British Journal of Educational Psychology最新文献

{"title":"Emotion regulation styles and the tendency to learn from academic failures","authors":"Yonatan Sharabi,&nbsp;Guy Roth","doi":"10.1111/bjep.12696","DOIUrl":"10.1111/bjep.12696","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research on learners' reactions to failure finds negative emotions may present an obstacle for learning; a painful experience of failure may result in disengagement and avoidance. However, research on styles of emotion regulation and learning from failure is scarce. Self-determination theory's (SDT) conception of adaptive and maladaptive emotion regulation differentiates among three styles of regulation: integrative emotion regulation (IER), suppressive emotion regulation (SER) and amotivated emotion regulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>Two studies were conducted, one cross-sectional and one longitudinal, to test the associations between IER and learning from failure among adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>Study 1 comprised 184 adolescents (mean age = 16.55; SD = 1.2). Study 2 comprised 565 adolescents (8–12 graders). The main analysis was based on 192 adolescents' perceptions of failing math grades.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Study 1 surveyed adolescents on their emotion regulation styles, adaptive and maladaptive coping practices when dealing with failure and tendency to learn from failure. Study 2 was longitudinal and focused on failure in math. We approached participants twice, before and after the math test.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>In both studies, IER was related to adaptive coping practices and the tendency to learn from failure. In Study 2, adaptive coping practices mediated relations between IER and learning from failure in math and learning from failure mediated relations between IER and future engagement. These findings suggest that styles of emotion regulation play an important role in learning from failure.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 1","pages":"162-179"},"PeriodicalIF":3.1,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12696","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141321992","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":"Boredom due to being over- or under-challenged in mathematics: A latent profile analysis","authors":"Manuel M. Schwartze,&nbsp;Anne C. Frenzel,&nbsp;Thomas Goetz,&nbsp;Annette Lohbeck,&nbsp;David Bednorz,&nbsp;Michael Kleine,&nbsp;Reinhard Pekrun","doi":"10.1111/bjep.12695","DOIUrl":"10.1111/bjep.12695","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recent research on boredom suggests that it can emerge in situations characterized by over- and under-challenge. In learning contexts, this implies that high boredom may be experienced both by low- and high-achieving students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This research aimed to explore the existence and prevalence of boredom due to being over- and under-challenged in mathematics, for which empirical evidence is lacking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>We employed a sample of 1.407 students (fifth to ninth graders) from all three secondary school tracks (lower, middle and upper) in Bavaria (Germany).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Boredom was assessed via self-report and achievement via a standardized mathematics test. We used latent profile analysis to identify groups characterized by different levels of boredom and achievement, and we additionally examined gender and school track as group membership predictors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results revealed four distinct groups, of which two showed considerably high boredom. One was coupled with low achievement on the test (i.e. ‘over-challenged group’, 13% of the total sample), and one was coupled with high achievement (i.e. ‘under-challenged group’, 21%). Furthermore, we found a low boredom and high achievement (i.e. ‘well-off group’, 27%) and a relatively low boredom low achievement group (i.e. ‘indifferent group’, 39%). Girls were overrepresented in the over-challenged group, and students from the upper school track were underrepresented in the under-challenged group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our research emphasizes the need to openly discuss and further investigate boredom due to being over- and under-challenged.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 3","pages":"947-958"},"PeriodicalIF":3.1,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12695","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141297272","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":"COVID-19 school closures and Chinese children's school readiness: Results from the natural experimental data","authors":"Tony Xing Tan,&nbsp;Joy Huanhuan Wang,&nbsp;Yi Zhou","doi":"10.1111/bjep.12699","DOIUrl":"10.1111/bjep.12699","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To determine the associations between COVID-19 school closures and school readiness skills for Chinese kindergarteners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>We utilized the natural experimental condition created by local COVID-19 outbreaks in 2022 (Study 1) to compare school readiness skills of children whose kindergartens were closed for 5 months (Group 1) with children whose kindergartens stayed open (Group 2). We further compared the school readiness skills of one pre-COVID-19 cohort (Cohort 2019) with one COVID-19 cohort (Cohort 2021) from a fifth kindergarten (Study 2).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Samples</h3>\u0000 \u0000 <p>For Study 1, Group 1 included 445 children and Group 2 included 584 children aged 4–6 years. For Study 2, Cohort 2019 included 156 children and Cohort 2021 included 228 children aged 3–6 years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Measures</h3>\u0000 \u0000 <p>For both studies, survey data on four school readiness skills were collected from parents. Additionally, Study 1 collected parental locus of control data from parents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Controlling for covariates, Study 1 revealed that Group 1 and Group 2 did not differ in terms of language and emergent literacy or approaches to learning. However, Group 1 scored lower than Group 2 on health and well-being and arts and imagination. Study 2 revealed that Cohort 2021 scored higher than Cohort 2019 on language and emergent literacy but lower on the other three skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The associations of COVID-19 school closures with Chinese children's school readiness skills were not uniform, with a positive relation with language and emergent literacy and negative associations with health and well-being, approaches to learning, as well as arts and imagination.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 3","pages":"976-994"},"PeriodicalIF":3.1,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141262086","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":"Differential effects of digital mindfulness-based interventions on creative potential and responsibility among middle school students","authors":"Rebecchi Kevin,&nbsp;Lubart Todd,&nbsp;Shankland Rebecca,&nbsp;Hagège Hélène","doi":"10.1111/bjep.12694","DOIUrl":"10.1111/bjep.12694","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Creativity and responsibility are enhanced by meditation among adults, but such effects have not been studied in adolescents. Moreover, the determinants of the ethical effect (such as responsibility) of meditation are unclear.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To address this gap by investigating the impact of digital in-class meditation programmes in middle school, focusing on intentions (self-centred vs. responsibility-centred), on adolescents' creative potential and sense of responsibility. These intentions are operationalized by different purpose-based meditations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a cluster randomized controlled trial involving 107 year 7 adolescents from six classes, assigning them to two experimental groups and an active control group. Pre- and post-intervention assessments were conducted over an 11-week period, including a creativity (EPoC) test comprising four exercises (graphic and verbal, divergent and convergent thinking), a responsibility and a mindfulness scale.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our findings revealed no discernible effects on divergent thinking or self-reported mindfulness. However, we observed significant differences in graphic and verbal convergent creative thinking, as well as impacting responsibility scores, between a responsibility-centred meditation group and a self-centred meditation group. Moreover, distinctions were noted between control and self-centred meditation groups and between some classes. Effect sizes indicated that the interventions had a moderate but significant impact on the variables measured.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our study reveals the effectiveness of digital meditation interventions in enhancing convergent creative thinking and responsibility among middle-school students. Notably, it shed new light on the importance of meditation intentions, which may be as significant as the form of meditation itself.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 3","pages":"919-946"},"PeriodicalIF":3.1,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141200542","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":"Number sense-arithmetic link in Grade 1 and Grade 2: A case of fluency","authors":"Mei Ma,&nbsp;Maxim Likhanov,&nbsp;Xinlin Zhou","doi":"10.1111/bjep.12693","DOIUrl":"10.1111/bjep.12693","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recent research suggested fluent processing as an explanation on why number sense contributes to simple arithmetic tasks—‘Fluency hypothesis’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and whether this contribution varies as a function of participants' individual maths fluency levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>Four hundred and thirty-seven Chinese schoolchildren (186 females; Mage = 83.49 months) completed a range of cognitive measures in Grade 1 (no previous classroom training) and in Grade 2 (a year later).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Number sense, arithmetic (addition and subtraction), spatial ability, visuo-spatial working memory, perception, reaction time, character reading and general intelligence were measured.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our data showed that the link between number sense and arithmetic was weaker in Grade 1 (Beta = .15 for addition and .06 (ns) for subtraction) compared to Grade 2 (.23–.28), but still persisted in children with no previous maths training. Further, math's performance in Grade 1 did not affect the link between number sense and maths performance in Grade 2.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our data extended previous findings by showing that number sense is linked with simple maths task performance even after controlling for multiple cognitive factors. Our results brought some evidence that number sense-arithmetic link is somewhat sensitive to previous formal maths education. Further research is needed, as the differences in effects between grades were quite small, and arithmetic in Grade 1 did not moderate the link at question in Grade 2.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 3","pages":"897-918"},"PeriodicalIF":3.1,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141158504","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":"How is teaching quality related to achievement emotions in secondary low- and high-achieving students: A cross-sectional study in Chinese mathematics classrooms","authors":"Xin Chen","doi":"10.1111/bjep.12691","DOIUrl":"10.1111/bjep.12691","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Past studies clarified the relationship between dimensions of teaching and achievement emotions. However, more information is needed about the underlying process behind this relationship among students with different mathematical abilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study examined the association between students' perceived teaching quality and achievement emotions in Chinese mathematics classrooms, focusing on students with different mathematics achievements.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Samples</h3>\u0000 \u0000 <p>There are 1045 secondary school students (49.1% girls; <i>M</i>_age = 13.90, SD = .84) from Chinese mathematics classrooms in the present study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A multi-group structural equation model was adopted to test the relationship between teaching quality and achievement emotions between low- and high-achieving students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Control-value appraisals mediated in teacher support and achievement emotions in both student groups. At the same time, control-value appraisals failed to mediate cognitive activation and achievement emotions in low-achieving students, while the mediating effect of control-value appraisals was identified in high-achieving students. Besides, classroom management was related to achievement emotions via academic value only in low-achieving students. In contrast, it was related to achievement emotions via control-value appraisals in high-achieving students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The results clarified the mediation roles of control-value appraisals in teaching quality and achievement emotions in students with low- and high-achieving achievements. Similarities and differences were also identified between the two student groups. Teacher support was beneficial to students' positive emotions while classroom management helped to lessen students' negative emotions. High-achieving students benefited more from activating teaching compared with low-achieving students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 3","pages":"862-880"},"PeriodicalIF":3.1,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141072131","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":"Relationships between parental involvement in homework and learning outcomes among elementary school students: The moderating role of societal collectivism–individualism","authors":"Yiheng Wang,&nbsp;Liman Man Wai Li","doi":"10.1111/bjep.12692","DOIUrl":"10.1111/bjep.12692","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Parents are often involved in their child's homework with the goal of improving their child's academic achievement. However, mixed findings were observed for the role of parental involvement in homework in shaping students' learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The present study examined whether and how the effect of parental involvement in homework on students' performance in science and math varies across sociocultural contexts by considering the degrees of societal collectivism–individualism.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The present study used a large-scale dataset, consisting of participants from 43 countries/regions, to test whether societal collectivism–individualism would moderate the relationship between three types of parental involvement (asking, helping and checking) in homework and elementary school students' academic performance in math and science.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The multi-level analyses revealed diverse effects of different parental involvement behaviours for homework. Helping and checking behaviours were generally negatively associated with elementary school students' academic achievement, but asking behaviours were positively associated with their academic achievement. Importantly, the positive effect of asking behaviours was stronger, while the negative effect of helping behaviours was weaker in collectivistic societies than in individualistic societies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The present study highlights the importance of considering the multifaceted nature of parental homework involvement and the sociocultural contexts that vary in collectivism–individualism when evaluating the role of parents in elementary school students' learning in math and science.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 3","pages":"881-896"},"PeriodicalIF":3.1,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140946209","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":"Effects on and consequences of responses to errors: Results from two experimental studies","authors":"Maria Tulis,&nbsp;Markus Dresel","doi":"10.1111/bjep.12686","DOIUrl":"10.1111/bjep.12686","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Interest in the potential of learning from errors to benefit innovation and organizational and personal growth is currently increasing. In practice, individuals frequently do not appear to learn spontaneously from errors and setbacks without support. Based on prior work, this paper considers antecedents and consequences of adaptive responses to errors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>Two experiments with undergraduate students aimed to identify the causal link between beliefs and maintained motivation and the adaptation of actions to the end of analysing and effectively correcting errors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Samples and Methods</h3>\u0000 \u0000 <p>In Study 1 (<i>N</i> = 195, 72% female, <i>M</i> = 20.7 years, SD = 3.0), we experimentally manipulated learners' beliefs around the importance of errors to learning, after which they completed a 50-min learning session on research methods and statistics. In Study 2 (<i>N</i> = 67, 58% female, <i>M</i> = 21.8 years, SD = 3.99), we intertwined the manipulation more closely with the actual learning process by using prompts about adaptive responses to errors immediately after error feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In Study 1, those to whom we stressed the negative effects of errors showed significantly fewer adaptive action-related responses to errors, less persistence, and less use of metacognitive strategies after errors. In Study 2, we found significant positive effects on the learners' persistence, their metacognitive control, and effort investment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our results support and expand previous, mostly correlational, research findings on individuals' adaptive responses to errors.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 1","pages":"143-161"},"PeriodicalIF":3.1,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12686","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140892644","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":"Effects of physically active maths lessons on children's maths performance and maths-related affective factors: Multi-arm cluster randomized controlled trial","authors":"Heidi J. Syväoja,&nbsp;Sirpa Sneck,&nbsp;Tuomas Kukko,&nbsp;Piritta Asunta,&nbsp;Pekka Räsänen,&nbsp;Helena Viholainen,&nbsp;Janne Kulmala,&nbsp;Harto Hakonen,&nbsp;Tuija H. Tammelin","doi":"10.1111/bjep.12684","DOIUrl":"10.1111/bjep.12684","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Physical activity (PA) may benefit academic performance, but it is unclear what kind of classroom-based PA is optimal for learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>We studied the effects of physically active maths lessons on children's maths performance and maths-related effects, and whether gender and previous mathematical or motor skills modify these effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>A total of 22 volunteered teachers and their pupils with signed consent (<i>N</i> = 397, mean age: 9.3 years, 51% females) participated in a 5-month, teacher-led, multi-arm, cluster-randomized controlled trial.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The intervention included a PAL group (20 min of physically active learning in each 45-min lesson), a breaks group (two 5-min PA breaks in each 45-min lesson) and a control group (traditional teaching). Maths performance was assessed with a tailored curriculum-based test. Maths-related enjoyment, self-perceptions and anxiety were measured with a self-reported questionnaire. The individual-level intervention effects were tested via covariate-adjusted linear mixed-effect models with school classes serving as random effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Changes in maths performance or self-perceptions did not differ between the intervention groups. Maths anxiety in learning situations increased in the PAL group (effect .28, 95% CI = .01–.56); there was no change in the other groups. Subgroup analyses suggested that maths anxiety increased in the PAL group among children in the two lowest tertiles of motor skills. It decreased in the highest tertile. Enjoyment decreased in the breaks group among pupils in the lowest motor skill tertile.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Physically active maths lessons did not affect maths performance or self-perceptions but had divergent effects on maths anxiety and enjoyment, depending on motor skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 3","pages":"839-861"},"PeriodicalIF":3.1,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140859494","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":"How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure","authors":"Elizabeth R. Peterson,&nbsp;Tanvi Sharma,&nbsp;Amy Bird,&nbsp;Annette M. E. Henderson,&nbsp;Varun Ramgopal,&nbsp;Elaine Reese,&nbsp;Susan M. B. Morton","doi":"10.1111/bjep.12685","DOIUrl":"10.1111/bjep.12685","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Many people fear failure and making mistakes. This fear can be transmitted from parents to children, suggesting that parental communication regarding failures and setbacks may play a critical role in shaping a child's perception of mistakes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>In this study, we investigated how everyday parent-child conversations about setbacks influence children's fear of making mistakes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>Drawing on the large pre-birth Growing Up in New Zealand cohort, we focused on a sub-sample of 231 mother-child dyads who engaged in a recorded conversations about a \"recent disappointment or setback\" when the children were 8 years old.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Conversations between mothers and children about the recent disappointments were coded to identify whether parents recognised or acknowledge their child's emotional response, if action plans were discussed, and the types of resources that the child could draw on. The children also completed a questionnaire about their global self-worth and their fear of making mistakes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The discussion of clear action plans, in the absence of a discussion about collaborative resources, was found to be associated with an increased fear of making mistakes among children. Conversely, when mothers clearly acknowledged their child's emotions and discussed ways to work collaboratively with their child on future problems, there was a notable decrease in the child's fear of mistakes. However, it is noteworthy that many mothers in our study either minimally acknowledged or dismissed their child's emotions(40%), rarely discussed action plans (55%), or collaborative resources (79%)when discussing the recent setback.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 1","pages":"124-142"},"PeriodicalIF":3.1,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12685","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140831837","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}