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Direct linkAhmadi, Asghar; Noetel, Michael; Parker, Philip; Ryan, Richard M.; Ntoumanis, Nikos; Reeve, Johnmarshall; Beauchamp, Mark; Dicke, Theresa; Yeung, Alexander; Ahmadi, Malek; Bartholomew, Kimberley; Chiu, Thomas K. F.; Curran, Thomas; Erturan, Gokce; Flunger, Barbara; Frederick, Christina; Froiland, John Mark; González-Cutre, David; Haerens, Leen; Jeno, Lucas Matias; Koka, Andre; Krijgsman, Christa; Langdon, Jody; White, Rhiannon Lee; Litalien, David; Lubans, David; Mahoney, John; Nalipay, Ma. Jenina N.; Patall, Erika; Perlman, Dana; Quested, Eleanor; Schneider, Sascha; Standage, Martyn; Stroet, Kim; Tessier, Damien; Thogersen-Ntoumani, Cecilie; Tilga, Henri; Vasconcellos, Diego; Lonsdale, Chris – Journal of Educational Psychology, 2023
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based…
Descriptors: Classification, Teacher Motivation, Teacher Behavior, Self Determination
Dryden, Robert P.; Campbell, Aidan V.; Perry, Raymond P.; Hamm, Jeremy M.; Chipperfield, Judith G.; Parker, Patti C.; Leboe-McGowan, Launa – Journal of Educational Psychology, 2023
Novel and unpredictable learning environments are a feature of school-to-college transitions that erode students' academic control, emotional resilience, and achievement (Perry, Hall, & Ruthig, 2005). Although motivation interventions can benefit college students (Koenka, 2020), few studies have examined treatment efficacy for students of…
Descriptors: College Students, Debt (Financial), Academic Achievement, Student Motivation
Keith C. Herman; Wendy M. Reinke; Nianbo Dong; Catherine P. Bradshaw – Journal of Educational Psychology, 2022
This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models…
Descriptors: Program Effectiveness, Classroom Techniques, Student Behavior, Behavior Modification
Brennan, Lauretta M.; Shelleby, Elizabeth C.; Shaw, Daniel S.; Gardner, Frances; Dishion, Thomas J.; Wilson, Melvin – Journal of Educational Psychology, 2013
This project examined the hypothesis that the impact of the Family Check-Up on parent use of positive behavior support would indirectly improve academic achievement scores at school age. The study included a sample of 731 high-risk families recruited from Women, Infant, and Children Supplemental Nutrition Program settings in 3 geographically…
Descriptors: Academic Achievement, Improvement, Child Rearing, Young Children
Zee, Marjolein; de Jong, Peter F.; Koomen, Helma M. Y. – Journal of Educational Psychology, 2016
The present study examined teachers' domain-specific self-efficacy (TSE) in relation to individual students with a variety of social-emotional behaviors in class. Using a sample of 526 third- to sixth-grade students and 69 teachers, multilevel modeling was conducted to examine students' externalizing, internalizing, and prosocial behaviors as…
Descriptors: Self Efficacy, Elementary School Teachers, Grade 3, Grade 4
Bradshaw, Catherine P.; Waasdorp, Tracy E.; Leaf, Philip J. – Journal of Educational Psychology, 2015
School-Wide Positive Behavioral Interventions and Supports (SWPBIS; Sugai & Horner, 2006) is currently implemented in over 20,000 schools across the country with the goal of preventing disruptive behavior problems and enhancing the school climate. While previous studies have indicated significant main effects of SWPBIS on student outcomes, the…
Descriptors: Educational Environment, Behavior Modification, Student Behavior, Intervention
Frey, Karin S.; Hirschstein, Miriam K.; Edstrom, Leihua V.; Snell, Jennie L. – Journal of Educational Psychology, 2009
This study was a longitudinal extension of a random control trial of the Steps to Respect antibullying program. Students in Grades 3-5 were surveyed (n = 624) and observed on the playground (n = 360). Growth curve models of intervention students showed 2-year declines in playground bullying, victimization, nonbullying aggression, destructive…
Descriptors: Control Groups, Intervention, Bullying, Playgrounds
Peer reviewedReid, Molly K.; Borkowski, John G. – Journal of Educational Psychology, 1987
The influence of attribution and self-control training on short- and long-term maintenance of strategic behavior, impulsivity, and beliefs about self-efficacy was assessed in 77 underachieving, hyperactive children. Results supported the use of attribution and self control training in treating strategic deficits in hyperactive and learning…
Descriptors: Attribution Theory, Behavior Modification, Behavior Problems, Elementary Education
Peer reviewedJones, Russell T.; Evans, Helen L. – Journal of Educational Psychology, 1980
Following trials in which children self-administered prizes, subjects in the stringent-demand group performed significantly better, during both the incentive and the extinction conditions, on time at task, number of correct problems, and number of problems attempted, than did subjects in lenient-demand and control groups. (Author/CP)
Descriptors: Behavior Modification, Elementary Education, Elementary School Mathematics, Problem Solving
Peer reviewedGettinger, Maribeth; Lyon, Mark A. – Journal of Educational Psychology, 1983
Based on Carroll's model of school learning, this study sought to identify factors to help explain the discrepancy between time needed for learning and time actually spent in learning. Ninety-six boys were required to read and reread a passage until 100 percent accuracy was achieved on a criterion test. (Author/PN)
Descriptors: Behavior Modification, Behavior Problems, Cognitive Measurement, Males
Peer reviewedKeane, Kevin J.; Kretschmer, Robert E. – Journal of Educational Psychology, 1987
Feuerstein's mediated learning theory was applied to a deaf population for investigating the cognitive modifiability of this population. The learning Potential Assessment Device (LPAD) was employed for determining transfer of learning along cognitive and behavioral dimensions. Results showed that the groups who received examiner mediation…
Descriptors: Analysis of Variance, Aptitude Treatment Interaction, Behavior Modification, Cognitive Restructuring
Peer reviewedElawar, Maria Cardelli; Corno, Lyn – Journal of Educational Psychology, 1985
Eighteen Venezuelan elementary school teachers, trained to provide constructive written feedback on their sixth grade students' mathematics homework, did so three times weekly for ten weeks. In addition to learning and attitude outcomes, aptitude-treatment interactions were examined among treatments and student ability, attitude, and sex.…
Descriptors: Aptitude Treatment Interaction, Behavior Modification, Feedback, Foreign Countries
