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Direct linkDietrich, Lars; Zimmermann, David; Hofman, Josef – European Journal of Special Needs Education, 2021
Meta-analyses suggest that instructional quality in the classroom and the quality of teacher-student relationships (TSR) predict positive social-emotional and achievement-related outcomes. Psychoanalytic theory asserts that positive teacher-student relationships are particularly important for outcomes in classrooms with more students with severe…
Descriptors: Teacher Student Relationship, Secondary School Students, Foreign Countries, Behavior Problems
Simonton, Kelly L.; Garn, Alex C. – European Physical Education Review, 2020
Discrete emotions provide a lens for understanding students' subjective experiences in physical education (PE). Enjoyment of PE is one discrete emotion that receives a great deal of attention because it promotes students' interest and engagement. However, the implications of students' negative emotions toward PE remain less clear. Therefore, the…
Descriptors: Psychological Patterns, Predictor Variables, Student Behavior, Middle School Students
Duchesne, Stéphane; Ratelle, Catherine F.; Larose, Simon – Educational Psychology, 2022
This study examined the cross-lagged relationships between students' autonomous motivations (intrinsic motivation and identified regulations) and approach goals (mastery and performance) in school. The sample included 449 students (52% girls) in Grades 7 and 8 (secondary 1 and 2). Results showed that intrinsic motivation (IM) positively predicted…
Descriptors: Correlation, Personal Autonomy, Student Motivation, Grade 7
Tyler, Kenneth M.; Burris, Jennifer L.; Coleman, Sean T. – Journal of Early Adolescence, 2018
Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students' reports of…
Descriptors: Urban Schools, Middle School Students, Goal Orientation, Mastery Learning
Wang, Cen; Shim, Sungok Serena; Wolters, Christopher A. – Asia Pacific Education Review, 2017
The present study investigated the mediating role of motivational self-talk strategies (i.e., mastery self-talk, extrinsic self-talk, and efficacy enhancement self-talk) in the relationships between achievement goals and academic engagement (i.e., involvement, withdrawal in the face of difficulties, avoidance of challenges, and disruptive…
Descriptors: Goal Orientation, Academic Achievement, Grade 10, High School Students
Luo, Wenshu; Lee, Kerry; Ng, Pak Tee; Ong, Joanne Xiao Wei – Educational Psychology, 2014
This study investigated the relationships of students' incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom…
Descriptors: Academic Achievement, Academic Ability, Mathematics Achievement, Correlation
Download full textHershkovitz, Arnon; Baker, Ryan S. J. d.; Gobert, Janice; Wixon, Michael; Sao Pedro, Michael – Grantee Submission, 2013
In recent years, an increasing number of analyses in Learning Analytics and Educational Data Mining (EDM) have adopted a "Discovery with Models" approach, where an existing model is used as a key component in a new EDM/analytics analysis. This article presents a theoretical discussion on the emergence of discovery with models, its…
Descriptors: Learning Analytics, Models, Learning Processes, Case Studies
