.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings support the validity of young children's self-reported well-being, highlight the early onset of gender differences in school well-being and demonstrate that early well-being heralds later prosocial behaviour and positive academic self-concepts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 2","pages":"425-440"},"PeriodicalIF":3.7,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12654","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138810282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coping strategies used by second-career student teachers","authors":"Ilona van Heijst,&nbsp;Monique Volman,&nbsp;Frank Cornelissen","doi":"10.1111/bjep.12652","DOIUrl":"10.1111/bjep.12652","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>When second-career teachers (SCTs) learn to teach, they need to cope with the tension-evoking moments they encounter. Little is known about the coping strategies SCTs use to manage tensions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>The purpose of this study was to investigate the coping strategies SCTs use during the first 1.5 years of teacher training. The SCTs' own perceptions about the usefulness, evolution and specificity of these coping strategies were also studied.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>Twenty-four SCTs in the alternative teacher training programme (ATTP) at the University of Amsterdam participated in this study. These SCTs aspired to become teachers of mathematics, physics, economics, computer science or chemistry.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>For each participant, written logbook fragments and interviews were analysed in Atlas-ti.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The SCTs used in decreasing order: <i>intrapersonal approaching</i> (e.g., resolving problems autonomously), <i>interpersonal approaching</i> (e.g., consulting others) and <i>intrapersonal avoiding strategies</i> (e.g., ignoring an undesired situation). <i>Interpersonal avoiding strategies</i> were not mentioned at all.</p>\u0000 \u0000 <p>While the SCTs reported approaching strategies (inter- and intrapersonal) as being useful for their development, we also found disadvantages to intrapersonal approaching strategies and advantageous uses of avoiding strategies. The SCTs noted several inter- and intrapersonal approaching coping strategies that they considered typical for SCTs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Intrapersonal approaching coping strategies can be a risk because of the invisibility of these strategies. Interpersonal strategies should be stimulated because SCTs benefit from the social network in school. Avoiding strategies may serve a purpose for managing the complexity of the teaching profession.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 2","pages":"387-406"},"PeriodicalIF":3.7,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inaugural editorial: Updates and future directions","authors":"David W. Putwain","doi":"10.1111/bjep.12646","DOIUrl":"10.1111/bjep.12646","url":null,"abstract":"&lt;p&gt;In January 2023, after a 3-month period of acting Editor-in-Chief in conjunction with Laura Crane, I succeeded Alice Jones-Bartoli as Editor-in-Chief of the British Journal of Educational Psychology (BJEP); Ouhao Chen was appointed as the Deputy Editor-in-Chief. I would like to thank Alice for leaving the journal in an excellent state of health and to the Wiley editorial staff who have made me feel extremely welcome, regularly providing their expertise and support. In no particular order, I would particularly like to acknowledge Hannah Wakley, Vinubala Viswanathan and Rebecca Harkin. As it is nearly 12 months since Ouhao and I were appointed, it seemed opportune to update readers and colleagues, especially those who may be considering submitting to the BJEP, over recent developments in BJEP editorial operation and policy. I will then make some brief comments about special issues, reviews and meta-analyses, before a final comment about the word length of BJEP articles.&lt;/p&gt;&lt;p&gt;At the BJEP, we aim to provide authors with first decision on their manuscript within 90 days of submission. Over the past 12 months, we have not been able to meet this aspiration in many cases. Either I, or Wiley Editorial staff, have written to many authors to express our apologies and would like to offer my sincere apologies again. As an author myself I know, it can be deeply frustrating when having to wait a long time for a decision, especially when the eventual decision is not favourable.&lt;/p&gt;&lt;p&gt;There are numerous reasons for manuscripts taking longer than 90 days. Chief among those reasons is the difficulty in finding reviewers with sufficient expertise in a timely fashion. Each reviewer is allowed a 1-week grace period in which to respond before their invitation is automatically withdrawn and a new reviewer is invited. It is typical for a manuscript to receive somewhere between six and eight no responses. When reviewers do not respond to their invitation it is not uncommon to wait 2 or 3 months before two reviewers are in place to assess the manuscript. The 90-day period may have elapsed even before reviewers have begun their assessment. Given that, I would urge colleagues to decline invitations as soon as is feasible, if they do not have time or expertise to review a manuscript, in order to expedite the process.&lt;/p&gt;&lt;p&gt;These are issues that are not unique to the BJEP. Many journals, however, call on an editorial board to conduct a proportion of reviews. The contribution of such a board can be essential in meeting response–time targets and the BJEP was disadvantaged by the absence of such a board. We have addressed this issue recently and appointed 63 colleagues to an Editorial Advisory Board. I would like to express my thanks to colleagues who have accepted our invitation to generously offer their time and expertise. There is scope for further appointments and if you are an experienced reviewer, please do get in touch.&lt;/p&gt;&lt;p&gt;In addition, we have undertaken a substanti","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 1","pages":"1-5"},"PeriodicalIF":3.7,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138573343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Domain-specific knowledge and domain-general abilities in children's science problem-solving","authors":"Jonas Schäfer,&nbsp;Timo Reuter,&nbsp;Julia Karbach,&nbsp;Miriam Leuchter","doi":"10.1111/bjep.12649","DOIUrl":"10.1111/bjep.12649","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Problem-solving in early and middle childhood is of high relevance for cognitive developmental research and educational support. Previous research on science problem-solving has focussed on the process and strategies of children handling challenging tasks, but less on providing insights into the cognitive network that enables science problem-solving.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>In this study, we aimed to investigate whether performance in science problem-solving is mainly determined by domain-specific rule knowledge, by domain-general cognitive abilities or both.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In our study, 215 6- to 8-year-old children completed a set of three domain-specific rule knowledge tasks and three corresponding problem-solving tasks that were content-coherent, as well as a vocabulary task, and a reasoning task.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Correlational and regression analyses revealed a negligible impact of domain-specific rule knowledge on corresponding problem-solving tasks. In contrast, the associations between problem-solving performance in different domains and the associations between problem-solving performance and domain-general abilities (vocabulary and reasoning) were comparably strong.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings suggest that science problem-solving in primary school children primarily relies on domain-general cognitive abilities. Implications of these findings are discussed with regard to cognitive theories and early science education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 2","pages":"346-366"},"PeriodicalIF":3.7,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138562390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a volitional help sheet to increase university students' attendance at synchronous online lectures: A randomized controlled trial","authors":"Mark A. Elliott,&nbsp;Allan McGroarty,&nbsp;David J. Robertson","doi":"10.1111/bjep.12647","DOIUrl":"10.1111/bjep.12647","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A volitional help sheet (VHS) is an intervention for promoting implementation intentions. This study was the first to test the effectiveness of a VHS for increasing university students' lecture attendance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To develop a VHS to increase university students’ lecture attendance and test its effectiveness at increasing the proportion of lectures attended, and promoting the maintenance of lecture attendance, over an 11-week teaching semester.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample and Method</h3>\u0000 \u0000 <p>One hundred and seventy-eight undergraduate students enrolled in a psychology degree programme were allocated at random to a VHS or active control condition. Prior to intervention, measures of goal intention to attend lectures and trait conscientiousness were collected using self-report, online questionnaires. Over the following 11-week teaching semester, attendance at synchronous (live) online lectures was measured.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The VHS condition attended a greater proportion of lectures and maintained their lecture attendance for longer than did the active control condition. These effects were not sensitive to underlying goal intentions, although the sample means on the measures of goal intention were approaching ceiling. Trait conscientiousness increased the effects of the VHS on the proportion of lectures attended.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>VHSs constitute useful interventions for increasing and maintaining university students' lecture attendance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 2","pages":"328-345"},"PeriodicalIF":3.7,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138453055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mastery-approach and performance-approach goals predict distinct outcomes during personal academic goal pursuit","authors":"Inbar Katz-Vago,&nbsp;Moti Benita","doi":"10.1111/bjep.12645","DOIUrl":"10.1111/bjep.12645","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Mastery and performance goals are typically measured as trait-like abstract goals. However, in their daily academic pursuits, students pursue more concrete goals. The pursuit of these goals is replete with obstacles that can lead to an action crisis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>We examined how mastery and performance goals affect progress, effort and well-being during academic goal pursuit. We also asked whether these goals moderated relations between an action crisis and goal pursuit.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>154 Israeli students (average age = 23.59 years, SD = 2.17; 62% female) preparing for an exam.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this daily diary study, participants first reported the date of their most stressful exam, two related goals, and their trait-like achievement goals (mastery, performance). They then completed daily questionnaires assessing their progress, effort, well-being and action crisis on the 10 days leading up to the exam.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Multilevel modelling showed mastery goals positively predicted daily goal effort and progress and negatively predicted daily action crises, while performance goals positively predicted daily negative affect and action crises. An action crisis was negatively correlated with next-day goal progress and positive affect among students with high-performance goals. In students with low-performance goals, an action crisis positively predicted next-day positive affect. Finally, for students high on mastery goals, an action crisis was unrelated to negative affect on the same day.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Different trait-like achievement goals can be mapped onto a common personal goal and affect its pursuit differently. Mastery goals predict optimal goal pursuit, and performance goals are associated with non-optimal goal pursuit.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 2","pages":"309-327"},"PeriodicalIF":3.7,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12645","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138296501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Changes in control and value appraisals predict changes in learning enjoyment: A four-wave analysis among lower secondary school students","authors":"Anna Hawrot","doi":"10.1111/bjep.12644","DOIUrl":"10.1111/bjep.12644","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The control-value theory of achievement emotions postulates that it is possible to affect achievement emotions by decreasing or increasing control and value appraisals. This implies that changes in the latter should result in changes in the former. However, the assumption has been rarely tested.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed at verifying whether changes in control and value appraisals – two proximal antecedents of achievement emotions – predicted changes in learning enjoyment over the course of lower secondary school. Moreover, since studying changes requires knowledge of their overall pattern, it also investigated the developmental trajectories of the three student characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>The study used longitudinal data of 5125 German students gathered between Grades 5 and 9, four measurement occasions in total.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The hypotheses were tested using univariate and multivariate latent change score models.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The analyses revealed decreases in control and value appraisals and learning enjoyment between Grades 5 and 9. Moreover, the decreases in control and value appraisals predicted the decreases in learning enjoyment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study provides support for the change–change assumption, which is one of the key but under-researched elements of the control-value theory of achievement emotions. As such, it suggests that alleviating the decrease in control and value appraisals may mitigate the decrease in learning enjoyment. Moreover, by providing longitudinal evidence on the decrease in the three constructs under study, it corroborates the inimical trend observed in past research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 1","pages":"231-247"},"PeriodicalIF":3.7,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12644","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138292371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readers","authors":"Charlotte Webber,&nbsp;Hetal Patel,&nbsp;Anna Cunningham,&nbsp;Amy Fox,&nbsp;Janet Vousden,&nbsp;Anne Castles,&nbsp;Laura Shapiro","doi":"10.1111/bjep.12641","DOIUrl":"10.1111/bjep.12641","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Despite evidence that synthetic phonics teaching has increased reading attainments, a sizable minority of children struggle to acquire phonics skills and teachers lack clear principles for deciding what types of &lt;i&gt;additional&lt;/i&gt; support are most beneficial. Synthetic phonics teaches children to read using a decoding strategy to translate letters into sounds and blend them (e.g., &lt;i&gt;c-a-t&lt;/i&gt; = “k - æ – t” = “cat”). To use a decoding strategy, children require letter-sound knowledge (LSK) and the ability to blend sound units (phonological awareness; PA). Training on PA has been shown to benefit struggling beginning readers. However, teachers in English primary schools do not routinely check PA. Instead, struggling beginner readers usually receive additional LSK support.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Aims&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Until now, there has been no systematic comparison of the effectiveness of training on each component of the decoding process. Should additional support for struggling readers focus on improving PA, or on supplementary LSK and/or decoding instruction? We aim to increase understanding of the roles of LSK and PA in children's acquisition of phonics skills and uncover which types of additional training are most likely to be effective for struggling beginner readers.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Sample and Method&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;We will compare training on each of these components, using a carefully controlled experimental design. We will identify reception-age children at risk of reading difficulties (target &lt;i&gt;n&lt;/i&gt; = 225) and randomly allocate them to either PA, LSK or decoding (DEC) training. We will test whether training type influences post-test performance on word reading and whether any effects depend on participants' pre-test PA and/or LSK.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results and Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Two hundred and twenty-two participants completed the training. Planned analyses showed no effects of condition on word reading. However, exploratory analyses indicated that the advantage of trained over untrained words was significantly greater for the PA and DEC conditions. There was also a significantly greater improvement in PA for the DEC condition. Overall, our findings suggest a potential advantage of training that includes blending skills, particularly when decoding words that had been included in training. Future research is needed to develop a programme of training on blending skills combined with direct vocabulary instruction for struggling beginner readers.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 ","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 1","pages":"282-305"},"PeriodicalIF":3.7,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138177965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"More homework improve mathematics achievement? Differential effects of homework time on different facets of students' mathematics achievement: A longitudinal study in China","authors":"Yuhuan Zhang,&nbsp;Tian Li,&nbsp;Jianzhong Xu,&nbsp;Shuang Chen,&nbsp;Liping Lu,&nbsp;Lidong Wang","doi":"10.1111/bjep.12640","DOIUrl":"10.1111/bjep.12640","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Mathematics homework is highly prevalent in East Asia. Teachers and parents expect mathematics homework to improve students' performance; however, studies have not clearly defined the effectiveness of the assignment of different amounts of homework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study analyses the differential effect of homework amount on various facets of Chinese students' mathematics achievement using a longitudinal design. It aims, thereby, to contribute to the existing knowledge of homework effectiveness and mathematics learning and to provide insights for student development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>The sample included 2383 grade 9 students from a mid-sized city with a moderate level of economic and educational development in central China.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We administered a student-reported questionnaire, collected school reports of mathematics achievements to track retrospective longitudinal variations in mathematics over half a year and analysed the differential effectiveness of homework on mathematics achievement at four hierarchical cognitive levels with Hierarchical Linear Model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results indicated that assigning more homework at the class level could enhance students' mathematics achievement at a low cognitive level, although this effectiveness tended to disappear when the set homework time reached about 1.5–2 h. We did not find evidence that assigning more homework enhances students' mathematics achievement at higher cognitive levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Overall, this study provides evidence on the effectiveness of homework and offers implications for educational practice and future research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 1","pages":"181-197"},"PeriodicalIF":3.7,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"107592775","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}

{"title":"Teachers' proactive behaviour: Interactions with job characteristics and professional competence in a longitudinal study","authors":"Verena Jörg,&nbsp;Ulrike Hartmann,&nbsp;Anja Philipp,&nbsp;Mareike Kunter","doi":"10.1111/bjep.12642","DOIUrl":"10.1111/bjep.12642","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;In times of accelerating changes, teachers who proactively engage in activities towards school improvement and innovation are increasingly needed. Still, studies on factors that affect teachers' proactive behaviour are rare.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Aims&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Integrating previous research on proactive behaviour within the &lt;i&gt;Job Demand–Resources&lt;/i&gt; (&lt;i&gt;JD-R&lt;/i&gt;) &lt;i&gt;Model&lt;/i&gt;, this paper investigates how job characteristics (&lt;i&gt;time pressure&lt;/i&gt;, &lt;i&gt;bureaucratic structures&lt;/i&gt;, &lt;i&gt;participative climate&lt;/i&gt;, &lt;i&gt;personal initiative of the team&lt;/i&gt;) and aspects of teachers' professional competence (&lt;i&gt;self-efficacy&lt;/i&gt;, &lt;i&gt;self-regulation skills&lt;/i&gt; and &lt;i&gt;knowledge&lt;/i&gt;) contribute to and interact with their proactive behaviour.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Sample&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A total of 130 German secondary school teachers (M(SD)&lt;sub&gt;age&lt;/sub&gt; = 44.05 (11.36), 65% female) participated in this study.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;We employed a full two-wave panel design, with measurement points 5 months apart. The data were analysed with (moderated) single indicator modelling and a cross-lagged panel model.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;While teachers' self-efficacy in implementing change and self-regulation skills predicted their concurrent proactive behaviour, job characteristics and teachers' knowledge had no such cross-sectional effects. In addition, we found an interaction effect of time pressure and teachers' self-efficacy on proactive behaviour. Including the second measurement point, data indicated no cross-lagged effects of the job and personal factors on proactive behaviour. However, cross-lagged analysis revealed that teachers' proactive behaviour predicted their later self-efficacy in implementing change and the time pressure they perceive.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Examining both cross-sectional and longitudinal effects, this study highlights the importance of measurements over time when analysing factors that influence teachers' proactive behaviour: While aspects of professional competence appear to be trainable concurrent resources, time pressure can limit their effect. Finally, cross-lagged effects of teachers' proactive behaviour on their later self-efficacy and time pressure appear as influential in the long run.&lt;/p&gt;\u0000 &lt;/s","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 1","pages":"198-215"},"PeriodicalIF":3.7,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12642","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92157276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}