Background: Beyond ability, traits related to perseverance, such as grit and self-discipline, are associated with adaptive educational outcomes. Few studies have examined the independent effects of these traits on outcomes and the mechanisms involved. Aims: This study estimated parameters of a process model in which grit-perseverance of effort…

Background: Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school-level outcomes. Although school engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well-being in the general population, little research has focused on school…

Background: Self-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning…

Background: Prior cross-cultural research with students in different national contexts (Australia and China) has shown consistency in the extent to which individual personal best (PB) goals are associated with engagement at school. Aims: This study extends this work to a multicultural context, assessing perceived PB goal structure in school and…

Background: Developing sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge. Aims: The purpose was to examine whether…

Background: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage…

Background: A four-wave longitudinal study tested the demands-resources model in the school context. Aim: To examine the applicability of the demands-resources to the school context. Method: Data of 1,709 adolescents were gathered, once during the transition from comprehensive to post-comprehensive education, twice during post-comprehensive…

Background: Cattell's "Gf-Gc" distinction is quite generally recognized. However, the developmental part of the "Gf-Gc" theory of intelligence has not gained the same recognition. Results are inconsistent, but recent discussions emphasize the importance of homogeneity of samples with regard to education and language when…

Background: Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. Aims: This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study…

Background: Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork. Aims: This study investigated the…

Background: The role of reactive aggression in the development of peer victimization remains unclear due in part to a failure to account for confounding problems of behavioural undercontrol (e.g., hyperactivity). As well, the school social context has rarely been examined to see whether these risks are mediated by relationships with teachers.…

Background: In this paper, we focused on mixing in educational settings between members of Catholic and Protestant ethnoreligious groups in Northern Ireland. Aims:. In Study 1, we examined whether opportunities for contact at home and at university were associated with greater actual out-group friendships, and whether this friendship was…

Background: Peer victimization is associated with increased internalizing problems and reduced school adjustment. Research into the main effect and the buffering effect of social support on these internalizing problems has produced inconsistent findings, and none has tested the buffering effect of social support on school adjustment. Moreover,…

Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…

Background: Many contributing factors, both domain specific and domain general, influence children's performance in school achievement. Aims: This research aims to verify the importance of kindergarten measures of cognitive abilities and numerical competence in the role of predicting mathematical school achievement at the end of first grade.…