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On the Influence of Social Norms on Individual Achievement Goals
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Sophie Bossert; Martin Daumiller; Stefan Janke; Markus Dresel; Oliver Dickhäuser – British Journal of Educational Psychology, 2025
Background: Individual achievement goals are influenced by the learning context, such as the classroom. In this social space, social norms emerge and shape motivation and behaviour. Classroom goal structures reflect injunctive norms (what is considered acceptable) and influence individual achievement goals. The role that descriptive norms (what…
Descriptors: Social Behavior, Norms, Academic Achievement, Goal Orientation
Peer Cooperation and Competition Are Both Positively Linked with Mastery-Approach Goals: An Achievement Goal Perspective
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Yikang Chen; Jiajing Li; Harold Chui; Ronnel B. King – British Journal of Educational Psychology, 2025
Background: Research on the predictors of mastery-approach goals has focused primarily on the role of internal psychological and teacher-related factors. However, the role of one's peers, specifically peer cooperation and competition, has seldom been explored. Aims: Peer cooperation and competition could be studied at either the individual- or…
Descriptors: Peer Relationship, Cooperative Learning, Competition, Mastery Learning
Factors Associated with School Teachers' Self-Efficacy Beliefs in Delivering a Tier 2 CBT-Based Programme in Schools
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Yong-Hwee Nah; Rachel Li-En Ng – School Mental Health, 2025
This study explored factors associated with teachers' self-efficacy beliefs in delivering a Tier 2 Cognitive-Behavioural Therapy (CBT)-based programme. Participants consisted of 103 teachers (mean age = 38.0 years, SD = 9.63) currently teaching in Singapore mainstream schools. Survey data on self-efficacy beliefs for teaching in general, teachers'…
Descriptors: Self Efficacy, Teacher Attitudes, Cognitive Restructuring, Behavior Modification
The Structural Relations among Learning Environment, Achievement Goals and Reading Achievement in China: Evidence from PISA 2018
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Lingqi Meng; Chen Qiu; Xinling Liu; Minghui Kong – Asia Pacific Journal of Education, 2025
This study explores structural relations among learning environment, achievement goals and reading achievement in China. The sample contains 12,058 Chinese students from the Programme for International Student Assessment (PISA) 2018 study. Multilevel Structural Equation Modeling (Multilevel SEM) is used for data analysis. The results indicate that…
Descriptors: Educational Environment, Academic Achievement, Goal Orientation, Reading Achievement
Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education
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Harri Pitkäniemi; Riikka Hirvonen; Johanna Heikka; Katja Suhonen – Early Childhood Education Journal, 2025
The aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research…
Descriptors: Teacher Effectiveness, Self Efficacy, Early Childhood Education, Early Childhood Teachers
A Systematic Review of Factors That Predict and Mediate Conceptual Change
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Olanrewaju P. Olaogun; Nathaniel J. Hunsu – European Journal of Psychology of Education, 2025
Students have misconceptions about many scientific topics they encounter in the classroom--such misconceptions are especially rife in subjects with counterintuitive concepts. Several studies have copiously documented students' misconceptions in different science domains. Research shows that students' misconceptions can be resistant to change and…
Descriptors: College Students, College Faculty, Engineering Education, Misconceptions