International Journal of Educational Research
2016 Volume 77, Number 1
Table of Contents
Number of articles: 15
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Same difference? Understanding variation in the estimation of effect sizes from educational trials
ZhiMin Xiao, School of Education, Durham University, United Kingdom; Adetayo Kasim, Wolfson Research Institute, Queen's Campus, Durham University, United Kingdom; Steve Higgins, School of Education, Durham University, United Kingdom
By applying four analytic models with comparable outcomes and covariates to a dataset of 20 outcomes from 17 educational trials, we found results closely matching in well-powered studies without... More
pp. 1-14
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Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum
Tina Hascher & Gerda Hagenauer
Researchers have shown a growing interest in the learning mechanism of student teachers. Our study seeks to contribute to this field by investigating student teachers’ individual characteristics... More
pp. 15-25
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Accuracy and bias in Spanish secondary school students’ self-concept of math ability: The influence of gender and parental educational level
Milagros Sáinz, Internet Interdisciplinary Institute, Spain; Katja Upadyaya, Institute for Behavioral Sciences, Finland
The present two-wave longitudinal study investigated the accuracy or bias in students’ math self-concept of ability during the transition to high school from the last year of secondary compulsory... More
pp. 26-36
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Multidimensionality of behavioural engagement: Empirical support and implications
Virginie Hospel & Benoît Galand, Psychological Sciences Research Institute (IPSY), Belgium; Michel Janosz, School Environment Research Group/Public Health Research Institute, Canada
Behavioural engagement refers to a large range of student behaviours, differing from one study to another. What are the advantages and disadvantages of using a global measure or specific behaviours... More
pp. 37-49
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Parent–child connectedness for schooling and students’ performance and aspirations: An exploratory investigation
Ian Hay, Suzie Wright & Jane Watson, Faculty of Education, Australia; Jeanne Allen, School of Education and Professional Studies, Australia; Kim Beswick & Neil Cranston, Faculty of Education, Australia
Student-school connectedness and parent–child connectedness have been identified as important factors in predicting students’ level of educational progress, aspirations and psychosocial wellbeing, ... More
pp. 50-61
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If grades are not good enough—The role of self-assessment in the transition to tertiary education
Tamás Keller, WZB Berlin Social Science Center, Germany
This paper studies the transition to tertiary education, using data from a Hungarian panel dataset called Life Course Survey. A sample of 4500 students is analysed from a single school cohort which... More
pp. 62-73
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Linking life satisfaction with school engagement of secondary students from diverse cultural backgrounds in Hong Kong
Celeste Y.M. Yuen
The present study examines the association of life satisfaction with school engagement in relation to gender, grade level, family income, parental education and religious affiliation. A sample of... More
pp. 74-82
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Quantitative and qualitative teacher shortage and the turnover phenomenon
Smadar Donitsa-Schmidt & Ruth Zuzovsky
The study measures the quantitative and qualitative teacher shortage in Israel by examining the size of the turnover phenomena, and by investigating the actions taken by school principals when... More
pp. 83-91
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The efficacy of interventions for test anxiety in university students: A protocol for a systematic review and meta-analysis
Christopher D. Huntley, School of Medicine, United Kingdom; Bridget Young, School of Psychological Sciences, United Kingdom; Vikram Jha, School of Medicine, United Kingdom; Peter L. Fisher, School of Psychological Sciences, United Kingdom
The relative efficacy of interventions for test anxiety in university students is unknown. Previous meta-analyses have reported treatment outcomes across all age groups rather than specifically... More
pp. 92-98
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Maternal literacy teaching, causal attributions and children’s literacy skills in Finnish-speaking and language minority families
Riitta Sikiö, Leena Holopainen & Martti Siekkinen, Philosophical Faculty, Finland; Gintautas Silinskas, Department of Psychology, Finland; Marja-Kristiina Lerkkanen, Department of Teacher Education, Finland; Jari-Erik Nurmi, Department of Psychology, Finland
This study investigated the effect of mothers’ (language minority group mothers, LM, n=49, and Finnish speaking mothers, MP, n=368) literacy teaching at home, and mothers’ causal attributions of... More
pp. 99-108
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ADHD-specific knowledge and attitudes of teachers (ASKAT): Development and validation of a new research instrument
Sarah Mulholland
Currently there are few valid and reliable research instruments that investigate the knowledge and attitudes teachers hold towards ADHD, and of the studies that investigate teacher ADHD-specfic... More
pp. 109-116
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Understanding teachers’ attitude toward educational reforms through metaphors
Orit Avidov Ungar
This qualitative study examines what representations of metaphors are held by teachers and how those representations express teachers’ positions about change through educational reform. Metaphors... More
pp. 117-127
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Education for global citizenship in Scotland: Reciprocal partnership or politics of benevolence?
Alison MacKenzie, Penny Enslin & Nicki Hedge, School of Education, United Kingdom
Links between schools in the United Kingdom and partner schools in developing countries are an increasingly popular approach to teaching global citizenship. This study addresses the limited... More
pp. 128-135
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Sitting on a stability ball improves attention span and reduces anxious/depressive symptomatology among grade 2 students: A prospective case-control field experiment
Anca Gaston, School of Kinesiology, Canada; Sherri Moore, Essential Physiotherapy, Canada; Leslie Butler, Canada
This study used a prospective matched case-control design to examine the effects of sitting on a stability ball on inattention, hyperactivity, oppositional defiant behaviours, and anxious... More
pp. 136-142
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Adding nuance to the challenge-skill relationship: The interaction of perceived and actual skill
Sara M. Fulmer, Delphi Center for Teaching and Learning, United States; Maria Tulis, Department of Psychology, Germany
Optimal motivation occurs when there is a balance between perceived challenge and perceived skill. The challenge-skill relationship has been studied extensively with regard to perceived skill, with... More
pp. 143-154