Search results for "Educational psychology."
showing 10 items of 1882 documents
Motivational predictors of students' participation in out-of-school learning activities and academic attainment in science : An application of the tr…
2018
Abstract Given the shortfall in students studying science, promotion of motivation and engagement in science education is a priority. The current study applied the trans-contextual model to study the motivational predictors of participation in science learning activities in secondary-school students . In a three-wave design, secondary-school students completed measures of perceived autonomy support, autonomous and controlled motivation, social-cognitive beliefs (attitudes, subjective norms, perceived control), intentions, and self-reported participation in out-of-school science learning activities. Five-weeks later, students self-reported their science learning activities. Students' science…
A person-oriented approach to maternal homework involvement during the transition to lower secondary school
2022
This study examined patterns of mothers' homework involvement (n = 680 in Grade 6 and 665 in Grade 7) and changes in them during 12-year-old Finnish adolescents' (n = 848; 391 boys) transition to lower secondary school. Moreover, the extent to which adolescents' motivational behavior and prior academic achievement predicted these patterns was examined. The latent transition analyses identified four relatively stable latent patterns of maternal homework involvement in Grades 6 and 7: averagely involved, psychologically controlling and intrusive, noninvolved, and intrusive monitoring and helping. The higher task avoidance and the poorer achievement adolescents showed, the more likely their mo…
The Quality of Maternal Homework Involvement : The Role of Adolescent and Maternal Factors
2021
This study examined adolescent and maternal factors of the quality of maternal homework involvement and the extent to which the factors predicted adolescents' subsequent achievement through adolescents' and mothers' perceptions of the quality of maternal homework involvement. The sample consisted of 847 Finnish adolescents and their 662 mothers who both rated the quality of homework involvement (i.e., autonomy support and psychological control) in the fall of Grade 6. Adolescents rated their positive and negative academic emotions. Mothers rated their beliefs about adolescents' school success, their positive and negative emotions, and adolescents' task avoidance in homework situations. Info…
Off on the wrong foot : Task avoidance at the outset of primary school anticipates academic difficulties and declining peer acceptance
2021
The present study examined the academic antecedents of declining peer social status. Participants included 545 (311 boys, 234 girls) Finnish students followed from the 1st through the 4th grade (ages 6–8 at outset). Each year, teachers completed assessments of academic task avoidance and students completed standardized measures of reading and math achievement. Acceptance was assayed through peer nominations. Supporting the hypothesized model, the results indicated that a lack of interest and motivation at the outset of primary school leads to a downward spiral of academic difficulties and diminished peer acceptance. Specifically, academic task avoidance in 1st and 2nd grade anticipated decl…
Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes
2019
Abstract In this study, we examined whether high-school students experienced optimal educational and well-being outcomes when they perceived that they and their classmates received an equal, rather than unequal, and high amount of autonomy support from teachers. In a prospective study that aimed to predict academic grades and well-being outcomes, surface analyses of polynomial regression equations pointed that perceptions of equal autonomy support were the most optimal in terms of yielding highest levels of need satisfaction, autonomous forms of motivation and happiness with math courses. Additionally, in accordance with tenets of self-determination theory, we demonstrated that effects asso…
A Dialogical Exploration of Student Teacher Reflections: From Notions of Insideness and Outsideness to Pedagogical Alongsideness
2023
This article offers a dialogical exploration of student teachers’ reflections on notions of insideness and outsideness, the focal themes of an Erasmus+ ten-day intensive programme (IP). The arts-based, interdisciplinary IP involved 32 student participants and twelve members of staff from eight European universities hosted by the University of Jyväskylä, Finland. The data for this paper are based on the final written essays of student participants as they reflected on their understanding of outsideness and insideness at the end of the IP. The dialogic approach used in the analysis allows for a careful exploration of how the students attended to different experiences, surmised the meaning of …
Teachers' physiological and self-reported stress, teaching practices and students' learning outcomes in Grade 1.
2022
Background Teachers' self-reported stress is related to the quality of teacher–student interactions and students' learning outcomes. However, it is unclear if teachers' physiological stress is related to child-centred teaching practices in the classroom and whether teaching practices mediate the link between teachers' stress and students' learning outcomes. Aims We studied the effect of teachers' physiological stress and self-reported stress on their teaching practices and thereby on students' learning outcomes in math. Sample A total of 53 classroom teachers and 866 Grade 1 students participated in the study. Methods Salivary cortisol in the middle of the school day and cortisol slope from…
Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention
2015
Weaknesses in early number skills have been found to be a risk factor for later difficulties in mathematical performance. Nevertheless, only a few intervention studies with young children have been published. In this study, the responsiveness to early support in kindergarteners with most severe difficulties was examined with two different computer programs. Two intervention groups were matched by age, visuo-spatial, and phonological working memory, as well as early number skills. After a short and intensive computerized intervention, the results indicated significant intervention effects for verbal counting Wilcoxon ES (r) = 0.46, and dot counting fluency, r = 0.52, when practiced with Grap…
Student agency analytics: learning analytics as a tool for analysing student agency in higher education
2020
This paper presents a novel approach and a method of learning analytics to study student agency in higher education. Agency is a concept that holistically depicts important constituents of intentional, purposeful, and meaningful learning. Within workplace learning research, agency is seen at the core of expertise. However, in the higher education field, agency is an empirically less studied phenomenon with also lacking coherent conceptual base. Furthermore, tools for students and teachers need to be developed to support learners in their agency construction. We study student agency as a multidimensional phenomenon centring on student-experienced resources of their agency. We call the analyt…
Assessing reading and online research comprehension: Do difficulties in attention and executive function matter?
2021
This study evaluated the relation between sixth graders' (N = 426) teacher-rated difficulties in attention and executive function (EF) and their comprehension skills. Reading comprehension was assessed with a multiple-choice task and online research and comprehension (ORC) with a problem-solving task. The analyses were controlled for gender, reading fluency and nonverbal reasoning. To investigate differences in students' performance between the tasks, comprehension skills in the multiple-choice task were also controlled for in the ORC task. Structural equation models showed that teacher-rated attention and EF difficulties were related to students' performance more in the problem-solving tas…