This article focuses on the beliefs of primary school children aged 7-11 years in England concerning the impact of adult-led after-school extended provision (EP) on their development of non-cognitive skills (NCS). In responses to a questionnaire survey and focus group interviews, children were more positive than parents, teachers and school…

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2018, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and…

This article synthesizes selected historical, philosophical, and empirical research of Asa G. Hilliard, III and discusses theoretical linkages between that body of research and empirical studies of learning and development among African American youth in the field of Black psychology. (Contains 6 notes, 1 table, and 1 figure.)

A longitudinal study of first graders found that children had a more internal locus of control, were more optimistic, and scored higher on an effectance motivation measure at the end of first grade than at the beginning but attitudes and self-esteem did not change. Some changes were effected by SES and academic success. (AtuhorRD)

Examined age differences in the operation of beliefs-performance cycles and the effects of these cycles on the development of children's perceived control and classroom engagement from the third to the seventh grade. Found that children who experienced teachers as warm and contingent were more likely to develop optimal profiles of control. Beliefs…

Comments on Skinner, Zimmer-Gembeck and Connell's study (PS 528 522) which investigated the relationship between elementary school students' beliefs-performance cycles and their perceived control and classroom engagement. Notes methodological and theoretical issues and controversial issues raised by the study. Discusses the links to other…

Several decades of research has demonstrated that students' perceptions about the amount of control they have over academic successes and failures contribute significantly to school performance. This paper reviews research studies that have investigated locus of control and causal attribution in the school setting. Suggestions are made for…

Educational resilience is defined as the heightened likelihood of success in school and in other life accomplishments, despite environmental adversities. This paper summarizes the concept of resilience as it has been advanced in developmental psychopathology and discusses educationally relevant research that is consonant with the definition of…

This fourth report of Follow Through Classroom Observation data, collected in Spring 1973 from 37 sites representing seven sponsors who participated in the planned variation studies, focuses upon the question of whether sponsors can deliver their educational systems to diverse kinds of communities. It is a study of the effects of training…

The developmental pattern in the relationships among mothers' beliefs about structure, autonomy, control, and intelligence was studied, addressing: (1) how mothers' scaffolding beliefs and conceptions of intelligence are related; (2) the relationship of these maternal beliefs to children's age and achievement; and (3) the relationship between…

Findings from a 607 page report, "Follow Through Classroom Observation Evaluation 1972-1973," are briefly summarized. The report is based upon systematic observation of Follow Through classrooms in action. Two key questions have been asked: (1) How well is each of seven instructional models carried out within the classroom? and (2) Are…