Students want to learn computer science due to its usefulness for future careers, however they often meet challenges in introductory courses. In the increasingly digital world, it is important to understand some important psychological consequences of such challenges: perceived costs of pursuing computer science. This study thus investigated…

High school teachers often struggle to engage students who have little or no motivation to learn. We argue that improving students' perceptions of affective relationships with teachers may have the potential to positively influence their motivation, and vice versa. This study looks at reciprocal associations between students' perceptions of the…

This study explored the relationship between fear of missing out (FOMO) and student engagement, examined the mediating role of social media engagement, and determined whether action control strategies moderated this relationship. We recruited 400 Taiwanese college students, collecting data on FOMO, student engagement, social media engagement, and…

The increasing use of low-stakes international assessments highlights the importance of test-taking efforts. Previous studies have used self-reported and response time-based measures to examine this effort. Although differences between these measures have been suggested, their association with performances and potential gender gaps remains…

The principal objective of this research was to examine the relationships between thinking styles and time perspectives. Four hundred and fifty-one secondary school students from Hong Kong responded to the Thinking Styles Inventory-Revised II (TSI-R2) and the Zimbardo Time Perspective Inventory (ZTPI). Results showed that when gender, school year…

Research during COVID-19 has shown that rapid transition to distance learning environment has influenced student's emotions. Yet, there is a lack of studies about how this transition might have changed achievement emotions in mathematics. We investigated six mathematics-related achievement emotions (enjoyment, pride, anger, anxiety, shame, and…

Adaptability (the capacity to respond to uncertainty, change, and novelty) and buoyancy (the ability to respond to everyday and low-level adversity) have emerged as personal attributes that appear to play an important role in students' adaptive responses in an academic setting. However, the extent to which these capacities are associated with…

Based on an integrated theory of formative assessment and self-regulated learning, this study investigated the relationship between students' perceived formative assessment practices of teachers and their motivational beliefs (self-efficacy and incremental beliefs of ability) and self-regulation strategies (metacognitive self-regulation and…

Expectancy-Value Theory predicts that expectancy of success and subjective task value (STV) underlie differences in motivation and achievement. This study investigated how gender and SES related to achievement mediated by expectancy of success, STV, and their interaction. The sample consisted of 396 participants in their final year of upper…

Gratitude has mostly been explored in relation to well-being but whether it is associated with school-related outcomes such as motivation and engagement has seldom been explored. Motivation and engagement, however, are critical to students' academic success. Hence, the aim of this study was to examine how gratitude is associated with different…

This study investigates the relationships between students' self-concept, self-efficacy, and achievement in mathematics, considering contextual factors such as socioeconomic status, gender, and immigration background, by using Swedish data from PISA 2003 and 2012. Additionally, these relationships between the two types of schools in Sweden are…

Halo effects in teacher judgments, can occur when the assessment of one aspect of a person's achievement is generalised to another aspect of achievement for that same person. We conducted an experimental study in which participants (N = 107) had to grade vignettes of the same student in two different subjects. The first vignette described either a…

This study examined gender differences in the associations among teacher-student relationships and three types of school engagement (i.e. behavioural engagement, emotional engagement, and cognitive engagement) among elementary students by using Multi-Group Structural Equation Modelling (MGSEM). For both boys and girls, negative teacher-student…

This study examined whether students' bystander behaviours in peer victimisation were associated with individual (IMD) and classroom collective moral disengagement (CMD). Self-report survey data were analysed from 1577 Swedish students in fifth grade. Multilevel analyses revealed that, when witnessing peer victimisation, students more often sided…

John Henryism (JH), named after the American folk hero John Henry, is a construct characterised by a behavioural predisposition for high-effort coping with psychosocial stressors. While it has been rigorously studied in the health sciences, little empirical research has focused on how JH emerges within educational contexts, specifically during…