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Showing papers in "British Journal of Educational Psychology in 2007"


Journal ArticleDOI
TL;DR: Results showed that both personality and work-related stressors were associated with burnout dimensions, and Neuroticism was a common predictor of all dimensions of burnout although in personal accomplishment had a different direction.
Abstract: Background. Teaching is considered a highly stressful occupation. Burnout is a negative affective response occurring as a result of chronic work stress. While the early theories of burnout focused exclusively on work-related stressors, recent research adopts a more integrative approach where both environmental and individual factors are studied. Nevertheless, such studies are scarce with teacher samples. Aims. The present cross-sectional study sought to investigate the association between burnout, personality characteristics and job stressors in primary school teachers from Cyprus. The study also investigates the relative contribution of these variables on the three facets of burnout – emotional exhaustion, depersonalization and reduced personal accomplishment. Sample. A representative sample of 447 primary school teachers participated in the study. Method. Teachers completed measures of burnout, personality and job stressors along with demographic and professional data. Surveys were delivered by courier to schools, and were distributed at faculty meetings. Results. Results showed that both personality and work-related stressors were associated with burnout dimensions. Neuroticism was a common predictor of all dimensions of burnout although in personal accomplishment had a different direction. Managing student misbehaviour and time constraints were found to systematically predict dimensions of burnout. Conclusions. Teachers' individual characteristics as well as job related stressors should be taken into consideration when studying the burnout phenomenon. The fact that each dimension of the syndrome is predicted by different variables should not remain unnoticed especially when designing and implementing intervention programmes to reduce burnout in teachers.

849 citations


Journal ArticleDOI
TL;DR: The evidence from this review does not provide a clear endorsement for the positive effects of inclusion and there is a lack of evidence from appropriate studies and, where evidence does exist, the balance was only marginally positive.
Abstract: Background. Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities. Aims. This paper reviews the literature on the effectiveness of inclusive education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with examination also of evidence on processes that support effectiveness. Samples. The review covers a range of SEN and children from pre-school to the end of compulsory education. Method. Following an historical review of evidence on inclusive education/mainstreaming, the core of the paper is a detailed examination of all the papers published in eight journals from the field of special education published 2001-2005 (N = 1373): journal of Special Education, Exceptional Children, Learning Disabilities Research and Practice, journal of Learning Disabilities, Remedial and Special Education, British journal of Special Education, European journal of Special Needs Education, and the International journal of Inclusive Education. The derived categories were: comparative studies of outcomes: other outcome studies; non-comparative qualitative studies including non-experimental case studies; teacher practice and development; teacher attitudes; and the use of teaching assistants. Results. Only 14 papers (1.0%) were identified as comparative outcome studies of children with some form of SEN. Measures used varied but included social as well as educational outcomes. Other papers included qualitative studies of inclusive practice, some of which used a non-comparative case study design while others were based on respondent's judgements, or explored process factors including teacher attitudes and the use of teaching assistants. Conclusions. Inclusive education/mainstreaming has been promoted on two bases: the rights of children to be included in mainstream education and the proposition that inclusive education is more effective. This review focuses on the latter issue. The evidence from this review does not provide a clear endorsement for the positive effects of inclusion. There is a lack of evidence from appropriate studies and, where evidence does exist, the balance was only marginally positive. It is argued that the policy has been driven by a concern for children's rights. The important task now is to research more thoroughly the mediators and moderators that support the optimal education for children with SEN and disabilities and, as a consequence, develop an evidence-based approach to these children's education.

621 citations


Journal ArticleDOI
TL;DR: In this article, a multidimensional model of student motivation and engagement using within-and between-network construct validation approaches was examined using data from 12,237 high school students from 38 Australian high schools.
Abstract: Background. This study seeks to examine a multidimensional model of student motivation and engagement using within- and between-network construct validation approaches. Aims. The study tests the first- and higher-order factor structure of the motivation and engagement wheel and its corresponding measurement tool, the Motivation and Engagement Scale – High School (MES-HS; formerly the Student Motivation and Engagement Scale). Sample. The study draws upon data from 12,237 high school students from 38 Australian high schools. Methods. The hypothesized 11-factor first-order structure and the four-factor higher-order structure, their relationship with a set of between-network measures (class participation, enjoyment of school, educational aspirations), factor invariance across gender and year-level, and the effects of age and gender are examined using confirmatory factor analysis and structural equation modelling. Results. In terms of within-network validity, (1) the data confirm that the 11-factor and higher-order factor models of motivation and engagement are good fitting and (2) multigroup tests showed invariance across gender and year levels. In terms of between-network validity, (3) correlations with enjoyment of school, class participation and educational aspirations are in the hypothesized directions, and (4) girls reflect a more adaptive pattern of motivation and engagement, and year-level findings broadly confirm hypotheses that middle high school students seem to reflect a less adaptive pattern of motivation and engagement. Conclusion. The first- and higher-order structures hold direct implications for educational practice and directions for future motivation and engagement research.

513 citations


Journal ArticleDOI
TL;DR: The analyses and overview of previous research suggest that the bully-victim group is small, and that the large variations across studies are mainly due to differences in choice of cutoff point.
Abstract: BACKGROUND: The reported prevalence of bully-victims and aggressive/provocative victims varies quite considerably in previous research, and only a few studies have reported prevalence rates across grades. There is also a lack of detailed analyses of the extent to which victims are also bullies, and bullies are also victims. AIMS: To study the prevalence of male and female bully-victims across grade/age and to establish the degree of overlap or relative size of the bully-victim group by relating them to all victims, all bullies and all involved students. SAMPLES: Participants in Study 1 were 5,171 pupils in grades 5-9 from 37 schools. Study 2 comprised 12,983 pupils in grades 4-10 from 66 schools. METHODS: The Olweus Bully/Victim Questionnaire was administered to the pupils in their ordinary classrooms. RESULTS: The prevalence of bully-victims was low and mainly declined across grades. There were far more boys than girls in the bully-victim group. Bully-victims resembled victims only (pure victims) in terms of age-trends and bullies only (pure bullies) in terms of sex composition. The overlap of bully-victims with the total victim group was fairly small (10-20%) in all grades. In primary grades, bully-victims constituted about 30-50% of the total bully group, whereas in higher grades these proportions were considerably lower. CONCLUSION: Our analyses and overview of previous research suggest that the bully-victim group is small, and that the large variations across studies are mainly due to differences in choice of cutoff point. Bully-victims should generally be seen and treated statistically as a distinct subgroup. The relatively larger proportion of bully-victims in lower grades should be explored further. Language: en

338 citations


Journal ArticleDOI
TL;DR: This study provides support for the key mediational role of study strategies in the effect of achievement goals and self-efficacy on academic performance.
Abstract: Background. The prediction and explanation of academic performance and the investigation of the factors relating to the academic success and persistence of students are topics of utmost importance in higher education. Aims. The main aim of the present study is to develop and test a conceptual framework in a university context, where the effects of achievement goals, self-efficacy and class size on academic performance are hypothesized to be direct and indirect through study strategies. Sample. Participants were 553 students of different faculties from a university in Spain. Method. Pre-existing scales were used to develop the questionnaire. Questionnaires were group-administered in 21 classes during the first 2 weeks of May (i.e. about 1 month before the final examination). At the end of the academic year, students' grades were obtained from professors of each course. Results. Data were analysed through structural equation modelling. The results of the structural model provided support for most of the hypothesized relationships. Achievement goals and self-efficacy had no direct effects on performance, but results from the model comparison suggested that a mediational model provided a better fit to the data. Conclusions. Our study provides support for the key mediational role of study strategies in the effect of achievement goals and self-efficacy on academic performance. Self-efficacy seems to have the strongest indirect effect on performance. Mastery goals play a key role increasing deep processing and effort, and in turn affecting performance. Academic performance tends to diminish with increasing class size.

311 citations


Journal ArticleDOI
TL;DR: There appear to be important differences in the classroom environments for the students of high-expectation, average-progress and low-ex Expectation teachers, which apply to both the instructional and socioemotional environments of the classroom.
Abstract: Background. Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers’ expectations. Recently teachers having high or low expectations for all their students have been identified. Aims. The aim of the current investigation was to explor ew hether the classroom exchanges of high- and low-expectation teachers differed substantially and might be considere dam echanism for teachers’ expectations. Sample. The participants were 12 primar ys chool teachers from eight schools who had been identified as having expectations for their students’ learning that wer ee ither significantly abov eo rb elow the children’ sa chievement level. The teachers formed thre eg roups called high-expectation, low-expectation and average-progress teachers. Method. The participants were observed twice in the academic year during half-hour reading lessons. Tw op eople observed each lesson, one completing a structured observation protocol and the other ar unning recor da nd audiotape. Results. In contrast to the average progress and low expectation teachers, the high-expectation teachers spent more time providing af ramework for students’ learning, provided their students with more feedback, questioned their students using more higher-order questions, and managed their students’ behaviour more positively. Conclusions. Ther ea ppea rt ob ei mportant difference si nt he classroo m environments fo rt he students of high-expectation, average-progres sa nd low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities ma ya ct as mechanisms for teacher expectation effects. Expectancy theor yh as been refined progressively since the initial study of Rosenthal and Jacobson (1968) which appeared to show that when teacher sh eld expectations of particular students the yi nteracted with their students in differing ways such that their initial, sometimes erroneous ,e xpectations were fulfilled (the self-fulfilling prophec y

282 citations


Journal ArticleDOI
TL;DR: Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study and was a significant predictor of these elements of engagement.
Abstract: Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement. This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose that there are significant relationships between psychological and behavioural elements of student engagement. We also posit that time orientation is an important factor in facilitating psychological and behavioural elements of student engagement. Participants (N=347) were first-year undergraduate students who had completed one semester of study and re-enrolled for a further semester of study at an Australian university. Participants were surveyed using instruments designed to measure Academic Application, Academic Orientation (McInnis, James, & Hartley, 2000), Time Perspective (Zimbardo & Boyd, 1999), the shortened version of the Study Process Questionnaire (Fox, McManus, & Winder, 2001) and hours spent preparing for class. There were interrelationships between the elements of student engagement (e.g. Academic Application) with productive educational behaviours (e.g. deep approach to learning). Students' perceptions of time appeared as a key factor mediating levels of Academic Application and Academic Orientation. Orientation to the Future emerged as a significant predictor of these elements of engagement. Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study. Interventions focusing on the development of time perspective may be helpful in encouraging and supporting academic engagement and, ultimately, persistence in higher education.

271 citations


Journal ArticleDOI
TL;DR: Evidence is provided that domain identification and the difficulty level of test items moderate stereotype threat effects on female students' maths performance, suggesting two important factors need to be considered in the attempt to understand the impact of stereotype threat on performance.
Abstract: Background. Stereotype threat research revealed that negative stereotypes can disrupt the performance of persons targeted by such stereotypes. This paper contributes to stereotype threat research by providing evidence that domain identification and the difficulty level of test items moderate stereotype threat effects on female students' maths performance. Aims. The study was designed to test theoretical ideas derived from stereotype threat theory and assumptions outlined in the Yerkes–Dodson law proposing a nonlinear relationship between arousal, task difficulty and performance. Sample. Participants were 108 high school students attending secondary schools. Method. Participants worked on a test comprising maths problems of different difficulty levels. Half of the participants learned that the test had been shown to produce gender differences (stereotype threat). The other half learned that the test had been shown not to produce gender differences (no threat). The degree to which participants identify with the domain of maths was included as a quasi-experimental factor. Results. Maths-identified female students showed performance decrements under conditions of stereotype threat. Moreover, the stereotype threat manipulation had different effects on low and high domain identifiers' performance depending on test item difficulty. On difficult items, low identifiers showed higher performance under threat (vs. no threat) whereas the reverse was true in high identifiers. This interaction effect did not emerge on easy items. Conclusions. Domain identification and test item difficulty are two important factors that need to be considered in the attempt to understand the impact of stereotype threat on performance.

222 citations


Journal ArticleDOI
TL;DR: Peer-victimization and bullying appear to be qualitatively different experiences for children and adolescents, with bullying being the more serious phenomenon.
Abstract: BACKGROUND: The experiences of peer-victimization and bullying are often treated empirically as though they are conceptually indistinct. Both involve repeated aggression, but definitions of bullying additionally emphasize the importance of aggressor intent and imbalance of power between the aggressor and the victim (Olweus, 1978; Whitney & Smith, 1993). AIMS: The present study aimed to examine the extent to which peer-victimization and bullying are empirically similar. SAMPLE: The sample comprised 1,429 pupils (50.2% male) aged between 8 and 13 years attending mainstream Scottish schools. METHODS: Self-report questionnaire assessing peer-victimization and bullying, coping strategy use (WCCL: Hunter, 2000), situational appraisal and depressive symptomatology (Birleson, 1981). RESULTS: Almost one-third (30.7%) of pupils reported experiencing peer-victimization, and of these 38.1% (11.7% of whole sample) were categorized as victims of bullying. Victims of bullying perceived higher levels of threat and lower levels of perceived control. They also reported using more Wishful Thinking and Social Support coping strategies, but did not differ on Problem Focused coping. Bullied pupils also reported higher levels of depressive symptomatology. CONCLUSIONS: Peer-victimization and bullying appear to be qualitatively different experiences for children and adolescents, with bullying being the more serious phenomenon. Language: en

181 citations


Journal ArticleDOI
TL;DR: Results indicate that effort in mathematics is mainly explained by mastery goals and competence beliefs and that the nature and the strength of the relationships between competence beliefs, utility value, achievement goals and effort are not significantly influenced by age and gender, at least in mathematics.
Abstract: Background. Research has shown that motivation is a key factor in the learning process as well as in school achievement. In essence, a number of researchers have highlighted the close link between motivation and achievement-related behaviours such as effort. Aims. The present study aims to acquire more specific information concerning the relations between competence beliefs, utility value and achievement goals in mathematics among secondary school students, to further document the influence of social agents, and to better understand the relationships between these variables, as well as to effort. Sample. Participants were 759 Grade 7 to Grade 11 students (389 males, 370 females). Method. Structural equation modelling techniques were used to test a model of achievement-related behaviours (effort) in mathematics based on support from social agents, competence beliefs, utility value and achievement goals. Several self-reported scales were administered. Results. Results indicate that effort in mathematics is mainly explained by mastery goals and competence beliefs. As for the role of social agents, results demonstrated that the perception of parental support chiefly explained variables associated with the valuing of mathematics while teachers’ support acted most on competence beliefs. Conclusions. Two main conclusions stem from our results. First, mastery goals have an important and significant impact on students’ effort in the learning of mathematics. Second, the nature and the strength of the relationships between competence beliefs, utility value, achievement goals and effort are not significantly influenced by age and gender, at least in mathematics.

180 citations


Journal ArticleDOI
TL;DR: Variance in the test anxiety scores of Key Stage 4 students can be predicted from a number of socio-demographic variables, and further research is now required to assess the implications for assessment performance, examination arrangements and appropriateness of using a North American measure of test anxiety in a UK context.
Abstract: Background. Despite a large body of international literature concerning the antecedents, correlates of and treatments for test anxiety, there has been little research until recently using samples of students drawn from the UK. There is a need to establish some basic normative data for test anxiety scores in this population of students, in order to establish whether international research findings may generalize to UK schoolchildren. Aim. To collect some exploratory data regarding test anxiety scores in a sample of UK schoolchildren, along with socio-demographic variables identified in the existing literature as theoretically significant sources of individual and group differences in test anxiety scores. Sample. Key Stage 4 students (1348): 690 students in the Year 10 cohort and 658 students in the Year 11 cohort, drawn from seven secondary schools in the North of the UK. Method. Data on test anxiety were collected using a self-report questionnaire, the Test Anxiety Inventory (Spielberger, 1980) and additional demographic variables through the Student Profile Questionnaire. The factor structure of the Test Anxiety Inventory was explored using principal components analysis and multiple regression analysis used to predict variance in self-reported test anxiety scores from individual and group variables. Results. The principal components analysis extracted two factors, worry and emotionality, in line with theoretical predictions. Gender, ethnic and socio-economic background were identified as significant predictors of variance in test anxiety scores in this dataset. Whether English was an additional, or native, language of students did not predict variance in test anxiety scores and year group was identified as a predictor of emotionality scores only. Conclusion. Variance in the test anxiety scores of Key Stage 4 students can be predicted from a number of socio-demographic variables. Further research is now required to assess the implications for assessment performance, examination arrangements and appropriateness of using a North American measure of test anxiety in a UK context.

Journal ArticleDOI
TL;DR: The study confirms the persistence of high levels of BESD over the period 8-12 years and the continuing comorbidity of BesD and language difficulties but also indicates a complex interaction of within-child and contextual factors over time.
Abstract: Background. The purpose of this study was to examine the stability of behavioural, emotional and social difficulties (BESD) in children with specific speech and language difficulties (SSLD), and the relationship between BESD and the language ability. Methods. A sample of children with SSLD were assessed for BESD at ages 8, 10 and 12 years by both teachers and parents. Language abilities were assessed at 8 and 10 years. Results. High levels of BESD were found at all three ages but with different patterns of trajectories for parents' and teachers' ratings. Language ability predicted teacher- but not parent-rated BESD. Conclusions. The study confirms the persistence of high levels of BESD over the period 8-12 years and the continuing comorbidity of BESD and language difficulties but also indicates a complex interaction of within-child and contextual factors over time.

Journal ArticleDOI
TL;DR: The results of this study suggest that the negative emotional impact of some forms of school violence could be an important factor in a teacher's intention to leave, and that school support could be even more important for both teacher emotional well-being and professional disengagement.
Abstract: BACKGROUND: Most studies of school violence have focused on students. Consequently, precursors and consequences of violence experienced by teachers are less well documented. Previous research indicates that (a) verbal victimization, student misbehaviour and perceived violence at school impair teacher emotional well-being, (b) support from principal and colleagues reduces these difficulties and fosters well-being, (c) well-being impacts on professional involvement. However, it is still not clear how those variables relate to each other. AIMS: To test and compare - through structural equation modelling - two models of the relationships between perceived school support, exposure to school violence, subjective well-being and professional disengagement. To test - through multigroup analysis - the buffering effect of school support between school violence and well-being. SAMPLE: Participants in this study were 487 French-speaking teachers (57% female) randomly selected from 24 secondary schools in Belgium. METHOD: Participants completed a questionnaire on school leadership, relationships with colleagues, verbal victimization, students' misbehaviour, perceived violence, depression, somatization, anxiety and professional disengagement. RESULTS: The results support a model in which perceived school support has a direct effect on exposure to school violence, subjective well-being and professional disengagement, while the effect of school violence on disengagement is totally mediated by well-being. No evidence of a moderating effect of school support was found. CONCLUSIONS: The results of this study suggest that the negative emotional impact of some forms of school violence could be an important factor in a teacher's intention to leave, and that school support could be even more important for both teacher emotional well-being and professional disengagement.

Journal ArticleDOI
TL;DR: Results showed that children's compositional quality was superior in the handwritten scripts as opposed to the keyboarded scripts, and explicit keyboarding instruction (touch-typing) is needed to develop keyboarding fluency and unlock the full potential of the word processor for children's writing.
Abstract: Background. It is well established that handwriting fluency constrains writing quality by limiting resources for higher order processes such as planning and reviewing. According to the ‘simple view of writing’ then slow keyboarding speed should hinder the quality of keyboarded essa yc ompositions in the same wa yt hat slow handwriting hinders handwritten essa yc ompositions. Give na lack of touch-typing instruction in UK schools it was hypothesized that children’ sw ritten compositions produced via the keyboar dw ould be worse than produced by hand. Aims. To extend the work of Christensen (2004) and Rogers and Case-Smith (2002) by examining the relationship between handwriting fluency and keyboarding fluency throughout the primar ys chool and studying the link between word-processed compositional quality and keyboarding fluency. Samples and methods. The handwriting fluency and keyboarding fluency of 300 children in primar ys chool wer em easured. Ye ar 5a nd year 6c hildren completed a measure of compositional quality by hand and by keyboard. Results and comment. There was ah igh correlation between handwriting and keyboarding speed and handwriting speed was consistently faster than keyboarding speed across all ages. Only as mall minority of children in years 5a nd 6h ad faster keyboarding than handwriting speed. Results showed that children’ sc ompositional quality was superior in the handwritten scripts as opposed to the keyboarded scripts. Keyboarded scripts wer eu pt o2y ears behind handwritten scripts in development. Writing by keyboard does not necessarily lead to improvements in script quality, compared with handwritten scripts. Explicit keyboarding instruction (touch-typing) is needed to develop keyboarding fluency and unlock the full potential of the wor d processor for children’ sw riting.

Journal ArticleDOI
TL;DR: The effect of job strain on burnout was proved to be consistent and robust across alternative formulations, and the main effect of high demands exceeded that of low decision authority in relation to emotional exhaustion.
Abstract: Background. Teachers' work overload has been the subject of intense research, and the results of these studies show that a substantial proportion of teachers perceive their job as very stressful. Aims. To investigate how different formulations of high demands and low decision latitude was related to teachers' burnout, and to estimate the possible interaction between these factors. Sample. The sample consisted of 1,028 school teachers. Method. Multivariate covariant analyses (MANCOVA) was used to evaluate the relationship between a high-strain job defined by 3 different cut-off points and burnout. Logistical regression analysis was used to estimate the separate and joint effects of demand and decision authority on emotional exhaustion. Interaction between high demands and low decision authority was analysed using relative excess risk due to interaction (RERI). An attributable proportion (AP) was calculated in order to estimate the proportion of emotionally exhausted teachers among those exposed to both risk factors that was attributable to their synergistic interaction. The group of teachers who perceived their job as a low-strain job was used as the reference group in the analysis. Results. The effect of job strain on burnout was proved to be consistent and robust across alternative formulations. The main effect of high demands exceeded that of low decision authority in relation to emotional exhaustion. Furthermore, the 2 factors acted synergistically to increase the risk of burnout. Conclusions. In the case of burnout, teachers who perceived their job as highly demanding and low in control, 69% of the effect could be attributed to the synergism of these 2 factors.

Journal ArticleDOI
TL;DR: This study showed that students' self-concept clarity and learning strategies are related to their tendencies to self-handicap and their exam performance, and was negatively correlated with self- Concept clarity, deep learning, self-regulated learning and exam grades, and positively correlated with surface learning and test anxiety.
Abstract: Background. Self-handicapping is linked to students' personal motivations, classroom goal structure, academic outcomes, global self-esteem and certainty of self-esteem. Academic self-handicapping has yet to be studied with respect to students' consistency in self-description and their description of themselves as learners. Aims. This study examined students' self-esteem and self-concept clarity as well as their tendencies to employ deep- or surface-learning approaches and self-regulate while learning in relation to their self-handicapping tendencies and exam performance. Sample. Participants were 161 male and female Canadian, first-year university students. Method. Participants completed a series of questionnaires that measured their self-esteem, self-concept clarity, approaches to learning, self-regulation and reflections on performance prior to and following their exam. Results. Self-handicapping was negatively correlated with self-concept clarity, deep learning, self-regulated learning and exam grades, and positively correlated with surface learning and test anxiety. Regression analyses showed that self-concept clarity, self-regulation, surface-learning and test anxiety scores predicted self-handicapping scores. Self-concept clarity, test anxiety scores, academic self-efficacy and self-regulation were predictors of mid-term exam grades. Conclusions. This study showed that students' self-concept clarity and learning strategies are related to their tendencies to self-handicap and their exam performance. The role of students' ways of learning and their self-concept clarity in self-handicapping and academic performance was explored.

Journal ArticleDOI
TL;DR: While teachers' moral orientation does impact upon the kinds of responses to bullying they choose, seriousness of the incident is more important, however, seriousness as perceived by teachers may not be consistent with impact on students.
Abstract: BACKGROUND: Little research has focused on factors influencing teachers' decisions about whether and how to intervene in bullying incidents. Such factors have the potential to influence the role of teachers as agents in counteracting bullying. AIMS: To examine: (a) whether moral orientation predicts teachers' responses to bullying, (b) the role of perceived seriousness of an incident in moderating responses to bullying and (c) factors that are important to teachers when deciding whether to intervene. SAMPLE: Primary, middle and high school teachers (N=127) were recruited during staff meetings at five schools. METHODS: Moral orientation was measured using a modified version of Caputo's (2000) Sanctioning Voice Index (SVI); other questionnaires were specifically designed for this study. Correlational and hierarchical multiple regression analyses examining how moral orientation and seriousness predict teachers' responses to bullying were performed. RESULTS: As anticipated, care moral orientation predicted a problem-solving response, while justice orientation predicted a rules-sanctions response. Care and justice orientations also interacted to predict rules-sanctions, but not problem-solving responses. However, seriousness of an incident accounted for the majority of variance (46% for rules-sanctions and 40% for problem-solving responses). Seriousness did not moderate the relationship between moral orientation and responses to bullying. CONCLUSIONS: While teachers' moral orientation does impact upon the kinds of responses to bullying they choose, seriousness of the incident is more important. However, seriousness as perceived by teachers may not be consistent with impact on students. Implications for teacher education and policy are discussed. Language: en

Journal ArticleDOI
TL;DR: This article investigated whether a thinking skills intervention involving collaborative interactive dialogue could lead not only to gains in measured verbal cognitive ability but also generalization to non-verbal and quantitative reasoning ability, consistent across schools and largely irrespective of pupil gender and ability.
Abstract: Background. Debates about the modifiability of cognitive ability have been largely resolved by reports of successful ‘thinking skills’ interventions. However, such interventions are very diverse and generalization of effects relatively little explored. Aims. This study investigated whether a thinking skills intervention involving collaborative interactive dialogue could lead not only to gains in measured verbal cognitive ability but also generalization to non-verbal and quantitative reasoning ability. Sample. Randomly selected intervention children were aged 10 at pre-test (N = 105, four classes/schools). Controls followed a normal curriculum (N = 72, three classes/two schools). Method. Intervention children engaged in collaborative enquiry for 1 hour per week over 16 months. The control group received normal classroom experiences. The Cognitive Abilities Test was administered before and after the intervention. Results. Intervention pupils showed significant standardized gains in verbal and also in non-verbal and quantitative aspects of reasoning, consistent across intervention schools. Boys and girls made significant gains. The highest quartile of pre-test ability showed the smallest gains. Controls did not gain in any aspect. Conclusions. Philosophical enquiry involving interactive dialogue led not only to significant gains in measured verbal cognitive ability but also generalization to non-verbal and quantitative reasoning ability, consistent across schools and largely irrespective of pupil gender and ability. The effect sizes from this large-scale field trial in one local authority exceeded those reported in the literature. Implications for theory building, replicability and sustainability are addressed.

Journal ArticleDOI
TL;DR: The idea that children leaving primary school are getting more and more intelligent and competent - whether it is viewed in terms of the Flynn effect, the government statistics on performance in Key Stage 2 SATS in mathematics and science - is put into question by these findings.
Abstract: Background. Volume & Heaviness was one of three Piagetian tests used in the CSMS survey in 1975/76. However unlike psychometric tests showing the Flynn effect – that is with students showing steady improvements year by year requiring tests to be restandardized – it appeared that the performance of Y7 students has recently been getting steadily worse. Aims. A sample of schools sufficiently large and representative was chosen so that the hypothesis of worsening performance could be tested, and estimated quantitatively. Sample. Sixty-nine Y7 school year groups containing pupil data on the Volume & Heaviness test and the University of Durham CEM Centre MidYIS test were located giving a sample of 10, 023 students covering the years 2000 to 2003. Method. Regression of the students' school mean on Volume & Heaviness on the schools' mean MidYIS 1999 standardized score, and computing the regression at MidYS = 100 allows comparison with that found in 1976. Results. The mean drops in scores from 1976 to 2003 were boys = 1.13 and girls = 0.6 levels. A differential of 0.50 standard deviations in favour of boys in 1976 had completely disappeared by the year 2002. Between 1976 and 2003 the effect-size of the drop in the boys' performance was 1.04 standard deviations, and for girls was 0.55 standard deviations. Conclusion. The idea that children leaving primary school are getting more and more intelligent and competent – whether it is viewed in terms of the Flynn effect, or in terms of government statistics on performance in Key Stage 2 SATS in mathematics and science – is put into question by these findings.

Journal ArticleDOI
TL;DR: Results revealed the three inventories yielded different results, which suggests that researchers should be selective in the inventory they use to assess self-regulated learning (SRL).
Abstract: Background. A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research. Aim. A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies Inventory (LASSI; Weinstein, 1987), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1993) and the Meta-cognitive Awareness Inventory (MAI; Schraw & Dennison, 1994). Method bias across all three inventories was also examined. Sample and method. Three hundred and eighteen undergraduate university students (255 female, 61 male, 2 did not specify) were recruited from various courses to participate in research on perceptions about studying and study methods. Participants spent 30–60 minutes completing all three inventories. Results. Evidence for convergent validity was found at the matrix level, but was attenuated when examined at the individual parameter level. Evidence for discriminant validity among traits was modest, and common method bias was evident across all three measures. Conclusions. Results revealed the three inventories yielded different results, which suggests that researchers should be selective in the inventory they use to assess self-regulated learning (SRL).

Journal ArticleDOI
TL;DR: The results of hierarchical regression analysis showed that, in upper elementary and junior high schools, the association between achievement in mathematics and self-handicapping was mediated by performance-avoidance goals.
Abstract: Background. Academic self-handicapping refers to the use of impediments to successful performance on academic tasks. Previous studies have shown that it is related to personal achievement goals. A performance goal orientation is a positive predictor of self-handicapping, whereas a task goal orientation is unrelated to self-handicapping. Aims. The aim of this study was to examine the relationship between academic self-handicapping, goal orientations (task, performance-approach, performance-avoidance), social goals, future consequences and achievement in mathematics. An additional aim was to investigate grade-level and gender differences in relation to academic self-handicapping. Sample. Participants were 702 upper elementary, junior and senior high school students with approximately equal numbers of girls and boys. Results. There were no grade-level or gender differences as regards the use of self-handicapping. The correlations among the variables revealed that, when the whole sample was considered, self-handicapping was positively related to performance goal orientations and pleasing significant others and negatively to achievement in mathematics. The results of hierarchical regression analysis showed that, in upper elementary and junior high schools, the association between achievement in mathematics and self-handicapping was mediated by performance-avoidance goals. In senior high school, only task goal orientation was a negative predictor of self-handicapping.

Journal ArticleDOI
TL;DR: The study provides evidence of maintained cognitive gains from collaborative philosophical inquiry, transferred across contexts, and Implications for future research, policy and practice are discussed.
Abstract: Background. Evidence of maintained gains from thinking skills interventions are rare in the literature even within sectors of education, let alone across sectors. Aims. This study investigated the cognitive effects of collaborative philosophical inquiry at long-term 2-year follow-up, after the participants had transferred to secondary (high) school without experiencing further philosophical inquiry in the interim. Sample. Sample attrition was greater in the control than in the experimental group, but 96 experimental and 52 control subjects were available. Method. Intervened children who engaged in collaborative inquiry for 1 hour per week over 16 months and whose pre-post cognitive gains were reported in Topping and Trickey (2007) were followed up 2 years later, some time after they had transferred from primary to secondary school, again using the Cognitive Abilities Test. Results. The significant pre-post cognitive ability gains in the experimental group in primary school were maintained towards the end of their second year of secondary school. Higher achieving pupils were somewhat advantaged in sustaining these gains. The control group showed an insignificant but persistent deterioration in scores from pre- to post-test to follow-up. Conclusions. Given the pattern of sample attrition, the group difference seems likely to be underestimated. The study provides evidence of maintained cognitive gains from collaborative philosophical inquiry, transferred across contexts. Implications for future research, policy and practice are discussed.

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TL;DR: Results from structural equation modelling supported the proposed model for the whole sample as well as for each school track, suggesting that a planned course of the day can prevent procrastination and foster decisions for academic tasks in case of conflicts.
Abstract: Background. Academic procrastination, the tendency to postpone learning activities, is regarded as a consequence of postmodern values that are prominent in post-industrialized societies. When students strive for leisure goals and have no structured routines for academic tasks, delaying strenuous learning activities becomes probable. Aims. The model tested in this study posits that postmodern value orientations are positively related to procrastination and to a lack of daily routines concerning the performance of academic activities. In contrast, modern values are negatively related to procrastination and positively to learning routines. Academic procrastination, in-turn, should be associated with the tendency to prefer leisure activities to schoolwork in case of conflicts between these two life domains. Sample. Seven hundred and four students from 6th and 8th grade with a mean age of 13.5 years participated in the study. The sample included students from all tracks of the German educational system. Method. Students completed a questionnaire containing two value prototypes as well as scales on learning routines and procrastination. Decisions in motivational conflicts were measured using two vignettes. Results and Conclusions. Results from structural equation modelling supported the proposed model for the whole sample as well as for each school track. A planned course of the day can prevent procrastination and foster decisions for academic tasks in case of conflicts. Students' learning takes place within a societal context and reflects the values held in the respective culture.

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TL;DR: Comparing the validity of global strategy use as assessed with the Cross-Curricular Competencies scale and the task-specific strategy scores suggested only modest criterion-related validity for the data obtained with the global strategy inventory.
Abstract: Background. Self-report inventories trying to measure strategic processing at a global level have been much used in both basic and applied research. However, the validity of global strategy scores is open to question because such inventories assess strategy perceptions outside the context of specific task performance. Aims. The primary aim was to examine the criterion-related and construct validity of the global strategy data obtained with the Cross-Curricular Competencies (CCC) scale. Additionally, we wanted to compare the validity of these data with the validity of data obtained with a task-specific self-report inventory focusing on the same types of strategies. Sample. The sample included 269 10th-grade students from 12 different junior high schools. Methods. Global strategy use as assessed with the CCC was compared with task-specific strategy use reported in three different reading situations. Moreover, relationships between scores on the CCC and scores on measures of text comprehension were examined and compared with relationships between scores on the task-specific strategy measure and the same comprehension measures. Results. The comparison between the CCC strategy scores and the task-specific strategy scores suggested only modest criterion-related validity for the data obtained with the global strategy inventory. The CCC strategy scores were also not related to the text comprehension measures, indicating poor construct validity. In contrast, the task-specific strategy scores were positively related to the comprehension measures, indicating good construct validity. Conclusion. Attempts to measure strategic processing at a global level seem to have limited validity and utility.

Journal ArticleDOI
TL;DR: The findings provide substantial support for Dweck's self-theory, showing that implicit theories are related to aspirations, however, the way in which theory of intelligence relates to age and gender suggests there may be important cross-cultural or contextual differences not addressed by Dwecking's theory.
Abstract: Background. Dweck has emphasized the role of pupils' implicit theories about intellectual ability in explaining variations in their engagement, persistence and achievement. She has also highlighted the role of confidence in one's intelligence as a factor influencing educational attainment. Aim. The aim of this paper is to develop a model of achievement aspiration in adolescence and to compare young people who are educated at a selective grammar school with those who attend a non-selective 'secondary modern' school. Sample. The sample consisted of 856 English secondary school pupils in years 7 and 10 from two selective and two non-selective secondary schools. Method. Questionnaires were completed in schools. Results. The findings are consistent with the model, showing that achievement aspiration is predicted directly by gender, school type and type of intelligence theory. Importantly, school type also affects aspirations indirectly, with effects being mediated by confidence in one's own intelligence and perceived academic performance. Intelligence theory also affects aspirations indirectly with effects being mediated by perceived academic performance, confidence and self-esteem. Additionally, intelligence theory has a stronger effect on aspirations in the selective schools than in the non-selective schools. Conclusions. The findings provide substantial support for Dweck's self-theory, showing that implicit theories are related to aspirations. However, the way in which theory of intelligence relates to age and gender suggests there may be important cross-cultural or contextual differences not addressed by Dweck's theory. Further research should also investigate the causal paths between aspirations, implicit theories of intelligence and the impact of school selection.

Journal ArticleDOI
TL;DR: Results suggest that narrative and expository processing differ with respect to integration of text content with prior knowledge.
Abstract: Background. Research on the presentation of information in narrative versus expository text genres is inconclusive with respect to the question of which is more beneficial for student learning. Aims. We examine the effect of presenting factual content in either narrative or expository genres on student learning. We also consider relevant prior knowledge and working memory capacity (WMC) as potential mediating variables. Sample. Ninety university undergraduate students. Methods. Subjects studied circulatory system content embedded in either narrative or expository texts. Prior circulatory system knowledge, knowledge improvement (learning) and free recall were assessed. Results. Learning and recall did not differ as a function of text genre overall, but did interact with prior knowledge. Learning from the narrative and one expository text was optimal at intermediate levels of prior knowledge, with higher knowledge readers benefiting more from the expository text compared with the narrative text. Prior knowledge was positively related to recall for the expository texts, but unrelated for the narrative text. Subjects' WMC did not predict learning or recall. Conclusions. Results suggest that narrative and expository processing differ with respect to integration of text content with prior knowledge.

Journal ArticleDOI
TL;DR: The modest impact of the questioning training and the low learning gains of the cooperative classes in the astronomy unit as well as high discrepancies between learning outcomes of experts and novices show that explicit instruction of explaining skills in combination with well-structured material are key issues in using the jigsaw method with younger students.
Abstract: Background. There is much support for using cooperative methods, since important instructional aspects, such as elaboration of new information, can easily be realized by methods like ‘jigsaw’. However, the impact of providing students with additional help like a questioning training and potential limitations of the method concerning the (minimum) age of the students have rarely been investigated. Aims. The study investigated the effects of cooperative methods at elementary school level. Three conditions of instruction were compared: jigsaw, jigsaw with a supplementary questioning training and teacher-guided instruction. Sample. Nine third grade classes from three schools with 208 students participated in the study. In each school, all the three instructional conditions were realized in three different classes. Method. All classes studied three units on geometry and one unit on astronomy using the assigned instructional method. Each learning unit comprised six lessons. For each unit, an achievement test was administered as pre-test, post-test and delayed test. Results. In the math units, no differences between the three conditions could be detected. In the astronomy unit, students benefited more from teacher-guided instruction. Differential analyses revealed that ‘experts’ learned more than students in teacher-guided instruction, whereas ‘novices’ were outperformed by the students in the control classes. Conclusions. Even third graders used the jigsaw method with satisfactory learning results. The modest impact of the questioning training and the low learning gains of the cooperative classes in the astronomy unit as well as high discrepancies between learning outcomes of experts and novices show that explicit instruction of explaining skills in combination with well-structured material are key issues in using the jigsaw method with younger students.

Journal ArticleDOI
TL;DR: Only conceptual rewording has proved to be useful for improving children's performance, especially among younger children and for difficult problems.
Abstract: Se analiza la doble naturaleza semantica y textual de la tarea de resolver un problema matematico en el aula.

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TL;DR: The decline in students' motivation to master their subjects raises potentially important questions about whether pressures for grades undermine students' interest in their studies.
Abstract: Background. Research has suggested that students can approach their studies with different goals, one goal being to understand material (mastery) and another to obtain better grades than others (performance). Aim. The main aim of this study was to assess whether these goals change as students progress through their degrees. Sample. 1857 students at a Scottish university. Methods. Students were asked to complete a questionnaire as they waited to register for their courses. The questionnaire was based on an achievement motivation questionnaire developed by Elliot and McGregor (2001) to assess students' mastery and performance goals; there were also questions on students' expectations about their courses. Results. Students in years 2, 3 and 4 were substantially less likely to want to master their subjects than students in year 1. They were also more concerned with grades and less likely to expect to enjoy their courses. Conclusion. The decline in students' motivation to master their subjects raises potentially important questions about whether pressures for grades undermine students' interest in their studies.

Journal ArticleDOI
TL;DR: Although participants' views of their own general effectiveness as teachers and as musicians changed very little over the period of the study, their attitudes towards music teaching and perceptions of the skills required showed some changes.
Abstract: Background. The Western classical training of many secondary music specialist teachers may be inappropriate for the demands of the contemporary secondary school classroom, leading to a conflict between their self-concepts as 'musicians' and as 'teachers'. Aims. To undertake a short-term longitudinal comparison of the developing identities and the attitudes of a group of intending specialist secondary music teachers, during the transition into their first teaching post, with a group of music students from university and conservatory backgrounds. Sample. Twenty-nine trainee music teachers completed Phases 1 and 2 of the study during their final weeks of training and during the second term of their teaching career, and a comparison group of 29 final-year undergraduate music students did so in the first and last terms of their final year. Method. A specially devised composite Musical Careers Questionnaire gathered information in both phases about self-efficacy in music and in teaching, identification with professional groups in these two domains, and attitudes towards important skills for musicians and teachers. Results. A series of ANOVAs comparing the student groups' scores in each of the two phases revealed no significant main effects or interactions for either of the self-efficacy measures, a significant group effect for professional group identification, and some changes in the attitude measures. Conclusion. Although participants' views of their own general effectiveness as teachers and as musicians changed very little over the period of the study, their attitudes towards music teaching and perceptions of the skills required showed some changes.