Sophie Nicole Cave  Sophie von Stumm 《The British journal of educational psychology》2021,91(2):531-546

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Externalizing behaviour,task-focused behaviour,and academic achievement: An indirect relation?     

Julia Becherer  Olaf Köller  Friederike Zimmermann 《The British journal of educational psychology》2021,91(1):27-45

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Kati Vasalampi  Joona Muotka  Lars-Erik Malmberg  Kaisa Aunola  Marja-Kristiina Lerkkanen 《The British journal of educational psychology》2021,91(3):997-1014

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Cong Khanh Nguyen  My Linh Thi Nguyen  Ha Thi Tran  Tam An Nu Nguyen 《The British journal of educational psychology》2021,91(3):1035-1054

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Katariina Salmela-Aro  Katja Upadyaya  Patricio Cumsille  Jari Lavonen  Beatrice Avalos  Jacquelynne Eccles 《International journal of psychology》2021,56(3):415-424

While expectancy-value-cost theory predicts that students' task values play an important part in academic engagement, these associations have rarely been tested in science education and are even less studied in authentic classroom situations. The present study examined to what extent momentary task-values, expectations and costs are associated with students' momentary academic engagement in science classes. Momentary academic engagement was operationalised as energy (give up), dedication (grit) and absorption (flow) components of engagement. Finnish (N = 5891 beeps, 307 students) and Chilean (N = 1931 beeps, 157 students) secondary school students participated in the study using Experience Sampling Method via smartphones. When signalled, students responded to questions via smartphones concerning their momentary task values, expectations, costs and components of engagement in the current activity. The research questions were analysed with multilevel path modelling. The results showed that, for both samples task-values, expectations and costs were related to energy, dedication and absorption components of engagement in science classes. High momentary task-values were positively associated with momentary flow and grit; high momentary expectations were positively associated with high grit and low giving up in both samples; and high momentary challenge showed as increases in feelings of giving up.  相似文献   

    

Hatsuho Ayashiro 《The Japanese psychological research》2021,63(4):434-448

To resolve various problems in schools, a “school as a team” approach for teachers to cooperate with other professionals as well as other teachers has been introduced in Japan. Consultations are one method school counselors use to support teachers as a team. This study examines a consultation case using the two-circles method based on narrative therapy and discusses the possibilities and challenges when using this method in Japan. Using a case study analysis, the author found that the two-circles method contributed positively to the consultation by externalizing the problem, gathering local knowledge, visualizing the participants' narratives, and applying scaffolding to develop the consultee's story. The results suggest that this method could be useful for achieving the “school as a team” approach because it combines teachers' narratives to resolve problems in schools.  相似文献   

    

《Transportation Research Part F: Traffic Psychology and Behaviour》2021

Risky driving behaviours such as mobile phone use and speeding remain common among young people, thereby contributing to their over-representation in road crashes. There is much evidence that similar-aged peer passengers can have a negative impact on a young driver’s behaviour; however, there is also research that supports the positive influence that peer passengers can have when they speak up about risky behaviours. Road safety education programs, such as the Royal Automobile Club of Queensland’s (RACQ) Docudrama program, aim to help young people understand the important role they play as peer passengers and, thus, the importance of being willing to speak up to a driver who may be engaging in risky behaviours. Extending on a previous evaluation of the RACQ Docudrama program, the current study uses an Extended Theory of Planned Behaviour framework to evaluate the program’s effectiveness in influencing peer passengers’ intentions and self-reported behaviour in speaking up against risky driving behaviours, including mobile phone use and speeding. A repeated-measures design compared participants’ responses over 3 time-points: Time 1 (one month before participating in the program), Time 2 (immediately after having participated in the program), and Time 3 (three months after program participation). The results indicate that levels of anticipated regret for having not spoken up were higher following participation in the program suggesting that it encouraged young people to consider how they would feel if something was to happen and they, as passengers, had not tried to prevent it by speaking up. Three months after participating in the program, the majority of participants reported that they were positively influenced by the program in terms of engaging in safer behaviours as passengers; although the significant effects regarding improvements were observed only immediately after participating in the program. The implications of such findings are discussed in terms of the need for some type of ‘booster’ post-program participation to capitalise on the positive immediate effects that the program evokes.  相似文献   

‘Like a rug had been pulled from under you’: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown     

Lisa E. Kim  Kathryn Asbury 《The British journal of educational psychology》2020,90(4):1062-1083

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Tara L. Wheatley  Melanie Goulet  Kathryn Mann  Marc J. Lanovaz 《Journal of applied behavior analysis》2020,53(2):1153-1161

Using a changing-criterion design, we replicated and extended a study (Cook, Rapp, & Schulze, 2015) on differential negative reinforcement of other behavior (DNRO). More specifically, educational assistants implemented DNRO to teach a 12-year-old boy with autism spectrum disorder to comply with wearing an anti-strip suit to prevent inappropriate fecal behavior in a school setting. The duration for which the participant wore the suit systematically increased from 2 s at the start of treatment to the entire duration of the school day at the termination of the study. Moreover, these effects were generalized to a new school with novel staff and persisted for more than a year. These findings replicate prior research on DNRO and further support the use of the intervention to increase compliance with wearing protective items, or medical devices, in practical settings.  相似文献   

Perceived quality of instruction: The relationship among indicators of students’ basic needs,mastery goals,and academic achievement     

Désirée Theis  Markus Sauerwein  Natalie Fischer 《The British journal of educational psychology》2020,90(Z1):176-192

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