Previous work has established how achievement emotions are related to the trichotomous model of achievement goals, and how they predict academic performance. In our study we examine relations using an additional, mastery-avoidance goal, and whether outcome-focused emotions are predicted by mastery as well as performance goals. Results showed that…

We examined the extent to which word characteristics (i.e., differences in orthographic transparency among words) and child characteristics (i.e., emergent literacy skills) explain variation in children's spelling, using data from young Korean children (N = 168). We compared predicted probabilities of various types of words (e.g., transparent vs.…

Previous research shows that children's ability to estimate numbers of items using their Approximate Number System (ANS) predicts later math ability. To more closely examine the predictive role of early ANS acuity on later abilities, we assessed the ANS acuity, math ability, and expressive vocabulary of preschoolers twice, six months apart. We…

Little is known about individual differences in integrating numeric base-rates and qualitative text in making probability judgments. Fuzzy-Trace Theory predicts a preference for fuzzy processing. We conducted six studies to develop the FPPI, a reliable and valid instrument assessing individual differences in this fuzzy processing preference. It…

Building on the notion that motivation energizes and directs resources in achievement situations, we argue that goal orientations affect perceptions of own intelligence and that the effect of goals on performance is partly mediated by self-estimates of intelligence. Studies 1 (n = 89) and 2 (n = 165) investigated the association of goal…

There currently exists a dearth of research on the transmission and assimilation of myths. To overcome this limitation, we developed a novel scale that measures belief in science-related myths. A total of 363 participants completed this new scale along with measures of personality (the Big Five factors), anti-scientific attitudes, and New Age…

This study examines the validity of the complex problem solving (CPS) test MicroDYN by investigating a) the relation between its dimensions--rule identification (exploration strategy), rule knowledge (acquired knowledge), rule application (control performance)--and working memory capacity (WMC), and b) whether CPS predicts school grades in…

We know that knowledge of word structure--morphology--relates to reading, but there is limited research on its unique contribution to reading comprehension, especially with students in middle and high schools and with the nesting of students within classrooms taken into account. In this study with 4780 students in grades 3 to 10, we examined how…

A university student sample was used to compare school-specific (i.e., personality at school) and general personality (i.e., personality across all life domains) over eight weeks. School-specific and general personality incrementally predicted change in school-specific criteria (i.e., school satisfaction and school citizenship behaviors). Less…

This study explores how psychosocial development and personality traits are related. In particular, the study investigates the predictive power of the successful resolution of the Eriksonian psychosocial crises for the Big Five personality traits beyond age and gender. Four hundred university students in mainland China responded to the Measures of…

The present study investigated the extent to which mothers' support for their children's sense of competence, autonomy and relatedness predicts their children's interest in math and reading, and also their mastery orientation, during the transition to primary school. One hundred fifty-two children were examined twice during their first grade year…

The fear of underperforming owing to stereotype threat affects women's performance in tasks such as mathematics, chess, and spatial reasoning. The present research considered mental rotation and explored effects on performance and on regulatory focus of instructions pointing to different explanations for gender differences. Two hundred and one…

The present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87…

This study investigated the relationship between thinking styles and preferred teacher interpersonal behavior based on the Model for Interpersonal Teacher Behavior (MITB, Wubbels, Creton, & Hooymayers, 1985) among 247 Hong Kong secondary school female students. The Thinking Style Inventory Revised (TSI-R, Sternberg, Wagner, & Zhang, 2003)…

Identifying the best predictors of academic performance is crucial for postsecondary institutions seeking students with the greatest promise. We investigated the relative strength of standardized test scores (ACT), high school GPA, and non-cognitive, college readiness skills in predicting college GPA. College freshmen (505) completed the 108-item…