This study investigated the effects of educational context variables on two types of achievement: cognitive domain and affective domain. To assess the effects of educational context variables at student and school levels, the National Assessment of Educational Achievement data were used, which were collected by the Korea Educational Development…

In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students…

Student performance is related to motivation to learn. As motivation generally declines during lower secondary education, one might expect performance to decline as well during this period. Though, until now, it has been unclear whether this pattern exists. In the present study, we examined student performance during the early years of secondary…

Prior research has demonstrated that teachers' professional knowledge and motivation are strongly related to students' learning and motivation. Symptoms of teachers' stress and burnout (e.g., emotional exhaustion) are also thought to influence students' achievement, but no empirical study has tested this prediction. Using multilevel analyses and a…

Changes in the demands posed by increasingly complex workplaces in the 21st century have raised the importance of nonroutine skills such as complex problem solving (CPS). However, little is known about the antecedents and outcomes of CPS, especially with regard to malleable external factors such as classroom climate. To investigate the relations…

The long-term effects of secondary-school reforms in the first half of the 20th century are investigated through the long-term follow up of a sample of people born in Scotland in 1936 who were first surveyed in 1947. Members of the sample who were living in the Lothian region of Scotland were re-interviewed in 2004-2007, providing information…

Background: Chronotype refers to individuals' preference for morning or evening activities. Its two dimensions (morningness and eveningness) are related to a number of academic outcomes. Aims: The main goal of the study was to investigate the incremental validity of chronotype as a predictor of academic achievement after controlling for a number…