Publication Date
| In 2025 | 0 |
| Since 2024 | 13 |
| Since 2021 (last 5 years) | 67 |
| Since 2016 (last 10 years) | 156 |
| Since 2006 (last 20 years) | 295 |
Descriptor
Source
| Journal of Educational… | 295 |
Author
| Marsh, Herbert W. | 14 |
| Parker, Philip D. | 7 |
| Trautwein, Ulrich | 7 |
| Geary, David C. | 6 |
| Pekrun, Reinhard | 6 |
| Fuchs, Lynn S. | 5 |
| Greiff, Samuel | 5 |
| Guo, Jiesi | 5 |
| Martin, Andrew J. | 5 |
| Nagengast, Benjamin | 5 |
| Arens, A. Katrin | 4 |
| More ▼ | |
Publication Type
| Journal Articles | 295 |
| Reports - Research | 273 |
| Reports - Evaluative | 15 |
| Information Analyses | 11 |
| Tests/Questionnaires | 10 |
| Numerical/Quantitative Data | 2 |
| Reports - Descriptive | 2 |
Education Level
Audience
| Teachers | 1 |
Location
| Germany | 33 |
| Australia | 20 |
| United States | 12 |
| Canada | 11 |
| Netherlands | 10 |
| Hong Kong | 9 |
| South Korea | 8 |
| China | 7 |
| Finland | 7 |
| Asia | 6 |
| France | 6 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 4 |
| Meets WWC Standards with or without Reservations | 5 |
| Does not meet standards | 1 |
Peer reviewed
Direct linkNele Claes; Annique Smeding; Arnaud Carré; Nicolas Sommet – Journal of Educational Psychology, 2024
We conducted three preregistered studies using the Organization for Economic Co-operation and Development Programme for International Student Assessment (PISA) data to provide a worldwide estimation of the standardized test gap between students from lower and higher social classes. We investigated: (a) the degree to which academic anxiety…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Secondary School Students
Wentzel, Kathryn R.; Jablansky, Sophie; Scalise, Nicole R. – Journal of Educational Psychology, 2021
Using meta-analytic techniques, we examined systematically the evidence linking peer social acceptance to academic achievement. Based on 72 studies that yielded 157 effect sizes, we analyzed relations between social acceptance and academic outcomes (e.g., academic grades, test scores), including the extent to which relations were moderated by sex,…
Descriptors: Peer Acceptance, Academic Achievement, Meta Analysis, Predictor Variables
Scalise, Nicole R.; Purpura, David J. – Journal of Educational Psychology, 2022
There is evidence of a relation between the approximate number system (ANS) and later mathematics achievement. Researchers have proposed various mediators of this relation, including executive functioning (EF), numeral knowledge, and mathematical language. The goal of the present study was to determine which factors mediate the relation between…
Descriptors: Preschool Children, Number Systems, Mathematics Achievement, Correlation
Borgonovi, Francesca; Han, Seong Won; Greiff, Samuel – Journal of Educational Psychology, 2023
Effective collaborative problem solving comprises cognitive dimensions, in which men tend to outperform women, and social dimensions in which women tend to outperform men. We extend research on between-country differences in gender gaps by considering collaborative problem solving and its association with two indicators of societal-level gender…
Descriptors: Gender Differences, Problem Solving, Cooperation, Cultural Differences
Higashi, Ross; Schunn, Christian D. – Journal of Educational Psychology, 2020
Digital badges have long been assumed to possess motivational qualities that could encourage learners to engage with learning content. However, prior studies have found the effects of badges to be complex, differing by learner, type of badge, and potentially other factors. Qualitative reports suggest that individuals' perceptions of digital badges…
Descriptors: Recognition (Achievement), Learner Engagement, Student Attitudes, Student Motivation
Michiel Boncquet; Nele Flamant; Jeroen Lavrijsen; Maarten Vansteenkiste; Karine Verschueren; Bart Soenens – Journal of Educational Psychology, 2024
This study examined the unique and interactive role of students' quality of motivation, as defined in self-determination theory, and their mindsets about intelligence, as conceptualized in Dweck's framework, in predicting a variety of learning outcomes (engagement, learning strategies, persistence, procrastination, and test anxiety) and…
Descriptors: Middle School Students, Student Attitudes, Learning Motivation, Academic Achievement
Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Brandhuber, Liene; Naumann, Johannes – Journal of Educational Psychology, 2020
In large-scale assessments, performance differences across different groups are regularly found. These group differences (e.g., gender differences) are often relevant for educational policy decisions and measures. However, the formation of these group differences usually remains unclear. We propose an approach for investigating this formation by…
Descriptors: Problem Solving, Data Use, Differences, Achievement Tests
Marianne Rice; Kausalai Wijekumar – Journal of Educational Psychology, 2024
Theoretical models of reading comprehension have consistently highlighted the importance of inference generation in the meaning-making process. Additionally, previous research has indicated that instruction in making inferences is effective at improving inference ability and general reading comprehension. In this meta-analysis, we aimed to further…
Descriptors: Inferences, Reading Skills, Reading Comprehension, Instructional Effectiveness
Berweger, Belinda; Kracke, Bärbel; Dietrich, Julia – Journal of Educational Psychology, 2023
Learning processes that involve cognitive incongruity are closely tied to emotional experiences such as curiosity or confusion. The present study examined how discovering that a confidently held misconception is incorrect influences emotions and in turn the motivation to seek additional information. We asked 275 preservice teachers to judge if…
Descriptors: Preservice Teachers, Epistemology, Psychological Patterns, Academic Achievement
Morell, Monica; Yang, Ji Seung; Gladstone, Jessica R.; Turci Faust, Lara; Ponnock, Annette R.; Lim, Hyo Jin; Wigfield, Allan – Journal of Educational Psychology, 2021
"Grit" is defined as passion and perseverance for achieving long-term goals and consists of two proposed subcomponents: consistency of interests and perseverance of effort. It has become a much-discussed construct even though research on its underlying factor structure has produced inconclusive results. Furthermore, grit as measured by…
Descriptors: Persistence, Goal Orientation, Factor Structure, Predictive Validity
Ocyna Rudmann; Anatolia Batruch; Emilio Paolo Visintin; Nicolas Sommet; Pascal Bressoux; Céline Darnon; Marinette Bouet; Marco Bressan; Genavee Brown; Carlos Cepeda; Anthony Cherbonnier; Marie Demolliens; Anne-Laure De Place; Olivier Desrichard; Théo Ducros; Luc Goron; Brivael Hemon; Pascal Huguet; Eric Jamet; Ruben Martinez; Vincent Mazenod; Nathalie Mella; Estelle Michinov; Nicolas Michinov; Nana Ofosu; Pascal Pansu; Laurine Peter; Benoit Petitcollot; Celine Poletti; Isabelle Régner; Mathilde Riant; Anais Robert; Camille Sanrey; Arnaud Stanczak; Farouk Toumani; Simon Vilmin; Eva Vives; Fabrizio Butera – Journal of Educational Psychology, 2024
Considering the evolving and unpredictable job market, adaptability is an important skill for young adults. Such adaptability implies that schools need to teach key social competences, like communication, collaboration, or problem-solving. In this area, a gender gap has consistently been found, showing that boys display social competences less…
Descriptors: Cooperative Learning, Gender Differences, Interpersonal Competence, Longitudinal Studies
Xiaojing Lv; Yujie Jia; Thomas M. Brinthaupt; Xuezhu Ren – Journal of Educational Psychology, 2024
Despite the recognized importance of addressing belief bias in critical thinking, little is known about the neural activity underlying belief-bias reasoning and its connection to critical thinking. The study utilized event-related potentials (ERPs) to examine the neural responses during belief-bias reasoning and explored the extent to which these…
Descriptors: Brain, Brain Hemisphere Functions, Beliefs, Bias
McLean, Leigh; Janssen, Jayley; Espinoza, Paul; Lindstrom Johnson, Sarah; Jimenez, Manuela – Journal of Educational Psychology, 2023
The present study explored associations among teachers' anxiety for teaching mathematics, science, and English language arts and their students' own anxiety in each content area, and how these associations varied depending on student sex and socioeconomic status (SES). Participants included 33 fourth-grade teachers and 463 students from 14 schools…
Descriptors: Grade 4, Elementary School Students, Elementary School Teachers, Anxiety
Jimena Cosso; David J. Purpura; Hirokazu Yoshikawa – Journal of Educational Psychology, 2024
The home numeracy environment (HNE) is an essential factor to explain family engagement in relation to numeracy. Research in this field has mostly focused on English-speaking families and has not taken into consideration cultural differences that contextualize the home environment. Measuring HNE in more ethnically diverse samples might counter…
Descriptors: Family Environment, Numeracy, Hispanic Americans, Cultural Differences
Tenenbaum, Harriet R.; Winstone, Naomi E.; Leman, Patrick J.; Avery, Rachel E. – Journal of Educational Psychology, 2020
Decades of research indicate that peer interaction, where individuals discuss or work on a task collaboratively, may be beneficial for children's and adolescents' learning. Yet, we do not know which features of interaction may be related to learning from peer interaction. This meta-analysis examined results from 62 articles with 71 studies into…
Descriptors: Peer Relationship, Peer Influence, Cooperative Learning, Elementary School Students
