Showing papers in "Educational Psychology in 2001"
TL;DR: A review of the literature on the prevalence and effects of test anxiety on children in compulsory education can be found in this paper, where the authors identify tests as a major source of concern to many children, and the overall prevalence of Test anxiety appears to be increasing, possibly due to increased testing in schools and pressures associated with this.
Abstract: This paper reviews the literature on the prevalence and effects of test anxiety on children in compulsory education. Tests are identified as a major source of concern to many children, and the overall prevalence of test anxiety appears to be increasing, possibly due to increased testing in schools and pressures associated with this. Studies of children are generally in accordance with the wider literature, namely that test anxiety impairs test performance, although this is moderated by individual differences and the testing environment. Methodological problems in the literature are discussed and suggestions for further research made.
435Â citations
TL;DR: In this paper, a review of research on occupational stressors and strains amongst academics working in UK universities is provided, with four major themes considered: (a) the prevalence of self-reported occupational stress and strain; (b) the features of academic work that are potentially stressful; (c) the impact of these stressors; and (d) observed differences between gender, age and grade.
Abstract: This paper reviews research on occupational stressors and strains amongst academics working in UK universities. A brief history of research conducted in this field in the USA, Australia and the UK is provided. Four major themes are considered: (a) the prevalence of self-reported occupational stress and strain; (b) the features of academic work that are potentially stressful; (c) the impact of these stressors; and (d) observed differences between gender, age and grade. Studies reviewed here suggest that, in comparison to other professionals and community samples, academic staff experience less job satisfaction and extremely low levels of psychological health. Potential explanations for the rise in levels of self-reported stressors and strains are explored, as are the implications of the research findings reported here. Some recommendations for future research are highlighted.
219Â citations
TL;DR: In this article, the relationship between working memory capacity, particularly visuo-spatial working memory (VSWM), the ability to mentally rotate three-dimensional objects and mathematical skills was investigated.
Abstract: In the present study, the relationship between working memory (WM ) capacity, particularly visuo-spatial working memory (VSW M), the ability to mentally rotate three-dimensional objects and mathematical skills was investigated. In Experiment 1, the two VSW M components, viz. static visuo-spatial storage component and dynamic visuo-spatial storage component, were examined separately. The ability to retain gradually increasing square patterns (static VSW M capacity), the ability to retain movement sequences (dynamic VSWM capacity) and the ability to mentally rotate abstract figures were related to mathematical skills (n = 0.44 - 0.57). In Experiment 2, the contribution of other W M components to mathematical skills was examined. The results suggest that performances in the static visuo-spatial task (visual matrix pattern task) and in the mental rotation task are related to a mathematics test score (n = 0.42 - 0.58). Other WM components, viz. the central executive and phonological WM , did not relate to math...
196Â citations
TL;DR: In this article, the authors studied the interaction between levels of learner knowledge in a domain and levels of instructional guidance, and found that inexperienced trainees benefited most from the worked examples procedure.
Abstract: Interactions between levels of learner knowledge in a domain and levels of instructional guidance were studied in this investigation Inexperienced mechanical trade apprentices were presented with one of two alternative instructional designs: a series of worked examples or a less guided exploratory-based environment allowing participants to explore the same material on their own Two levels of task difficulty were used: (a) simple tasks with a very limited problem space with a small number of possible options to explore; and (b) complex tasks with a relatively larger problem space with numerous options to explore Following instruction subjective mental load ratings and test performance measures were collected There were only minimal differences between the instructional procedures on the simple tasks For complex tasks, inexperienced trainees clearly benefited most from the worked examples procedure This group performed significantly better with lower ratings of mental load than similar trainees who st
194Â citations
TL;DR: In this article, the authors examined the relationship between bully/victim problems and the coping strategies used when confronted with a peer argument in Greek primary school children, and found that both bullying and victimisation are associated with self-evaluations in diverse domains, and emotional coping strategies in conflictual peer interactions.
Abstract: The main purpose of this study was to examine the relationship between bully/victim problems and the coping strategies used when confronted with a peer argument in Greek primary school children. Peer victimisation and bullying behaviour were assessed by the two six-item self-report scales developed by Austin & Joseph (1996), which could be immersed within the Self-Perception Profile for Children (SPPC: Harter, 1985). Data are reported on the association between scores on both scales and scores on the SPPC and the Self-Report Coping Measure (SRCM: Causey & Dubow, 1992) with 408 children (211 girls and 197 boys), ranging from 9 to 12 years (mean = 10.7 years). The results suggest that both bullying and victimisation are associated with self-evaluations in diverse domains, and emotional coping strategies in conflictual peer interactions. Moreover, our data provide evidence that bully/victims are a distinct group in terms of their low levels of social acceptance and problem-solving ability. Future prospective...
181Â citations
TL;DR: A comparison of Schwartz's typology of values and the Spranger-Allport-Vernon typology suggested that business students would give higher priorities to power and achievement values, social science students to universalism values and technology students to security values as mentioned in this paper.
Abstract: A comparison of Schwartz's typology of values and the Spranger-Allport-Vernon typology suggested that business students would give higher priorities to power and achievement values, social science students to universalism values and technology students to security values. It was also hypothesised that social science students would score higher on empathy than business students who would be more empathic than technology students. Universalism and benevolence values were expected to be associated with high empathy and based on the social role theory of gender differences, it was predicted that value priorities would be more strongly associated with value priorities in men than in women. These predictions were supported from the data collected from 138 students of business, social sciences and technology using the Schwartz Value Survey, and the Mehrabian-Epstein measure of empathy.
144Â citations
TL;DR: In this paper, the authors tested a prediction model of early withdrawal from school with a sample of 751 low SES boys with an emphasis on the role of peer-related variables.
Abstract: The purpose of this study was to test a prediction model of early withdrawal from school with a sample of 751 low SES boys with an emphasis on the role of peer-related variables. The model included early disruptiveness and academic performance as the main triggering factors of a chain of events that included social acceptance from peers, and association with deviant/dropout friends. The model also included socio-familial variables, as well as parental variables as covariates and as potential moderators. Results confirmed the power of early disruptiveness and early academic performance to predict dropout. However, the effect of these variables varied according to dropout age. Low social acceptance from classmates made no additional contributions in predicting the process of early school disengagement. However, affiliation with deviant/dropout friends did. No moderating effects for parenting variables were found. Socio-psychological processes involved in the trajectory leading early disruptive boys to drop ...
136Â citations
TL;DR: In this article, the impact of age, gender, past experiences of school and motivations for participating in higher education on current global self-esteem, academic self-concept and academic stress was examined.
Abstract: Establishments of Higher Education (HE) are generally recruiting a more diverse student population. This research has specifically examined differences in the undergraduate student experience of direct and re-entry students. One hundred and twelve undergraduate direct and re-entry students took part in the study. A six-part questionnaire was used to investigate the impact of age, gender, past experiences of school and motivations for participating in HE on current global self-esteem, academic self-concept and academic stress. Re-entry students reported the most negative experiences of school overall and there was also evidence to suggest that females experienced more negative academic self-concept overall than males. If the reason to participate in HE was for career goals, academic stress levels were the highest. W hen the reason to participate was for cognitive interest, academic self-concept was positive and these individuals reported the most satisfaction with HE overall. Multiple regression analysis r...
128Â citations
TL;DR: In this article, reading accuracy and comprehension scores from 108 school children aged 6-8 years were compared with their teachers' predictions of reading achievements, and a majority of absolute judgements were substantially incorrect with more than one-third in error by 12 months in reading age.
Abstract: Reading accuracy and comprehension scores (Neale, 1988) from 108 school children aged 6-8 years were compared with their teachers' ( n = 29) predictions of reading achievements. Predictions about relative individual differences in achievements were moderately correlated with accuracy (0.77) and comprehension (0.62) scores, but a majority of absolute judgements were substantially incorrect, with more than one-third in error by 12 months in reading age. There was a highly significant tendency to over-estimate the reading skills of low achieving students.
102Â citations
TL;DR: This paper explored the problem of underachievement in Hong Kong and found that motivational variables were important factors in discriminating under-achievers and high achievers, while underachievers had poor academic self-concept, low attainment value in learning, and deficiencies in using effective learning strategies.
Abstract: This study explored the problem of under-achievement in Hong Kong. Underachievers were compared with high achievers and low achievers on their motivational characteristics. The findings generally supported that motivational variables were important factors in discriminating under-achievers and high achievers. W hile under-achievers had poor academic self-concept, low attainment value in learning, and deficiencies in using effective learning strategies, they did not demonstrate maladaptive attributional pattern as described in Western studies. Implications of these findings for the study of under-achievement and implementation of interventions are discussed.
85Â citations
TL;DR: The extent and nature of bullying behavior among primary Greek school children was investigated in a study of 1312 pupils between 8 and 12 years of age, in the greater Athens area as discussed by the authors.
Abstract: Using a self-report bullying inventory, the extent and nature of bullying behaviour among primary Greek school children was investigated in a study of 1312 pupils between 8 and 12 years of age, in the greater Athens area. Overall, 14.7% of the children were self-reported as victims of bullying, 6.25% as bullies and 4.8% as both. Significantly more boys were self-identified as bullies and bully/victims. The two most common forms of bullying were 'name calling' and 'hitting and kicking'. Boy bullies engaged in more direct physical bullying, while girls bullied indirectly. There was a tendency for bullying to decrease with increasing age and take more indirect form. There was evidence of peer pressure as 33.5% reported being forced to join in bullying others.
TL;DR: Gender differences for a nationally representative sample of American college graduates obtained from the Baccalaureate and Beyond 1993-94 study were examined on the Scholastic Aptitude Test and the American College Test.
Abstract: Gender differences for a nationally representative sample of American college graduates obtained from the Baccalaureate and Beyond 1993-94 study were examined on the Scholastic Aptitude Test and the American College Test, taken at the age of approximately 18 years, and on grades obtained in college at the ages of approximately 18-22 years. It was found that males obtained significantly higher means on the two tests for college entrance and that females obtained significantly higher grades while in college.
TL;DR: In this article, the reciprocal peer tutoring (RPT) procedure was used in two experiments with 97 graduates and 100 undergraduates to examine co-operative learning between pairs of college students in the field of education.
Abstract: To examine co-operative learning between pairs of college students in the field of education, the reciprocal peer tutoring (RPT) procedure was used in two experiments with 97 graduates (Experiment 1) and 100 undergraduates (Experiment 2) Contrary to initial studies using a different population of college students, results in both experiments indicated that RPT failed to improve students' understandings of course material compared to an individualised study task In addition, RPT neither increased students' feelings of self-efficacy nor did it decrease students' levels of test anxiety relative to the control condition However, participants overwhelmingly reported RPT to be helpful for studying the course content Results suggest careful consideration of ecological validity in research and expected gains in practice
TL;DR: In this paper, the authors test the strength of the relationship between student self-esteem and the ability group of the school band and class stream they attend, as well as their self-perceived academic performance in a non-Western context.
Abstract: The aim of this paper was to test the strength of the relationships between student self-esteem, and the ability group of the school band and class stream they attend, as well as their self-perceived academic performance in a non-Western context. Responses of 280 Hong Kong secondary school students to the Chinese Adolescent Self-Esteem Scale were analysed by Performance 2 Stream 2 Band Multivariate Analysis of Variance. Statistically significant main effects for Performance and Stream, but not Band were found. Higher self-esteem was reported by students who perceived their academic performance as higher and who attended lower ability stream classes. The findings supported the Big Fish Little Pond effect of ability grouping within, but not between schools. Implications of the findings for school policies such as classes for the gifted and inclusion of children with learning difficulties are also discussed.
TL;DR: In this paper, the authors describe the results of three experiments studying the use of a specific learning task for promoting analogical transfer with word problems in basic probability among high school students.
Abstract: An important objective of education is to increase a student's capability to competently address varied problems in a changing environment. To meet this goal, a student must learn to transfer knowledge and skills for one problem in one setting to analogical problems in new settings. This paper describes the results of three experiments studying the use of a specific learning task for promoting analogical transfer with word problems in basic probability among high school students. This strategy involved letting students construct their own analogous problems. It was assumed that such a procedure would allow students to more actively explore the underlying problem structure. The results of three experiments showed that, compared to a control group, students who used the analogical problem construction strategy were better at: (1) transferring analogical problem information between analogous source and target problems; (2) retrieving the analogous source problem; and (3) applying the retrieved analogous info...
TL;DR: The attitudes of Year 2 boys and girls drawn from five randomly selected primary schools within one Local Education Authority (LEA) towards school and school activities were measured using the 'Smiley' instrument as mentioned in this paper.
Abstract: The attitudes of Year 2 boys (388) and girls (364) drawn from five randomlyselected primary schools within one Local Education Authority (LEA) towards school and school activities were measured using the 'Smiley' instrument. The same measure was given to the children 4 years later to explore the effect of experience on infant children's attitudes. Using sex and occasion as the independent variables, a repeated measures two-way analysis of variance was performed for each of five scale scores plus the total score. Between Years 2 and 6 the sample became significantly more negative towards the curriculum, interaction with the teacher and discipline (at the 0.001% level) and happier about interacting with peers (at the 0.5% level). While the boys were significantly more negative towards the curriculum on both occasions, the girls' negativity grew faster in the junior years and was catching up with the boys' mean score by Year 6.
TL;DR: This study investigates effective temporal organisations of writing processes in novice writers, using protocol analysis and focusing on task representation and formulating processes, finding that task representation activities are positively related to text quality, but only during the initial phases of the writing process.
Abstract: This study investigates effective temporal organisations of writing processes in novice writers, using protocol analysis and focusing on task representation and formulating processes. Ninth grade students (n = 36) wrote an argumentative text under thinking-aloud conditions. Writers did not only differ with respect to the number of task representation and formulating activities, but also with respect to the moment on which these activities were performed. Task representation activities are positively related to text quality, but only during the initial phases of the writing process. Formulating activities are negatively correlated with text quality in the beginning, but positively in the end of the process.
TL;DR: This paper evaluated the impact of structured peer interaction (paired writing) between a subset of the emergent writers and older children with writing delay, while controlling for time on task at writing.
Abstract: Classroom arrangements to enhance opportunity, resources, modelling, purpose and motivation in the emergent writing of children in their first year of schooling include writing stimulus and resource areas, home bays exemplifying the uses of literacy, an 'author's chair' and displays of written products. These are frequently recommended, but rarely evaluated. This study comprises such an evaluation, and also assesses the additional impact of a form of structured peer interaction (paired writing) between a subset of the emergent writers and older children with writing delay, while controlling for time on task at writing. Pre-post assessment of independent writing products indicated significant improvement for all the emergent writers, but significantly greater gains for those also experiencing the structured peer interaction. Qualitative and observational data supported this finding. These results are discussed in relation to discontinuities in emergent writing experiences between home and school.
TL;DR: In this paper, a self-management intervention involving self-recording and goal setting on the academic behaviour of three Year 4 (8-year-old) boys during language (poetry and story writing) lessons was employed to assess the effects of a selfmanagement intervention.
Abstract: A within-subjects multiple baseline across subjects design was employed to assess the effects of a self-management intervention involving self-recording and goal setting on the academic behaviour of three Year 4 (8-year-old) boys during language (poetry and story writing) lessons. On-task levels and work quality improved substantially in all cases, these gains being maintained over time with teacher report of generalisation to other settings for two of the subjects. Results suggest that this intervention was a socially valid and cost effective procedure for the classroom context. Implications for more extensive use of the techniques are discussed.
TL;DR: In this article, a path model of adult learner feedback that combined aspects of students' conceptions of learning and motivation was developed and found that students that were high on achievement motivation and in their belief of their own competence or competency expectations showed high graded performance.
Abstract: A path model of adult learner feedback that combined aspects of students' conceptions of learning and motivation was developed. Students that were high on achievement motivation and in their belief of their own competence or competency expectations showed high graded performance. Students that were high on competency expectations and on mastery goals were also high on intrinsic motivation. Significant gender differences were not found on any of the variables used in this study, and adult learners' assessment of their own ability to do well agreed with their actual performance. Suggestions are made for further study that could elaborate on the proposed path model.
TL;DR: In this article, the authors report the findings of a study investigating factors associated with achievement and progress in young Indian children learning to read in English, using a longitudinal design in which children's reading was followed-up from the end of nursery for 17 months.
Abstract: This paper reports the findings of a study investigating factors associated with achievement and progress in young Indian children learning to read in English. A longitudinal design was used in which children's reading was followed-up from the end of nursery for 17 months. One-hundred-and-sixty-one children in seven schools in Calcutta, India comprised the sample for the study. Word recognition at the end of nursery consistently emerged as the variable most strongly associated with progress in reading. While this study provides further support for word recognition as a factor strongly associated with reading achievement and progress, the results need to be interpreted in the context of the children's generally poor scores on comprehension of text. This has serious implications for teaching practices that emphasise word recognition without laying stress on language comprehension, particularly in relation to bilingual children whose education is in a language that is not the mother tongue.
TL;DR: The authors found that children's self-concepts about drawing rely on children's sense of individuality and not a sense of belonging at school, and an intervention using self-categorisations confirmed a stronger personal basis than social basis of selfconcepts of drawing.
Abstract: Children's perceptions of their competence at school activities play a key role in achievement motivations. Yet little attention is paid to sources of children's self-concepts about drawing. Children's self-concepts describe discrete yet related Aspects of self-knowledge about drawing, as distinct from number and reading activities. In Study 1, correlational evidence suggested that self-concepts about drawing rely on children's sense of individuality and not a sense of belonging at school ( n = 84). In Study 2, an intervention using self-categorisations confirmed a stronger personal basis than social basis of self-concepts about drawing ( n = 61). Understanding the nature of children's self-concepts about drawing activities has implications for motivating children to approach, and persist with challenging design and creative tasks.
TL;DR: This article evaluated an intervention strategy for children at risk of reading failure in their third year at school and found that the intervention group made significantly more progress than the comparison group as measured by mean reading standard scores, with an overall effect size of 0.67.
Abstract: The aim of this study was to evaluate an intervention strategy for children at risk of reading failure in their third year at school. Classes in five UK junior schools were screened to identify children most at risk of reading failure (36 in total, mean initial age 7.6 years). Comparison children, matched overall for age and reading performance, were selected from comparable schools. The selected children were given an individually adaptive, curriculum-based, support programme with the emphasis on word building and phonics skills in the broad reading context. The programme was given to children in pairs for two half-hour sessions per week for 10 weeks. The intervention group made significantly more progress than the comparison group as measured by mean reading standard scores, with an overall 'effect size' of 0.67. A 6-month follow-up indicated that the overall effect size of improvement reduced to 0.55. The intervention proved cost-effective, with comparable improvements to those of Reading Recovery at a...
TL;DR: This article examined contributions to adolescents' intentions for senior courses of study by gender, content domain and social context, and found that adolescents' intention for further study was based on perceptions, rather than actual performance in Mathematics and English.
Abstract: This study examined contributions to adolescents' intentions for senior courses of study Variations were explored by gender, content domain and social context. Participants were adolescent girls and boys (n = 930) in co-educational and single-sex schools. Results generally supported an expectancy-value model of academic choice. Adolescents' intentions for further study were based on perceptions, rather than actual performance in Mathematics and English. At a personal level, there were cross-influences between domains about usefulness. At a social level, perceptions of natural talent added to explanations of intentions in the gendered context of schooling. The findings add to our understanding of the actual, personal and social basis of self-categorisations that contribute to educational choices.
TL;DR: Bentler et al. as discussed by the authors used Covariance Structural Modeling (CSM) and EQS 5.7b to evaluate how goal-importance would fit Ajzen's (1988) theory of planned behaviour in order to explain the study behavior habits of 339 first-year college students who attended an American and a British undergraduate institution.
Abstract: The purpose of Study 1 was to evaluate how goal-importance (Hollenbeck & Williams, 1987) would fit Ajzen's (1988) theory of planned behaviour in order to explain the study behavior habits of 339 first-year college students who attended an American and a British undergraduate institution. Using Covariance Structural Modeling (CSM) and EQS 5.7b (Bentler, 1998), the planned behaviour model with goal-importance produced a CFI = 0.95. Cross-validation with gender as the factor resulted in good model fit. The purpose of Study 2 was to replicate the findings of Study 1 with a different population, that of high school students. Participants were 773 senior high school students whose study behaviour habits were examined. The final structural model of Study 1 was re-examined with this new sample and produced a CFI = 0.97. Cross-validation across gender again produced good model fit. It is concluded that there is ample evidence that goal-importance is the causal agent in directing all elements necessary to achieve h...
TL;DR: In this article, teacher involvement in a 2-year improvement project among 42 teachers at one primary school and one secondary school in Norway was investigated, and it was found that teachers' perceived relevance for the theme of improvement was a main motivating factor to their involvement.
Abstract: The focus of this paper is teacher involvement in a 2-year improvement project among 42 teachers at one primary school and one secondary school in Norway. Results suggest that even if this was a school-wide project, the teachers' involvement varied. Moreover, the teachers' perceived relevance for the theme of improvement was a main motivating factor to their involvement. According to the results the teachers' perceived strain due to disruptive pupils decreased significantly over the 2 years. Additionally, their perceived ability as classroom managers, as well as their perceived shared teaching goals increased significantly.
TL;DR: The effect of sustained coaching over a period of 9 months is shown to be substantial and permitted an examination of the psychometric properties of the measures through the testing of assumptions which are usually left unstated in the traditional use of the MANOVA model.
Abstract: This study examines the effects of test familiarisation/practice and coaching on 11-plus test performance. Seven parallel forms of a test were administered to school children (aged 10-11 years) under two conditions. In the first condition children were given 3 hours of coaching prior to the administration of the tests ( n = 311). The second group received coaching only after the third test ( n = 241). Five of the seven tests were administered over a 2-week period and the remaining two were given some 9 months later. The reported results were based on a latent variables approach using a step-down MANOVA model. This permitted an examination of the psychometric properties of the measures through the testing of assumptions which are usually left unstated in the traditional use of the MANOVA model. The effects of familiarisation/practice did not produce a significant change in the means. Coaching for a period of 3 hours did produce a statistically significant shift in the means, though the individuals maintain...
TL;DR: In this article, a confirmatory examination of the relationship between student career aspiration and factors of educational productivity, using data from the National Education Longitudinal Study (NELS), showed a strong direct link between educational outcomes and career aspiration.
Abstract: In this study, Walberg's theory of educational productivity was used to guide a confirmatory examination of the relationship between student career aspiration and factors of educational productivity, using data from the National Education Longitudinal Study (NELS). The results showed a strong direct link between educational outcomes and career aspiration. Indirect relationships were also found between factors of educational productivity and career aspiration via education outcomes. Peer environment, motivation and instructional quality had the most important indirect effects on career aspiration through education outcomes. This confirmatory examination implies that factors of educational productivity enhance student career aspiration through improving education outcomes of students.
TL;DR: This article found that British grandmothers showed raised pitch for both reading and conversing when interacting with their grandchildren, with modifications greater for conversing relative to reading, and the time taken to read a story to children was significantly greater than for adult-adult speech.
Abstract: Sixteen British grandmothers were audiotaped reading aloud to and conversing with their grandchildren aged 1-3 years and with an adult. Data concerning vocal pitch (indicated by fundamental frequency), and rate of speech were extracted from the audiotapes by means of a Visispeech pitch extraction system. It was found that grandmothers showed raised pitch for both reading and conversing when interacting with their grandchildren, with modifications greater for conversing relative to reading. The time taken to read a story to children was also found to be significantly greater than for adult-adult speech. W ide individual variation was evident in the extent of these prosodic modifications. Both similarities and differences were noted between British 'grandmotherese' speech and British 'motherese' speech.
TL;DR: In this article, the authors examined school counsellors' benefits from conducting psychotherapy and found that therapists benefit most from 'Narcissistic gains', 'Vocational benefits', 'Improved Relationships', 'Self-improvement', 'Object Relations' and 'Fulfillment of Needs'.
Abstract: The present study examines school counsellors' benefits from conducting psychotherapy. Following five in-depth interviews, the Counsellor's Psychological Benefit Questionnaire (CPBQ) was constructed. Content analysis resulted in six factors of benefits: 'Narcissistic Gains'; 'Vocational Benefits'; 'Improved Relationships'; 'Self-improvement'; 'Object Relations'; and 'Fulfillment of Needs'. The results obtained from 74 Israeli high-school counsellors clearly indicate that therapists are not 'selfless givers'. In fact, ranking of benefits was above the median score for all six factors. More specifically, our results show that therapists benefit most from 'Narcissistic Gains', 'Vocational Benefits' and 'Improved Relationships'. Second in ranking were benefits related to 'Self-improvement' and 'Object Relations' and last to 'Fulfillment of Needs'. These rankings were found to be statistically significant. Also revealing were the rankings of specific items included in the different factors. These results valid...