Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 4 |
Descriptor
Source
| Assessment & Evaluation in… | 1 |
| Educational Psychology | 1 |
| Journal of Educational… | 1 |
| Journal of Learning… | 1 |
Author
| Leighton, Jacqueline P. | 2 |
| Antoniou, Faye | 1 |
| Bustos Gómez, María Clara | 1 |
| Guo, Qi | 1 |
| Lee, Woogul | 1 |
| Reeve, Johnmarshall | 1 |
| Sideridis, Georgios D. | 1 |
| Stamovlasis, Dimitrios | 1 |
| Tang, Wei | 1 |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 4 |
Education Level
| Higher Education | 2 |
| Secondary Education | 2 |
| Elementary Education | 1 |
| High Schools | 1 |
Audience
Location
| Greece | 1 |
| South Korea (Seoul) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Patterns of Adaptive Learning… | 4 |
| Motivated Strategies for… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkLeighton, Jacqueline P.; Tang, Wei; Guo, Qi – Assessment & Evaluation in Higher Education, 2018
The objective of the present study was to better understand a relatively under-researched topic, namely, undergraduate students' attitudes towards mistakes and how their attitudes relate to academic achievement. A series of online surveys were administered to a sample of 207 first- and second-year undergraduate students. Using structural…
Descriptors: Undergraduate Students, Student Attitudes, Error Patterns, Academic Achievement
Leighton, Jacqueline P.; Bustos Gómez, María Clara – Educational Psychology, 2018
Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source--teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students' (a) trust in the teacher, (b)…
Descriptors: Trust (Psychology), Well Being, Error Patterns, Formative Evaluation
Sideridis, Georgios D.; Stamovlasis, Dimitrios; Antoniou, Faye – Journal of Learning Disabilities, 2016
The purpose of the present study was to examine the hypothesis that a nonlinear relationship exists between a performance-classroom climate and the reading achievement of adolescent students with learning disabilities (LD). Participants were 62 students with LD (Grades 5-9) from public elementary schools in northern Greece. Classroom climate was…
Descriptors: Mastery Learning, Reading Achievement, Goal Orientation, Learning Disabilities
Reeve, Johnmarshall; Lee, Woogul – Journal of Educational Psychology, 2014
Changes in motivation anticipate changes in engagement, but the present study tested the reciprocal relation that changes in students' classroom engagement lead to corresponding longitudinal changes in their classroom motivation. Achievement scores and multiple measures of students' course-specific motivation (psychological need satisfaction,…
Descriptors: Learner Engagement, Student Motivation, Correlation, Scores
