Using a sample of 787 German students in 6th/7th grades (M[subscript age] = 12.9; SD = 0.70; 53.6% female) latent means of interest, flow experience, and learning strategies (elaboration, control strategies, and persistence) were compared from two contrasting learning contexts [teacher-directed learning (TDL) and making (self-directed learning)],…

When arts curriculum is able to become transdisciplinary to reach fundamental understandings with other content areas, the level of transfer and thinking skills of the engaged students has the potential to be raised. This study investigated the implementation of transdisciplinary STEAM lessons across 14 classrooms in 7 states. Students (n = 318)…

Students' academic achievement is the result of the interplay between person-level and contextual factors (R. R: Greene, 2014; D. E. Hunt, 1975). Students perform better when classroom characteristics support their characteristics. The authors examine whether student perceptions of two classroom characteristics (care and control) fit with two…

The aim of this longitudinal, mixed methods study was to gain an understanding of whether female academic high school students who intended to study science, technology, engineering, or mathematics (STEM) actually enrolled in such studies 2 years later, and how these women perceived this process retrospectively. The results revealed a high…

The authors report the development and validation of the Writing Dispositions Scale (WDS), a self-report instrument for measuring affective stances toward writing. The authors collected survey data from 854 elementary and middle school students and randomly split the data to facilitate both an exploratory factor analysis (EFA) and a confirmatory…

In a study of economically disadvantaged college freshmen it was found that the only significant differentiating factor between them and the average student was grades. (JD)

The present study was undertaken to investigate differences in high school performance scholastic aptitude, and achievement motivation between disadvantaged college students who persisted successfully for 2 years and those who discontinued their studies before completing 1 year at an urban commuter university. (Author)

Two-hundred-fifty fifth graders participated in this study of the effects of evaluation condition and task difficulty on motivation to return to an initial task. The significant effect for difficulty level resulted from the interaction of difficulty level with evaluation condition. Implications for classroom practice are discussed. (Author/MT)

The article describes a research project which tried to determine if dogmatic students take less than average time to study non-complex tests, and if they do, whether this is because of a "know-it-all" attitude or to avoid decision-making anxiety. (CD)