Publication Date
| In 2025 | 2 |
| Since 2024 | 3 |
| Since 2021 (last 5 years) | 4 |
| Since 2016 (last 10 years) | 7 |
| Since 2006 (last 20 years) | 7 |
Descriptor
Source
| Psychology in the Schools | 7 |
Author
| Cai, Yuyang | 1 |
| Callan, Gregory L. | 1 |
| Chen, Gaowei | 1 |
| Finch, W. Holmes | 1 |
| Flegge, Lindsay | 1 |
| Fung, Francis | 1 |
| Jia-qi Zheng | 1 |
| King, Ronnel B. | 1 |
| Kwok-cheung Cheung | 1 |
| Liping Zhu | 1 |
| Marchant, Gregory J. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 7 |
Education Level
| Secondary Education | 7 |
| Elementary Secondary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Program for International… | 7 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkYuyang Cai; Liping Zhu; Yan Yang – Psychology in the Schools, 2025
A common belief underlying the dimensional comparison theory is that reading self-concept has a positive relation to reading achievement but a negative relation to math achievement. However, this belief is incomplete and potentially misleading as supporting evidence is usually derived from studies without simultaneously considering the mediated…
Descriptors: Reading Achievement, Self Concept, Mathematics Achievement, Achievement Tests
Jia-qi Zheng; Kwok-cheung Cheung; Pou-seong Sit – Psychology in the Schools, 2024
Although academic resilience is of great concern to contemporary educational practitioners, there is no consensus on its measurement. Furthermore, protective factors characterized by East Asian societal contexts remain ambiguous. This systematic review aims to offer an overview of the operational definitions, statistical methodology, and…
Descriptors: Academic Achievement, Resilience (Psychology), Measurement, Databases
Pongprapan Pongsophon – Psychology in the Schools, 2025
This study delves into the determinants of emotional control among 6606 Singaporean students, aged 15 years old, participating in the Programme for International Student Assessment (PISA) 2022. It aims to explore the various factors contributing to emotional control, utilizing multiple regression analysis on data from PISA's comprehensive 2022…
Descriptors: Academic Achievement, High Achievement, Achievement Tests, Foreign Countries
Seon, Youngwoon; Smith-Adcock, Sondra – Psychology in the Schools, 2021
With an aim to inform school-based antibullying interventions, this study examined mediating roles of school belonging, self-efficacy, and meaning in life between bullying victimization and subjective well-being. Using US student data from the 2018 round of the Program for International Student Assessment, results of structural equation modeling…
Descriptors: Sense of Community, Self Efficacy, World Views, Bullying
Nalipay, Ma. Jenina N.; Cai, Yuyang; King, Ronnel B. – Psychology in the Schools, 2020
Previous studies that attempted to explain why girls often perform better than boys in reading have emphasized the role of values and beliefs, with little attention paid to the role of emotions. This study focused on the role of parent-child emotional contagion in explaining gender differences, by investigating how parents' reading emotion…
Descriptors: Gender Differences, Reading Achievement, Parent Influence, Emotional Response
Fung, Francis; Tan, Cheng Yong; Chen, Gaowei – Psychology in the Schools, 2018
The present study explored the relationships between student engagement and mathematics achievement for 295,416 15-year-old students from 11,767 secondary schools in 34 countries who participated in the Program for International Student Assessment (PISA) 2012. Affective engagement was measured by students' mathematics interest (InterestMath) and…
Descriptors: Learner Engagement, Mathematics Achievement, Secondary School Students, Secondary School Mathematics
Callan, Gregory L.; Marchant, Gregory J.; Finch, W. Holmes; Flegge, Lindsay – Psychology in the Schools, 2017
A multilevel mediated regression model was fit to Programme for International Student Assessment achievement, strategy use, gender, and family- and school-level socioeconomic status (SES). Two metacognitive strategies (i.e., understanding and summarizing) and one learning strategy (i.e., control strategies) were found to relate significantly and…
Descriptors: Socioeconomic Status, Institutional Characteristics, Gender Differences, Learning Strategies
