Showing papers in "British Journal of Educational Psychology in 2020"
TL;DR: Teachers’ narratives suggest that, after an initial period of uncertainty they settled into the situation and found a way forward, supported by strong relationships, but remain extremely worried about the most vulnerable pupils and want more joined‐up thinking from the government on how to support them effectively.
Abstract: Background: On 20th March 2020, in response to COVID-19, UK schools were closed to most pupils. Teachers were required to put remote teaching and learning in place with only two days’ notice from the government. Aims: The current study explores teachers’ experiences of this abrupt change to their working practices, and during the 5-6 weeks that followed. Sample: Twenty-four teachers from English state schools were interviewed, representing mainstream primary and secondary schools and a range of years of experience and seniority. Methods: Participants were asked to tell stories of three key scenes during the first 5-6 weeks of lockdown: a low point, a high point and a turning point. A reflexive thematic analysis of their narratives was conducted. Results and Conclusions: Six themes were identified: uncertainty, finding a way, worry for the vulnerable, importance of relationships, teacher identity and reflections. Teachers’ narratives suggest that, after an initial period of uncertainty they settled into the situation and found a way forward, supported by strong relationships. However, they remain extremely worried about the most vulnerable pupils and want more joined up thinking from the government on how to support them effectively, along with clarity from policymakers to enable planning ahead. Teachers reflected on how to use their learning during this period to improve pupils’ experiences of education post COVID-19, and on how aspects of shared teacher identity have worked as stressors and coping mechanisms. These initial interviews form the baseline for a longitudinal interview study of teachers’ experiences of COVID-19 in England.
243 citations
TL;DR: Findings signal the significance of incorporating especially perspective taking experiences and exercises into teacher education and professional development programmes, which could benefit all students regardless of their backgrounds.
Abstract: Background Culturally responsive teaching (CRT) has been associated with increased student engagement and achievement. Its practice in classrooms, however, has been shown to be less than optimal. Nonetheless, certain teacher qualities have been suggested to facilitate its practice. Aims The current study sought quantitative evidence in support of two of these teacher qualities, namely teachers' multicultural attitudes, and their perspective taking abilities. By identifying the strength of the suggested relationships, we aimed to examine the generalizability of previous findings in the literature and inform teachers' professional development and interventions. Sample A total of 143 primary school teachers from different parts of the Netherlands responded to our online survey. Methods We conducted a multivariate multiple regression analysis to investigate the relationship between these qualities and teachers' engagement in two separate but related components of CRT (i.e., socially sensitive and culturally sensitive teaching). Results Results of our analysis yielded significant relationships between the two teacher qualities and the frequency with which teachers engage in socially and culturally sensitive teaching. Perspective taking was a stronger predictor for both aspects of CRT. Conclusion These findings signal the significance of incorporating especially perspective taking experiences and exercises into teacher education and professional development programmes, which could benefit all students regardless of their backgrounds. Our results are promising as these qualities are malleable and thus can be improved.
43 citations
TL;DR: Evidence is provided for the social contagion of mindsets among one's peers by investigating the relationship between classmates' mindsets and one's own mindset by using multilevel modelling.
Abstract: Background Beliefs about the malleability of intelligence (fixed or growth mindsets) are strongly influenced by teachers and parents. However, the social contagion of mindsets among one's classmates has not been given sufficient attention. Aims This study aimed to examine the social contagion of mindsets among one's peers by investigating the relationship between classmates' mindsets and one's own mindset. Sample In Study 1, 676 students nested within 19 classes were surveyed, and in Study 2, 848 students nested within 30 classes participated. Methods Students were surveyed across two time points 7 months apart. Multilevel modelling was used. Results The mindset of one's classmates at Time 1 predicted one's own mindset at Time 2 even after adjusting for one's own Time 1 mindset. These effects held even after controlling for demographic variables, social desirability, and achievement goals. Conclusion The current study provided evidence for the social contagion of mindsets. Theoretical and practical implications are discussed.
39 citations
TL;DR: School-related subjective well-being promotes adaptability, achievement, and positive behavioural Conduct, and adaptability is also related to positive behavioural conduct.
Abstract: BACKGROUND: Previous studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct. AIM: The aim of the present study was to test a bidirectional model of school-related subjective well-being and adaptability, and how they relate to achievement and behavioural conduct. METHOD: Data were collected from 539 Year 12 students over four waves. Achievement and behavioural conduct were measured in the first wave of data collection (T1 ), school-related subjective well-being and adaptability at the second and third waves (T2 and T3 ), and achievement and behavioural conduct again in the fourth wave of data collection (T4 ). RESULTS: A structural equation model showed that T2 school-related subjective well-being predicted higher T3 adaptability, but not vice versa. T3 school-related subjective well-being predicted greater T4 achievement and positive behavioural conduct, and T3 adaptability predicted greater T4 positive behavioural conduct. CONCLUSION: School-related subjective well-being promotes adaptability, achievement, and positive behavioural conduct, and adaptability is also related to positive behavioural conduct. Attempts to foster well-being and adaptability could show educational gains for students.
39 citations
TL;DR: Private tutoring cannot be recommended as a generally effective strategy to improve academic achievement in school, but might be helpful to relieve the stress level induced by insufficient Achievement in school.
Abstract: Background A considerable proportion of secondary school students gets additional support from private tutoring lessons. Empirical findings on the effectiveness of private tutoring are inconclusive. The instructional quality of the tutoring lessons might influence their effectiveness. Aims We analysed (1) whether students privately tutored in the subjects German or mathematics outperformed their non-tutored counterparts; (2) whether the instructional quality of the tutoring lessons can be described with the three dimensions, structure, challenge, and support; and (3) the effects of these quality dimensions on the students' academic achievement and their global satisfaction with their school and family situation. Sample We used data from the German National Educational Panel Study (NEPS). From a total sample of N = 11,358 10th-grade secondary school students, subsamples provided information about tutoring quality in mathematics (nM = 1,714), German (nG = 148), and English (nE = 490). Methods The model of three correlated dimensions of tutoring quality was evaluated with confirmatory factor analyses, and the effects on student outcomes were tested in a structural equation modelling framework. Results Analyses revealed neither global effects of private tutoring nor effects of its instructional quality on students' grades in mathematics or German. However, the support dimension was positively related to students' satisfaction with their school situation. Conclusions Private tutoring cannot be recommended as a generally effective strategy to improve academic achievement in school, but might be helpful to relieve the stress level induced by insufficient achievement in school.
39 citations
TL;DR: Cross-Lagged Panel (regression) Model estimates are likely over-estimated in comparison with RI-CLPM estimates and prior findings relating to the reciprocal effects of self-concept and achievement need to be reconsidered.
Abstract: Background The cross-lagged panel (regression) model (CLPM) is the usual framework of choice to test the longitudinal reciprocal effects between self-concept and achievement. Criticisms of the CLPM are that causal paths are over-estimated as they fail to discriminate between- and within-person variation. The random-intercept cross-lagged panel model (RI-CLPM) is one alternative that extends the CLPM by partialling out between-person variance. Aims We compare analyses from a CLPM and a RI-CLPM which examine the reciprocal relationships between self-concept, self-efficacy, and achievement and determine the extent CLPM estimates are inflated by between-person variance. Sample(s) Participants (n = 314) were first-year undergraduate psychology students recruited as part of the STudent Engagement with Education and Learning (STEEL) project. Methods Participants completed measures of self-efficacy and self-concept prior to completing fortnightly quiz assessments. Results Cross-Lagged Panel (regression) Model estimates are likely over-estimated in comparison with RI-CLPM estimates. Cross-Lagged Panel (regression) Model analyses identified a reciprocal effects relationship between self-concept and achievement, confirming established literature. In RI-CLPM analyses, these effects were attenuated and a skill development association between achievement and self-concept was supported. A reciprocal relationship between self-efficacy and achievement was supported. Better model fit was reported for the RI-CLPM analyses. Conclusions Prior findings relating to the reciprocal effects of self-concept and achievement need to be reconsidered. Whilst such a relationship was supported in a CLPM analysis in this study, within an RI-CLPM framework, only achievement predicted self-concept. However, in both CLPM and RI-CLPM models a reciprocal effects model of self-efficacy and achievement was supported.
37 citations
TL;DR: Kim et al. as discussed by the authors examined the hierarchical relations of language and cognitive skills to written composition as well as the relation of topic knowledge to writing, using DIEW as a theoretical framework.
Abstract: Background Writing involves multiple processes, drawing on a number of language, cognitive, and print-related skills, and knowledge. According to the Direct and Indirect Effects model of Writing (DIEW; Kim & Park, 2019, Reading and Writing, 32, 1319), these multiple factors have hierarchical, interactive, and dynamic relations. Aims I examined the hierarchical relations of language and cognitive skills to written composition as well as the relation of topic knowledge to written composition, using DIEW as a theoretical framework. Sample One hundred thirty-two English-speaking students in Grade 4 were assessed on written composition, topic knowledge, oral language (vocabulary, grammatical knowledge, discourse-level oral production), higher order cognitions (inference, perspective taking [theory of mind], monitoring), domain-general cognitions (working memory and attention), and transcription skills (spelling and handwriting fluency). Methods Structural equation modelling was used to compare hierarchical relations models with a direct or flat relations model. Results The hierarchical relations model was supported. Discourse oral language skills and transcription skills completely mediated the relations of the other component skills to written composition, and the included component skills explained 82% of variance in written composition. Substantial total effects were found for discourse language, transcription, attention, working memory, vocabulary, theory of mind, and grammatical knowledge. Topic knowledge was moderately related to writing, but this relation became weak once the other skills were accounted for. Conclusions Component skills have hierarchical structural relations and make direct and indirect contributions to written composition. Furthermore, the role of topic knowledge in written composition appears constrained by language and transcription skills for developing writers.
36 citations
TL;DR: The findings suggest that there is a pathway from family SES to children's academic achievement through parental academic involvement and that this pathway is dependent on the level of parental subjective social mobility.
Abstract: Background Low family socio-economic status (SES) is usually associated with children's poor academic achievement, but the mechanisms underlying this relationship are less understood. Aims The present study examined the mediating role of parental academic involvement and the moderating role of parental subjective social mobility in this relationship with cross-sectional data. Sample and methods A total of 815 fourth- to sixth-grade children were recruited from five elementary schools in China. Family SES (measured by parents' education, parents' occupation and family income) and parental subjective social mobility were obtained directly from parents, parental academic involvement was reported by children, and information on children's academic achievement was collected from their teachers. Results The results showed that (1) both family SES and parental academic involvement were positively correlated with children's Chinese and math achievement, (2) parental academic involvement mediated the relationships between family SES and children's Chinese and math achievement, and (3) parental subjective social mobility moderated the path from family SES to parental academic involvement. The models of children's Chinese and math achievement showed that the association between family SES and parental academic involvement was weak among children's parents who reported high levels of subjective social mobility. Conclusions These findings suggest that there is a pathway from family SES to children's academic achievement through parental academic involvement and that this pathway is dependent on the level of parental subjective social mobility.
35 citations
TL;DR: While refugee children were found to be at risk on various levels, the findings also point to the fact that social relationships including friendship quality and number of friends played an essential protective role.
Abstract: Background. Refugee children might have experienced violent and traumatic events before settling into a new country. In the United Kingdom, the number of refugee children is increasing; however, little is known about their psycho-social and physical well-being.
Aim. This study aims to investigate the psychological well-being and behaviour of refugee children compared to British-born children on a number of psychological, social, behavioural, and health-related issues and to investigate the role of friendship as a protective factor.
Samples. This study utilized a sample of 149 refugee children recruited from two charities, 79 of which are children aged 6–10 years and 70 older refugee children aged 11– 16 years. The study also included 120 non-refugee children recruited from primary schools aged 6–10 years.
Methods. This is a cross-sectional study that investigates the psycho-social well-being of refugee children compared to non-refugee British-born children. The study explored symptoms of post traumatic stress disorder, emotional and behavioural problems (Strengths and Difficulties Questionnaire), self-esteem, friendships and popularity, bullying and victimization, physical health, and psychosomatic problems.
Results. Young refugee children reported more peer problems, functional impairment, physical health, and psychosomatic problems compared to the control children and older refugee children groups. On the other hand, older refugee children had lower self-esteem (academic and social self-peers) compared to the younger refugee children group. The differences between the groups were explained by friendship quality, number of friends, peer bullying/victimization, or sibling bullying/victimization except for physical health and psychosomatic problems.
Conclusions. While refugee children were found to be at risk on various levels, the findings also point to the fact that social relationships including friendship quality and number of friends played an essential protective role. Conversely, bullying was a risk factor that explained many of the refugees’ problems. These findings pave the way for future research to further probe into the well-being of refugee children in the United Kingdom while also targeting relevant intervention schemes specifically tailored to address their needs.
34 citations
TL;DR: This study investigates whether self-affirmation writing exercises can help close the SES attainment gap in England by increasing the academic performance of low-SES (but not higher-S ES) school students and compares favourably with those of other interventions targeting the S ES academic attainment gap.
Abstract: Background: Studies in the United States show that school students from some ethnic backgrounds are susceptible to stereotype threat, that this undermines their academic performance, and that a series of virtually zero-cost self-affirmation writing exercises can reduce these adverse effects. In England, however, socioeconomic status (SES) is a much stronger predictor of academic success than is ethnic background. Aims: This study investigates whether self-affirmation writing exercises can help close the SES attainment gap in England by increasing the academic performance of low-SES (but not higher-SES) school students. Sample: Our sample consisted of students aged 11–14 in a secondary school in southern England (N = 562); of these, 128 were eligible for free school meals, a proxy for low SES. Methods: Students completed three short writing exercises throughout one academic year: those randomly assigned to an affirmed condition wrote about values that were important to them, and those assigned to a control condition wrote about a neutral topic. Results: On average, the low-SES students had lower academic performance and reported experiencing more stereotype threat than their higher-SES peers. The self-affirmation raised the academic performance of the low-SES students by 0.38 standard deviations but did not significantly affect the performance of the higher-SES students, thus reducing the SES performance gap by 62%. The self-affirmation also reduced the level of stress reported by the low-SES students. Conclusions: The benefits of this virtually zero-cost intervention compare favourably with those of other interventions targeting the SES academic attainment gap.
30 citations
TL;DR: The study suggests the importance of focusing on empathy and on developing autonomous motivation to defend in children, to raise spontaneous defending attitudes against bullying.
Abstract: Background The literature indicates that separate significant links exist in adolescence between empathy, cognitive and affective motivation to defend victims, and behavioural problems in bullying episode in schools. Aims The aim of the study was to investigate the relationship between empathy, motivation to defend, and defending behaviour in bullying situations. The hypothesis focuses on the possible role of autonomous motivation in the association between empathy and defending attitudes. Samples and methods Data were collected from 430 Italian adolescents (48.4% male, 51.6% female) who completed a questionnaire in their schools. The mean age of the participants was 13.1 years (SD = 2.1). Results Results showed that empathy significantly predicts defending behaviour and also has a significant effect on extrinsic, introjected, and intrinsic motivation to defend. Autonomous motivation, in turn, has a mediating role in the relationship between empathy and defending behaviour. Conclusions Our study suggests the importance of focusing on empathy and on developing autonomous motivation to defend in children, to raise spontaneous defending attitudes against bullying.
TL;DR: Findings highlight the negative impact of ADHD symptoms on children's emotional engagement with school and interventions aiming to reduce conflict in the student-teacher relationship may promote school engagement for students with ADHD with potential to improve longer-term outcomes.
Abstract: Background Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school-level outcomes. Although school engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well-being in the general population, little research has focused on school engagement in children with ADHD. Aims To explore a model of the relationships between ADHD symptoms at age 7, student-teacher closeness and conflict at age 10, and emotional engagement with school at age 10 and 12. Sample Participants were 498 grade one children (mean age = 7.3), recruited from 43 socio-economically diverse government primary schools in Melbourne. Follow-up occurred at 36 months (mean age = 10.5) and 54 months (mean age = 12.0). Methods Data were drawn from a controlled community-based longitudinal study examining the long-term effects of ADHD on children's behaviour, learning, and day-to-day living. Data were collected via direct assessment and child, parent, and teacher surveys. Results Path analysis revealed a significant, negative relationship between ADHD symptoms and emotional engagement with school, which was partially mediated by student-teacher conflict. This remained significant after controlling for differences in ADHD status (ADHD, high-risk, or control group), ADHD medication use, and socio-economic status. Conclusions These findings highlight the negative impact of ADHD symptoms on children's emotional engagement with school. Given the role of student-teacher conflict in mediating this relationship, interventions aiming to reduce conflict in the student-teacher relationship may promote school engagement for students with ADHD, with potential to improve longer-term outcomes.
TL;DR: It is concluded that considering humanistic education theory alongside ecological theory helps to conceptualize how socio‐political factors can impact upon the emotional well‐being in schools.
Abstract: Background Schools are commonly asked to take on roles that support the emotional well-being of students. These practices are in line with humanistic education theory and can be difficult to fulfil by schools. Broader ecological pressures, such as periods of austerity, are likely to add to the difficulty in meeting students' needs. Aims To explore whether professionals in schools believe that their work supporting pupils' emotional well-being has changed as a consequence of the current period of austerity. Sample This project reports the views of staff from three secondary schools in the North West of England. A purposive sample of 29 individuals, including members of the senior leadership team and newly qualified teachers, were involved. Methods All participants were interviewed about their perceptions of the impact of a sustained period of austerity upon their work. The transcripts of these interviews were analysed using thematic analysis. Findings Educational professionals associated wider socio-political factors with a perceived increase in the need for emotional support of pupils. They reported taking on new roles and responsibilities to accommodate this and noted they are doing so with fewer resources and limited governmental support. Conclusions This paper concludes that considering humanistic education theory alongside ecological theory helps to conceptualize how socio-political factors can impact upon the emotional well-being in schools. An ecologically informed humanistic framework is depicted based upon the findings of this project as a means of understanding how these two theories complement one another and interact.
TL;DR: This study indicates that the common practice of frequency-based originality scoring with typical sample sizes yields unacceptable levels of measurement precision (i.e., in particular for highly original responses).
Abstract: BACKGROUND The originality of divergent thinking (DT) production is one of the most critical indicators of creative potential. It is commonly scored using the statistical infrequency of responses relative to all responses provided in a given sample. AIMS Response frequency estimates vary in terms of measurement precision. This issue has been widely overlooked and is addressed in the current study. SAMPLE AND METHOD Secondary data analysis of 202 participants was performed. A total of 900 uniquely identified responses were generated on three DT tasks and subjected to a 1-parameter logistic model with a response as the unit of measurement which allowed for the calculation of response-level conditional reliability (and marginal reliability as an overall summary of measurement precision). RESULTS Marginal reliability of response propensity estimates ranged from .62 to .67 across the DT tasks. Unique responses in the sample (the basis for the classic uniqueness scoring) displayed the lowest conditional reliability (across tasks: ≈ .50). Reliability increased nonlinearly as a function of both the frequency of occurrence predicted by the model (conditional reliability) and sample size (conditional and marginal reliability). CONCLUSIONS This study indicates that the common practice of frequency-based originality scoring with typical sample sizes (e.g., N = 100 to N = 200) yields unacceptable levels of measurement precision (i.e., in particular for highly original responses). We further offer recommendations to mitigate the lack of measurement precision of frequency-based originality scores for DT research.
TL;DR: There is a need to understand the transition period from the perspective of students, teachers, and parents, to improve school transition and to design emotional centred support interventions that reflect these lived experiences.
Abstract: BACKGROUND: Primary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children’s academic performance and social well-being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: students, parents, and teachers. AIMS: To explore transfer students’, parents’, and teachers’ experiences in the lead up to and over the transition period, and how they feel it could be improved. SAMPLE: The sample consisted of 45 year seven students, 8 year seven parents, 8 year seven teachers, and 8 year six teachers, recruited from five primary and five secondary schools. METHOD: Students participated in face-to-face semi-structured focus groups and adults in asynchronous online focus groups. Transcribed audio-recordings were analysed using inductive thematic analysis. RESULTS: Students, parents, and teachers were shown to navigate a similar process over primary-secondary school transition. All talked about managing their own and others’ emotions, relationships, and expectations. These were shaped by shared communication across primary and secondary schools and between the stakeholders, and impacted by how good transition provision was seen to be. CONCLUSIONS: There is a need to understand the transition period from the perspective of students, teachers, and parents, to improve school transition. This information will allow us to design emotional centred support interventions that reflect these lived experiences.
TL;DR: Results support the multidimensionality ofWriting self-efficacy and emphasize a meaningful link between students' beliefs in their ability to conform to the rules of writing and their writing self-regulation and success.
Abstract: Background The powerful role of self-efficacy on student achievement is clear. Less clear, however, is our understanding of the specific roles of the different factors of writing self-efficacy on student writing self-regulation and success. Aims This study expands our knowledge about student writing self-efficacy - including its dimensions and the relationship between its dimensions and practical writing outcomes with students from different age groups. Sample Participants were 992 elementary and 518 high school students across 65 teachers and 6 schools in the United States. Methods Data were collected via online questionnaires, one assessing student writing self-efficacy and the others teachers' reports of student writing self-regulation and writing/ELA grades. Results Confirmatory factor analysis (CFA) results demonstrated significantly improved model fit for a three-factor model of writing self-efficacy compared to a one-factor model. A measurement invariance analysis of the writing self-efficacy scale indicated scalar invariance between the elementary and secondary samples. Structural equation modelling (SEM) results indicated that the second self-efficacy factor, self-efficacy for writing conventions, was statistically significantly related to writing/ELA grades for elementary students (β = .33, p .19). Conclusions Results support the multidimensionality of writing self-efficacy. In addition, findings emphasize a meaningful link between students' beliefs in their ability to conform to the rules of writing and their writing self-regulation and success.
TL;DR: Characteristics of spatial talent in three US nationally representative data sets are explored, finding that spatially talented students that are not identified by common gifted and talented screening processes had greater academic challenges, including reading difficulties, poor study habits, and behavioural troubles.
Abstract: Background Spatially talented students have a capacity for success that is too often overlooked by educational services. Because these students may lack appropriate challenge, theorists suggest these students experience greater academic struggles than other gifted students, including behavioural problems and lack of academic engagement. Aims The goal of this research was to explore empirical evidence for the claim that spatially talented students would experience more academic struggles than other gifted students. We sought to understand the size of the 'spatially talented' population and their patterns of behavioural and academic struggles in high school. We also looked at long-term outcomes, including degree completion. Samples This article explores characteristics of spatial talent in three US nationally representative data sets: Project Talent (1960), High School and Beyond (1980), and the National Longitudinal Study of Youth (1997). Combined, these data provide a 60-year longitudinal study of student outcomes. Methods This study utilized factor analysis, analysis of variance (ANOVA), and regression methods to explore the research questions for each data set. Results and conclusions From our analyses, we estimate that 4-6% (at least 2 million) of the 56.6 million students in the US K-12 system are spatially talented students that are not identified by common gifted and talented screening processes. These students had greater academic challenges, including reading difficulties, poor study habits, and behavioural troubles. We also found that spatially talented students were less likely to complete college degrees compared to other talented students. Our findings support the need for greater services to these talented students.
TL;DR: Student classroom-aggregated perception of teacher autonomy support and structure is important to nurture behavioural engagement, however, it is found no extra benefit of combining these two dimensions of teaching practices.
Abstract: Background Different teaching practices, such as autonomy support and structure, provide students with a positive learning context supporting their engagement, which can operate through their underlying motivation, including sense of competence and task value. Aims This study aims at investigating the best configuration (unique or synergistic) between autonomy support and structure to support student behavioural engagement, including compliance, participation, and misbehaviour, and reading achievement. A second objective is to assess students' sense of competence and task value as mediators linking teaching practices to student engagement and achievement. Sample The samples included 1,666 7th-grade students and their 85 teachers. Students answered questionnaires and tests at the beginning and the end of the school year. Methods Students' perceptions of the use of autonomy support and structure by their Language Arts teacher were aggregated at the classroom level. Students rated their sense of competence and task value in Language Arts class. Twice during the school year, they also reported three facets of their behavioural engagement (compliance, participation, and misbehaviour) and answered a reading comprehension test. Multilevel path analyses using Mplus7 allowed accounting for the nested structure of data. Results Student sense of competence mediated the association of student classroom-aggregated perceptions of teacher structure and autonomy support with self-reported participation in the classroom. Task value mediated the association between both teaching practices and student misbehaviour and compliance, as reported by students. Sense of competence was directly associated with later reading achievement, but the indirect effect of teaching practices was not significant. We found no significant interaction (synergistic effect) between teacher autonomy support and structure. Conclusion Student classroom-aggregated perception of teacher autonomy support and structure is important to nurture behavioural engagement. However, we found no extra benefit of combining these two dimensions of teaching practices. The processes linking these teaching practices to the three facets of student behavioural engagement were different. As such, to support the various aspects of student engagement, the actions of teachers, as reported by their students, should tap into the mechanisms that are most strongly related to each type of behaviour.
TL;DR: It is proposed that social norms regarding the acceptance of dishonesty moderate the positive effect of performance goals on academic dishonesty, and that mixed findings on the effect ofperformance goals on academics' dishonesty might be due to uninvestigated moderators such as social norms.
Abstract: Background Previous research has shown that achievement goals affect the frequency of academic dishonesty. However, mixed findings suggest that especially the effect of performance goals might depend on contextual factors. Aims We wanted to investigate whether crucial aspects of the achievement situation influence the magnitude of the effect of performance goals (here: focused on appearance) on dishonesty. Specifically, we propose that social norms regarding the acceptance of dishonesty moderate the positive effect of performance goals on academic dishonesty. Sample We sampled 105 German university students. They were teacher trainees, mostly in their first year at university and on average 20.6 (SD = 3.6) years old (72.4% female). Method We conducted a 2 (induced appearance goals vs. no goal induction) × 2 (cheating confederate vs. no observable cheating behaviour by this person) experiment. A manipulation check confirmed that the manipulation of appearance goals was successful. Cheating behaviour was observed by a confederate student and subsequently classified by two raters. Additionally, participants' dishonesty in self-presentation questions was measured using deviations from baseline measures. Results The induction of appearance goals only led to increased cheating when the social norm suggested that cheating behaviour was an acceptable way to increase performance (i.e., cheating confederate condition). For deceiving, we found a positive main effect of appearance goals. Appearance goals mediated these effects from goal manipulation on academic dishonesty. Conclusions Taken together, our results highlight that the mixed findings on the effect of performance goals on academic dishonesty might be due to uninvestigated moderators such as social norms. Future research should build on these findings to identify additional moderators.
TL;DR: The findings suggest that academic buoyancy supports positive expectations and adaptive behaviours in learning situations through the regulation of emotions.
Abstract: Background. Academic buoyancy refers to students’ ability to come through ordinary challenges they face in the academic context, and it can positively contribute to students’ beliefs and behaviours in learning situations. Although buoyancy has been found to be related to positive academic outcomes, previous studies have not examined how buoyancy influences academic emotions in learning situations and how these emotions further affect students’ learning-related expectations and behaviours.
Aims. This study investigated to what extent academic buoyancy predicts students’ failure expectations, avoidance behaviour, and task-oriented planning in learning situations, and to what extent academic emotions mediate the effect of academic buoyancy on these expectations and behaviours.
Sample. A total of 845 Finnish students in the sixth grade of primary school.
Methods. Self-report data for academic buoyancy and academic emotions in the autumn semester and learning-related expectations and behaviours in the spring semester were analysed using structural equation modelling, controlling for gender, grade point average, and previous levels of learning-related expectations and behaviours.
Results. The findings showed that high academic buoyancy indirectly predicted lower avoidance behaviour, fewer failure expectations, and higher task-oriented planning via academic emotions. High academic buoyancy was related to high enjoyment and hope as well as low boredom and hopelessness, which further predicted low failure expectations. High hope and low boredom also predicted low avoidance behaviour and high hope was associated with high task-oriented planning.
Conclusions. The findings suggest that academic buoyancy supports positive expectations and adaptive behaviours in learning situations through the regulation of emotions.
TL;DR: Findings suggest that teachers differentiate in need support and the positive association between teacher perceptions of structure and students’ controlled motivation might suggest that Teachers may offer structure in controlling rather than autonomy‐supportive ways.
Abstract: Background According to self-determination theory, teachers can support their students' engagement in learning by providing autonomy support and structure. Within classes, however, there appears to be great diversity in the extent to which students experience autonomy and structure. Aims This study aimed to investigate the degree to which teachers' perceptions of student-specific autonomy support and structure differ between students in their class and whether differentiated need support predicts students' motivation. Sample Twenty-four elementary school teachers and their students (n = 506) participated in this study. Method Teachers completed a short questionnaire assessing their perceptions of autonomy support and structure for each student. Students completed two questionnaires assessing perceptions of need support and their motivation. Multilevel analyses were conducted. Results The results showed that the within-classroom variation in both teacher perceptions and student perceptions of need support was considerably larger than the between-classroom variation. Teacher perceptions of student-specific autonomy support were positively associated with students' autonomous motivation and negatively with students' controlled motivation. However, teacher perceptions of student-specific structure were positively associated with students' controlled motivation. Conclusions These findings suggest that teachers differentiate in need support. The positive association between teacher perceptions of structure and students' controlled motivation might suggest that teachers may offer structure in controlling rather than autonomy-supportive ways. Furthermore, the relations between need support and students' motivation differed between the class-level and the within-class (student) level highlighting the need for disentangling the effects of need-supportive teaching at different levels and adopting a multilevel approach.
TL;DR: The findings suggest that motivational personality traits defined within RST can explain variance in the likelihood of engaging in dishonest academic behaviours.
Abstract: BACKGROUND: Academic dishonesty (AD) is an increasing challenge for universities worldwide. The rise of the Internet has further increased opportunities for students to cheat.
AIMS: In this study, we investigate the role of personality traits defined within Reinforcement Sensitivity Theory (RST) as potential determinants of AD. RST defines behaviour as resulting from approach (Reward Interest/reactivity, goal-drive, and Impulsivity) and avoidance (behavioural inhibition and Fight-Flight-Freeze) motivations. We further consider the role of deep, surface, or achieving study motivations in mediating/moderating the relationship between personality and AD.
SAMPLE: A sample of UK undergraduates (N = 240).
METHOD: All participants completed the RST Personality Questionnaire, a short-form version of the study process questionnaire and a measure of engagement in AD, its perceived prevalence, and seriousness.
RESULTS: Results showed that RST traits account for additional variance in AD. Mediation analysis suggested that GDP predicted dishonesty indirectly via a surface study approach while the indirect effect via deep study processes suggested dishonesty was not likely. Likelihood of engagement in AD was positively associated with personality traits reflecting Impulsivity and Fight-Flight-Freeze behaviours. Surface study motivation moderated the Impulsivity effect and achieving motivation the FFFS effect such that cheating was even more likely when high levels of these processes were used.
CONCLUSIONS: The findings suggest that motivational personality traits defined within RST can explain variance in the likelihood of engaging in dishonest academic behaviours.
TL;DR: Results indicate that when a teacher is bored in class, or when students perceive that their teacher is boredom, students would have lower learning motivation.
Abstract: Background Boredom is a common complaint among students. Boredom was previously found to be negatively associated with academic outcomes, such as academic motivation, strategies, and achievement. It is of interest to understand students' in-class boredom, especially factors that might exacerbate it. Aims The current study examines the influence of teacher's boredom on students' in-class boredom and learning experience. It aims to understand the relationship between teacher boredom, students' perceived teacher boredom, student boredom, and student learning motivation. Sample A total of 437 students (54.8% female, MAge = 14.5 years, SD = 1.6) and 17 of their teachers (29.4% female, 76.5% 40 years old or below) participated in the study. Methods We conducted an experience sampling study, in which participants completed a 2-week diary. Data were analysed using multilevel modelling. Results and conclusions Results from multilevel modelling of 2,675 post-class evaluations indicated that teacher boredom was negatively associated with students' motivation. However, the relationship between teacher boredom and students' perceived teacher boredom was not significant, suggesting that students did not accurately perceive whether their teacher was bored. Results from indirect effect analysis further revealed that students' perception of teacher boredom predicted student learning motivation through student boredom. In other words, perceiving teachers being bored promoted students' own feeling of boredom, which in turn reduced their learning motivation. Together, these results indicate that when a teacher is bored in class, or when students perceive that their teacher is bored, students would have lower learning motivation.
TL;DR: The current study has clinical and educational implications for working with all important stakeholders to reduce bullying and improve mental health and the overall association of poly-setting victimization with depression and behaviour.
Abstract: Background In recent times, sibling bullying has emerged of interest to researchers concerned with the emotional and behavioural implications for victimization regardless of type and setting. Aims This research attempts to extend current knowledge on both peer and sibling bullying and to determine the effects of poly-setting victimization. This paper is concerned with the following objectives: (1) determining the current rate of bullying and victimization among siblings and peers in a large sample of adolescents; (2) investigating the relationship between sibling and peer bullying and depression and behaviour; (3) highlighting the carry-over effects of bullying from one setting to another; and (4) determining the overall association of poly-setting victimization with depression and behaviour. Sample and methods Over 2,000 adolescents aged between 12 and 15 years participated in an online survey. Results Results found lower rates of sibling bullying compared to international studies. Sibling victims of bullying were at increased risk of becoming peer victims. Poor friendship quality, disliking school, along with peer and sibling bullying involvement predicted scores in the clinical range for outcome measures of internalizing and externalizing problem. Conclusions The current study has clinical and educational implications for working with all important stakeholders (i.e., schools, parents, siblings) to reduce bullying and improve mental health.
TL;DR: Initial evidence is provided for the effectiveness of the intervention and it is demonstrated that it is possible to improve epistemic beliefs among elementary school children in Grades 3 and 4.
Abstract: Background Further developing students' thinking about knowledge and knowing in science (epistemic beliefs) is considered a normative goal of science education in many countries around the world, even for elementary-school-aged children. Aims The goal of the present study was to introduce and evaluate a new intervention in science education aimed at developing children's epistemic beliefs, epistemic curiosity, and investigative interests. The intervention included an inquiry-based learning approach as well as reflections on epistemic issues because these methods are currently seen as most promising for fostering students' epistemic beliefs. Sample Data were collected from 65 elementary school children in Grades 3 and 4 (58.46% boys, age: M = 8.73, SD = 0.60) who participated in a voluntary extracurricular STEM enrichment programme in south-west Germany. Methods We investigated the effectiveness of the intervention by applying a randomized block design with a treated control group and repeated measures. The effectiveness of the intervention was analysed via multiple linear regression analyses. Results The results indicated that the children assigned to the intervention developed more sophisticated epistemic beliefs and a higher level of epistemic curiosity than the children assigned to the control condition. No intervention effects were found on investigative interests. Conclusions The results provide initial evidence for the effectiveness of the intervention and demonstrate that it is possible to improve epistemic beliefs among elementary school children in Grades 3 and 4. The study provides a starting point for understanding how young children develop epistemic beliefs.
TL;DR: The marketized HE context in England, UK, may undermine high-quality motivation for students' learning and academics' teaching and Academics should be supported to teach in ways that facilitate competence, autonomy, and relatedness in their students and themselves.
Abstract: Background The marketization of higher education (HE), which positions students as consumers and academics as service providers, may adversely affect students' motivation for learning and academics' motivation for teaching. According to self-determination theory (SDT), high-quality forms of motivation are achieved when individuals experience fulfilment of three psychological needs: competence, autonomy, and relatedness. Aims This study applied SDT to examine academics' perceptions of whether the marketized HE context in England, UK, supported or undermined these three psychological needs for their students and for themselves. It also examined their perceptions of the impact that this context had on their teaching. Sample Participants were 10 academics teaching at five post-1992 HE institutions in England, UK. Method Semi-structured interviews were conducted and subsequently analysed using thematic analysis. Results Academics observed that students identifying as consumers seemed to display lower levels of competence, autonomy, and relatedness. This contributed to an HE environment that diminished the academics' own psychological needs. Although some felt able to improve student motivation through their teaching, others felt demotivated and disempowered by top-down pressure from managers and bottom-up pressure from students. Conclusions The marketized HE context may undermine high-quality motivation for students' learning and academics' teaching. Academics should be supported to teach in ways that facilitate competence, autonomy, and relatedness in their students and themselves.
TL;DR: The levels of academic self-efficacy from T1 to T3 demonstrated a consistent trend with the engagement trajectory; the levels of the implicit theory of intelligence over time showed the reverse trend.
Abstract: Background The dropout rate of Chinese elementary school students after 2007 rose again. Little research to date has identified individual differences in pathways of academic engagement to discern those at risk of disengagement and dropout from schools, as well as the longitudinal linkages between cognitive beliefs with academic engagement. Aims Examine the developmental trajectories of cognitive, emotional, and behavioural engagement, and assess relations between the implicit theory of intelligence and academic self-efficacy and the development of academic engagement. Sample and methods We recruited 532, 450, and 415 elementary students to rate on self-report scales in April 2016 (T1), October 2016 (T2), and April 2017 (T3), respectively. Trajectories of academic engagement were analysed by using a multiple-process growth mixture model, and levels of entity theory of intelligence and academic self-efficacy between engagement groups were compared by using analysis of variance. Results We categorized the students into four groups: persistent (71.24%), climbing (6.01%), descending (16.54%), and struggling engagement (6.20%) groups. Within each group, the levels of academic self-efficacy from T1 to T3 demonstrated a consistent trend with the engagement trajectory; the levels of the implicit theory of intelligence over time showed the reverse trend. Conclusions Attention should be given more on the students from the descending and struggling groups. The implicit theory of intelligence and academic self-efficacy showed different longitudinal associations with engagement trajectories.
TL;DR: The findings did not replicate previous research that TCM improved teachers' sense of efficacy and there were limitations with this study including low sample size.
Abstract: Background Teaching is a stressful occupation with poor retention. The Incredible Years® Teacher Classroom Management (TCM) programme is a training programme that research has demonstrated may be an effective intervention for improving children's mental health, but little research has explored any impacts there may be on the teachers' own professional confidence and mental health. Aims In this paper, we evaluate whether TCM may lead to changes in teachers' well-being, namely a reduction in burnout and an improvement in self-efficacy and mental health. Sample Eighty schools across the South West of England were recruited between September 2012 and September 2014. Headteachers were asked to nominate one class teacher to take part. Methods Eighty teachers were randomized to either attend a TCM course (intervention) or not (control). TCM was delivered to groups of up to 12 teachers in six whole-day workshops that were evenly spread between October and April. At baseline and 9-month follow-up, we measured teachers' mental health using the Everyday Feelings Questionnaire (EFQ), burnout using the Maslach Burnout Inventory-General Survey (MBI-GS), and self-efficacy using the Teachers' Sense of Efficacy Scale-Short (TSES-Short). Results Using linear regression models, there was little evidence of differences at follow-up between the intervention and control teachers on the outcomes (the smallest p-value was .09). Conclusions Our findings did not replicate previous research that TCM improved teachers' sense of efficacy. However, there were limitations with this study including low sample size.
TL;DR: This study confirms prior research on anti-fat attitudes and provides new evidence of biased attitudes in school settings.
Abstract: Background Weight bias is a pervasive problem for adolescents in school contexts. Despite evidence of negative attitudes towards students who are overweight, comparatively little research has examined whether teachers provide biased assessments of student work. Aims The purpose of this study was to experimentally test whether middle and high school teachers unfairly assess students who are overweight and perceive them to be less competent. Sample Participants included 133 teachers from first-ring suburban middle and high schools (Mteaching experience = 16 years; 38% male). Methods Teachers evaluated the quality of a bogus student essay assignment accompanied by photographs that portrayed the student as either not overweight or overweight. Weight bias was assessed by having teachers grade the essay and provide perceptions of student sufficiency (perceived effort, need for tutoring, and overall success in school). Opinions about bias in grading for other teachers and self were also assessed. Results Essays for students who were overweight were judged to be similar in structural quality, but were assigned lower grades compared to their healthy weight counterparts. Further, teachers estimated that students who were overweight put forth more effort, needed more remedial assistance, and had lower overall grades in school. Teachers' beliefs about grading bias showed low levels of supposed bias among other teachers and a significantly lesser degree for themselves. Conclusions This study confirms prior research on anti-fat attitudes and provides new evidence of biased attitudes in school settings.
TL;DR: It is shown that no single coping strategy was linked to problem-solving performance but that the three coping strategies are linked to metacognitive experiences, including emotional outburst, blaming others, and magical thinking.
Abstract: Background The Metacognitive Affective Model of SRL (MASRL) considers the relationships between metacognition, motivation, and affect. Notably, it provides a theoretical framework to understand how subjective experiences (metacognition and affect) change self-regulation from a top-down to a bottom-up process and vice versa. Aims The study examines the link between metacognition and emotional regulation in the everyday problem-solving performance of children in elementary school. Emotional regulation is studied from the angle of coping strategies. Sample(s) Participants were 269 children aged 8.17-11.66 years old (Mean = 9.8, SD = 0.88). Methods They completed a French version of the 'The Metacognitive Experiences Questionnaire' developed by Efklides and Petkaki (2005, Learning and Instruction, 15, 415) and the Kidcope (Spirito et al., 1988, Journal of Pediatric Psychology, 13, 555) to measure the coping strategies before and after solving the everyday problem taken from 'The Everyday Cognition Battery' (Allaire & Marsiske, 1999, Psychology and Aging, 14, 261). Results The results indicate that several metacognitive experiences are significantly linked to solving everyday problems, in particular the feeling of difficulty. The other results of our study show that no single coping strategy was linked to problem-solving performance but that the three coping strategies (i.e., emotional outburst, blaming others, and magical thinking) are linked to metacognitive experiences. Conclusions The results highlight the importance of emotional regulation on cognitive performance, both before and after solving the problem. These findings have important implications for teachers, who should be aware of the effect that a feeling of difficulty may have on solving a given problem.