Promoting effective transitions: Primary school social-emotional competencies predict secondary school reading and numeracy achievement [0.03%]
有效的过渡：小学社会情感能力预测中学的阅读和数学成绩
Emma J Carpendale,Melissa J Green,Sonia L J White et al.
Emma J Carpendale et al.
Background: The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social-emotional skills are recognized as fundamental to acad...
Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation, and mathematics achievement [0.03%]
动机与学业成绩的关系是单向的还是相互的？自主和 Controlled 动机与数学学业成绩的互惠关系分析
Elisa Santana-Monagas,Fernando Núñez-Regueiro,Juan L Núñez
Elisa Santana-Monagas
Background: While it's clear that autonomous motivation significantly boosts academic success, there are conflicting findings regarding the opposite relation. Besides, the reciprocal relations among controlled motivation ...
Motivating tones to enhance education: The effects of vocal awareness on teachers' voices [0.03%]
激励语气以增强教育：声语意识对教师声音的影响
Silke Paulmann,Netta Weinstein
Silke Paulmann
Background: Effective classroom communication is key to shaping the learning environment and inspiring student engagement. And, it's not just what is said, but how it's said, that influences students. Yet, few (current or...
'No words'-Machine-learning classified nonverbal immediacy and its role in connecting teacher self-efficacy with perceived teaching and student interest [0.03%]
《妙不可言——非言语即时性在教学效能感与教学生兴趣关系中的作用及机器学习分类研究》
Rebecca Lazarides,Jonas Frenkel,Uroš Petković et al.
Rebecca Lazarides et al.
Background: Much is known about the positive effects of teachers' self-efficacy on instruction and student outcomes, but the processes underlying these relations are unknown. ...
Gender differences in effects of learning self-efficacy on learning burnout among higher vocational college students in China [0.03%]
中国高职院校学生学习自我效能感对学习倦怠的性别差异影响研究
Dong Yang,Chia Ching Tu
Dong Yang
Background: In Chinese higher vocational colleges, students often underperform academically and experience burnout from studying. Developing learning self-efficacy may directly and indirectly address these challenges, and...
Re-examining cognitive load measures in real-world learning: Evidence from both subjective and neurophysiological data [0.03%]
基于主观和神经生理学证据再审视现实世界学习中的认知负荷指标
Xiaobo Liu,Yu Zhang
Xiaobo Liu
Background: Cognitive load theory is widely used in educational research and instructional design, which relies heavily on conceptual constructs and measurement instruments of cognitive load. Due to its implicit nature, c...
Effects of social mistreatment, academic alienation, and developmental challenge on university students' well-being through coping strategies: A longitudinal study [0.03%]
社交压迫、学术疏离和成长挑战通过应对策略对大学生福祉的纵向影响研究
Jingwen Jiang,Sylvia Y C L Kwok,Xi Deng
Jingwen Jiang
Background: Few studies have concurrently examined how different types of stressors influence university students' well-being through their use of coping strategies. Exploring such effects should enrich our understanding ...
Dirk Tempelaar
Dirk Tempelaar
Background: For over a decade, growth-oriented achievement goal constructs like potential-based goals and personal best goals have remained relatively unnoticed. This empirical study aims to highlight that goal theorists ...
M S C Thomas,Y Arslan
M S C Thomas
Background: The present special issue on mind, brain and education (educational neuroscience) contains four papers that employ a neuroscience-informed approach to educational phenomena, including dyslexia, academic self-c...
A randomized controlled study of a second grade numeracy intervention with Swedish students at-risk of mathematics difficulties [0.03%]
瑞典有数学困难风险的二年级学生数学术语干预的随机对照研究
Hanna Lindström-Sandahl,Joakim Samuelsson,Henrik Danielsson et al.
Hanna Lindström-Sandahl et al.
Background: Early numeracy interventions including basic arithmetic are crucial for young students at risk for early mathematics difficulties (MDs), yet few studies have evaluated numeracy interventions in second grade wi...
Randomized Controlled Trial
The British journal of educational psychology. 2024 Dec;94(4):1052-1071. DOI:10.1111/bjep.12705 2024