European Journal of Psychology of Education

https://link.springer.com/journal/10212

List of Papers (Total 226)

Coping with expectation violations in education: the role of optimism bias and need for cognitive closure

Although most individuals experience expectation violations in their educational years, individuals’ coping strategies differ depending on situational and dispositional characteristics with potentially decisive influence on educational outcomes. As a situational characteristic, optimism bias indicates that individuals tend to update their expectations after unexpected positive...

Implementation quality of cooperative learning and teacher beliefs—a mixed methods study

Cooperative learning (CL) refers to teaching methods in which students work in small groups to help one another learn and improve their learning outcomes. Often CL is described by five basic elements: (1) positive interdependence, (2) individual accountability, (3) promotive interaction, (4) social skills and (5) group processing. The positive effects of CL have been extensively...

‘Am I to blame because my child is not motivated to do math?’: Relationships between parents’ attitudes, beliefs and practices towards mathematics and students’ mathematics motivation and achievement

Research on parental involvement is broad and specifies diverse kinds of parental practices that have specific associations with children’s learning outcomes. However, the involvement of parents in education, the dynamics of parent–child interactions and the actions and practices they employ and their impact on student’s motivation and achievement are intricate processes...

Associations between students’ reading performance and literacy instruction in first grade: a cross-lagged study

This cross-lagged study examined the classroom-level associations between the reading performance of first-grade students (N = 537) and observed literacy instruction activities in classrooms (N = 30) in the autumn and spring terms. The multilevel analyses indicated that lower average word reading skills in the classrooms (i.e., there were more students who were learning to read...

Effects of formative assessment on intrinsic motivation in primary school mathematics instruction

Empirical studies on effects of formative assessment (FA) on motivational outcomes and underlying mechanisms are scarce. The core elements of FA, feedback and adaptive teaching behavior, might be helpful in promoting the experience of competence, which in turn is a prerequisite for promoting intrinsic motivation. However, instructional impact also depends on the students...

Exploring the impact of authentic learning activities on school students’ epistemic beliefs in the social sciences and humanities

The present two studies investigated whether students’ development of epistemic beliefs about the educational sciences (study A; N = 152) and linguistics (study B; N = 150) can be affected by authentic learning activities in an out-of-school lab (OSL). OSLs aim to engage students in authentic activities that attempt to simulate the ways how scientists gather new knowledge, making...

Opportunities to develop student’s math-related agency in primary education: the role of teacher beliefs

Teacher beliefs and practices related to them could provide varying opportunities for students to develop their agency related to learning math. The aim of the current paper is to explore how different math teacher beliefs (concerning the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student agency in primary education. A two...

Bridging group work and whole-class activities through responsive teaching in science education

Previous studies have shown both benefits and challenges of group work and whole-class activities in educational settings. One overall finding in the existing literature is that it is challenging for teachers to facilitate whole-class conversations that realise the rich potential of student discussions and undertakings during group work. This article investigates how teachers can...

Does social well-being predict academic resilience and achievement? Analysis of Swedish PISA 2018 data

In recent years, Sweden has been struggling with issues of educational inequity as the influence of students

Grade one single-digit addition strategies as predictors of grade four achievement in mathematics

Early detection of and relevant information on children’s mathematical difficulties is important to initiate targeted teaching and intervention. This study investigated the extent to which strategy use in single-digit addition provides additional predictive information about 61 grade one children’s (6-year-old) mathematical achievement 3 years later that is not available from a...

Becoming aware of an authentic historic place: effects on affective and cognitive outcomes

The present study addressed the effects of becoming aware of being at an authentic historic place both on affective reactions and acquisition of information about the relevant historic events. The study was conducted in a research institute located in a former National Socialist (NS) clinic, thus holding an authentic historic dimension, while at the same time, the building’s...

Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope

Although cross-sectional studies depict (negative) emotions as both antecedents and consequences of trait procrastination, longitudinal studies examining reciprocal relationships between procrastination and emotions are scant. Yet, investigating reciprocal relationships between procrastination and emotions within long-term frameworks can shed light on the mechanisms underlying...

The relationship between theory of mind and multiple-document comprehension in university students: preliminary research findings

The demands of learning in the twenty-first century require being skilled in the use and comprehension of multiple documents. Some individual factors such as the metacognitive skill of theory of mind (ToM) are related to this ability. This study investigated the relationship between university students’ ability to comprehend multiple documents, measured through an argumentative...

Academic achievement of children with autistic symptoms compared to typically developing children

Children with autistic symptoms experience challenges in school settings, yet little is known about their academic profiles and the mechanisms underlying the association between autistic symptoms and academic achievement. This study examined the association between autistic symptoms and academic achievement in a population-based sample of children with and without (sub)clinical...

The association between sourcing skills and intertextual integration in lower secondary school students

Sourcing and intertextual integration skills are critical to the development of young students’ digital literacy skills. Sourcing skills include identifying source parameters (e.g., recognizing the author, publication date, publisher) and analyzing the author’s expertise. The objective of this study is to investigate which sourcing skills used by students in document selection...

Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement

Self-regulated learning is recognized as a core competence for academic success and life-long formation. The social context in which self-regulated learning develops and takes place is attracting growing interest. Using cross-sectional data from secondary education students (n = 561), we aimed to formulate explanatory arguments regarding the effect of social support on...

Can metacognitive accuracy be altered through prompting in biology text reading?

Metacognitive accuracy is understood as the congruency of subjective evaluation and objectively measured learning performance. With reference to the cue utilisation framework and the embedded-processes model of working memory, we proposed that prompts impact attentional processes during learning. Through guided prompting, learners place their attention on specific information...

Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement

Educators have incorporated technologies designed to “gamify” or increase the fun and reward of classroom learning, but little is known about how these resources can be employed to create positive learning climates. Informed by self-determination theory (SDT), two experiments investigated a number of strategies teachers can use to frame one such technology, the student response...

Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes

Studies have shown that teacher perceptions of student achievement influence teacher-student interactions, subsequently affecting student outcomes. However, teachers may also take note of and respond to the motivation and engagement of their students in a differential way, which could affect student outcomes as well. In the present study, we thus examined whether teacher...

Exploring the relations of executive functions with emotional, linguistic, and cognitive skills in preschool children: parents vs. teachers reports

This study investigated the executive functions (EF) of preschool children and their associations with emotional, linguistic, and cognitive skills, using parent and teacher reports. A total of 130 children aged 34 to 71 months participated. The preschool version of the Behavior Rating Inventory of Executive Function (BRIEF-P) was completed by both parents and teachers to assess...

Parent-child school-related interactions and helplessness in maths: the role of maths self-efficacy

Although learned helplessness has a long research tradition, neither its contextual predictors nor the ways that they take effect are fully understood. This study inquired into the role of selected aspects of the home learning environment for academic helplessness. We tested whether three dimensions of parent-child school-related interactions—school-related assistance, structure...

Longitudinal relations between teacher self-efficacy and student motivation through matching characteristics of perceived teaching practice

Theoretically, teacher self-efficacy relates to student outcomes through teaching behavior. However, underlying pathways through which specific teacher self-efficacy facets longitudinally relate to student motivation and emotion in classrooms remain unclear. This study aims to overcome this research gap by investigating whether student- and teacher-reported classroom discipline...

Effects of a homework implementation method (MITCA) on school engagement

MITCA (homework implementation method) was born with the purpose of turning homework into an educational resource capable of improving the self-regulation of learning and the school engagement of students. In this article, following the current theoretical framework, we evaluate the impact of the MITCA method on school engagement in students in the 5th and 6th years of Primary...