Sample: A general population sample of 1,170…, Descriptors: Bullying, Theory of Mind, Academic Achievement, Elementary School Students, Nowland, Rebecca; Qualter, Pamela – British Journal of Educational Psychology, 2020, Background: Much of the literature on school transfers has centred on academic adjustment and/or achievement, but school transfers also involve social adaption. Dynamic testing has the potential to provide in-depth information about children's learning processes and cognitive abilities. Broader ecological pressures, such as periods of austerity, are likely to add to the difficulty in meeting students' needs. However, most research focuses on the impact of transition on children's academic performance and social well-being and we have a limited understanding of their emotional…, Descriptors: Foreign Countries, Student Adjustment, Coping, Emotional Response, Burns, Richard A.; Crisp, Dimity A.; Burns, Robert B. Once the submission materials have been prepared in accordance with the Author Guidelines, manuscripts should be submitted online at http://www.editorialmanager.com/bjep Click here for more details on how to use Editorial Manager. These practices are in line with humanistic education theory and can be difficult to fulfil by schools. Citation search.
Less clear, however, is our understanding of the specific roles of the different factors of writing self-efficacy on student writing self-regulation and success.
Method/Rationale 3. The Abstract must be structured and presented under subheadings that indicate: 1. Aims: To…, Descriptors: Mental Health, Secondary School Students, Foreign Countries, Economic Climate, Heritage, Brody; Mancini, Vincent; Rigoli, Daniela; Piek, Jan – British Journal of Educational Psychology, 2020, Background: The self-concept of children has an impact on later behavioural development and psychopathology; therefore, evidence of the accurate measurement of self-concept is important.
Subscribe. Are Theory of Mind and Bullying Separately Associated with Later Academic Performance among Preadolescents? Influence of Social Anxiety and Emotional Self-Efficacy on Pre-Transition Concerns, Social Threat Sensitivity, and Social Adaptation to Secondary School, Progression and Individual Differences in Children's Series Completion after Dynamic Testing, 'You're in This World Now': Students', Teachers', and Parents' Experiences of School Transition and How They Feel It Can Be Improved, Re-Examining the Reciprocal Effects Model of Self-Concept, Self-Efficacy, and Academic Achievement in a Comparison of the Cross-Lagged Panel and Random-Intercept Cross-Lagged Panel Frameworks, A Three-Wave Longitudinal Assessment of Socioemotional Development in a Year-Long School-Based 'Gap Year', Work-Related Learning in the Transition from Higher Education to Work: The Role of the Development of Self-Efficacy and Achievement Goals, What Motivates Academic Dishonesty in Students? BERJ’s success depends in large part on the expertise and goodwill of its valued reviewers, who give their time to ensure the journal continues to publish the very best papers in educational research from around the world.. We welcome the opportunity to expand our reviewer community and invite colleagues with an interest in reviewing to send their details to BERJ@wiley.com.
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