The present longitudinal research investigation explored the differential effects of "contextualised self-efficacy beliefs" (i.e. task, course, global) on the concepts of "personal resolve" and "effective functioning," and two adaptive outcomes, namely: "school experience" and "academic…

Based on the Job Demands-resources (RD-R) model, the aim of the current study was to examine how pressure arising from imposed curriculum changes and teacher self-efficacy relate to perceived stress in teachers. Participants (839 teachers working in English schools) completed an online survey that contained questions about demographics,…

In response to the global imperative of nurturing all-round students, educational institutions and schools worldwide have been developing learning activities targeting holistic competency development of students. However, there have been resistance and challenges on how to develop such competencies. Extending the Presage-Process-Product (3P)…

The aim of the present study was to examine the interplay between test anxiety (i.e. worry and emotionality) and learned helplessness in a sample of adolescents (N = 845, aged 13-17 years) in secondary schools in Germany. In accordance with the buffering hypothesis, it was hypothesised that the detrimental association between both components of…

This study explores the relationship between students' self-report levels of cognitive test anxiety (worry), academic buoyancy (withstanding and successfully responding to routine school challenges and setbacks), coping processes and their achieved grades in high-stakes national examinations at the end of compulsory schooling. The sample comprised…

Many arguments have been advanced in the context of the predictive correlation between learning strategies and reading achievement. There is insufficient understanding, however, of the subtle ways in which different types of learning strategies (i.e. memorisation, elaboration and control strategies) function in facilitating students' reading…

This longitudinal study examined the relationships among parental autonomy support, student intrinsic life goals (i.e. community feeling), student expectations for long-term educational attainment and later academic performance (measured by GPA) in 227 students in an ethnically and racially diverse high school. Hypotheses were tested with…

The relation between autonomy support and basic need satisfaction was investigated by applying a longitudinal design at a time interval of two years, and by comparing two different grade level cohorts of students. Participants comprised 1.225 Norwegian students divided by two subsamples (6th and 8th grade level/8th and 10th grade level). The…

The primary aim of this study was to investigate the correlation between game addiction and academic achievement. The secondary aim was to adapt a self-report instrument to measure game addiction. Three hundred and seventy high school students participated in this study. Data were collected via an online questionnaire that included a brief…

Perfectionism consists of personal predispositions and attitudes toward performance. Although there is some disagreement in the field regarding how to best define and measure perfectionism, most studies have supported a distinction between adaptive and maladaptive perfectionism. The current study examines a model in which students' perceptions of…

University entry is a time of great change for students. The extent to which students are able to effectively navigate such change likely has an impact on their success in university. In the current study, we examined this by way of adaptability, the extent to which students' adaptability is associated with their behavioural engagement at…

This study focused on students enrolled in obligatory vocational education courses in German secondary schools that aim to support students' career exploration. The study examined the relations between student-perceived classroom characteristics (support for autonomy, competence and relatedness), students' intrinsic motivation and their career…

Control-value theory (CVT) proposes a framework for the structure of the relationships between the various predictors of achievement-related emotions, particularly anxiety. Despite existing evidence for the role of anxiety predictors, research has not yet justified their proposed structure. Hence, the current study validated the structure of test…

Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…

Research into the effect of interest consistently indicated that interest positively related to students' achievement; however, the mechanism through which it affected the learning result remained an open question. This study intended to examine how learning strategies mediated the relationship between interest and achievement in the domain of…