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The Effect of Track Changes on the Development of Academic Self-Concept in High School: A Dynamic Test of the Big-Fish-Little-Pond Effect
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Wouters, Sofie; De Fraine, Bieke; Colpin, Hilde; Van Damme, Jan; Verschueren, Karine – Journal of Educational Psychology, 2012
Academic self-concept has received a great deal of attention in recent educational research because it mediates many other educational outcomes. Therefore, it is important to find out how students' academic self-concept develops. We examined the big-fish-little-pond effect (BFLPE) dynamically by investigating the effect of track changes in high…
Descriptors: Outcomes of Education, Self Concept, Foreign Countries, Educational Change
Longitudinal Impact of Two Universal Preventive Interventions in First Grade on Educational Outcomes in High School
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Bradshaw, Catherine P.; Zmuda, Jessika H.; Kellam, Sheppard G.; Ialongo, Nicholas S. – Journal of Educational Psychology, 2009
This study examined the longitudinal effects of 2 first-grade universal preventive interventions on academic outcomes (e.g., achievement, special education service use, graduation, postsecondary education) through age 19 in a sample of 678 urban, primarily African American children. The classroom-centered intervention combined the Good Behavior…
Descriptors: African American Children, Intervention, Aggression, Educational Objectives
Influence of Knowledge and Type of Objectives on Subject-Matter Learning
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Jenkins, Joseph R.; Deno, Stanley L. – Journal of Educational Psychology, 1971
Descriptors: Academic Achievement, Educational Objectives, Instructional Materials, Knowledge Level
Thinking Out Loud while Studying Text: Rehearsing Key Ideas.
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Muth, K. Denise; And Others – Journal of Educational Psychology, 1988
A study involving 32 undergraduate students was conducted to identify mechanisms by which instructional objectives affect learning. Protocols for thinking out loud were examined for evidence of rehearsal activity. Results suggest that instructional objectives enhanced real-time rehearsal activity, recall, and reading time. (TJH)
Descriptors: Content Analysis, Educational Objectives, Higher Education, Learning Processes
Styles of Engagement with Learning: Multidimensional Assessment of Their Relationship with Strategy Use and School Achievement.
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Ainley, Mary D. – Journal of Educational Psychology, 1993
Ways in which student beliefs and goals distinguish different styles of engagement with learning, and how such styles are associated with student strategies were studied for 137 female eleventh graders in Australia. Six identified styles of engagement are discussed in terms of insights from analysis preserving the multidimensional character of…
Descriptors: Academic Achievement, Beliefs, Cluster Analysis, Educational Assessment