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- Dylman, Alexandra, et al.
(författare)
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Reading habits and emotional vocabulary in adolescents
- 2020
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 40:6, s. 681-694
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Tidskriftsartikel (refereegranskat)abstract
- Previous research has found that reading increases overall vocabulary size, and that reading fiction, specifically, is associated with higher levels of empathy and better perspective-taking skills. The current study investigated a potential link between reading habits and emotional vocabulary in particular, to assess whether the link between reading and empathy could be specifically related to emotion words. A total of 415 Swedish secondary and upper secondary school students were asked to generate words in various emotional categories, and to report their reading habits. Generally, females produced more words than males. For all participants, the largest amount of words was produced in the neutral, followed by positive, then the negative category. Crucially, the frequent readers produced more emotional words than the less frequent readers, suggesting that reading habits are associated with emotional vocabulary. We discuss the implications of these findings for the understanding of the link between reading and emotional competence.
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| 2. |
- Garn, Alex C., et al.
(författare)
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University students’ daily motivation regulation : within- and between-level relations to academic functioning
- 2024
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Ingår i: Educational Psychology. - : Routledge. - 0144-3410 .- 1469-5820. ; 44:2, s. 227-246
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated daily motivation regulation as a multilevel mediator of undergraduate students’ intrinsic and extrinsic motivation and academic functioning. Undergraduate students (N = 124) completed measures on motivation, motivation regulation, and study time for 10 consecutive days leading up to a statistics exam. Bayesian multilevel mediation models were used to examine motivation regulation as a mediator between motivation and daily study time at the within-person level and exam performance at the between-person level. Within-person findings revealed motivation regulation mediated the relation between both intrinsic and extrinsic motivation and study time although the indirect effect was substantially stronger for extrinsic motivation. Between-person findings did not support mediation between intrinsic and extrinsic motivation and exam performance. Specifically, none of the motivation or motivation regulation factors predicted students’ exam performance. It appears that motivation regulation typically stems from extrinsic motivation and is more closely associated with process-oriented rather than product-oriented academic functioning.
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| 7. |
- Johansson, Stefan, 1980, et al.
(författare)
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Cyberbullying and its relationship with physical, verbal, and relational bullying: a structural equation modelling approach
- 2021
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 41:3, s. 320-337
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Tidskriftsartikel (refereegranskat)abstract
- The article focuses on the contentious relation between cyberbullying and physical, verbal, and relational bullying. Drawing on items from the Olweus questionnaire, the study used confirmatory factor analysis and structural equation modelling, and latent factors of bullying were fitted to the data. Different background variables were related to cyberbullying and traditional bullying factors. The results revealed high correlations between physical, verbal, and relational bullying. While the relations between cyberbullying and physical and verbal bullying were modest to moderate, a substantial correlation between cyberbullying and relational bullying was observed (.69). Further, it was noted that the level of anxiety had a stronger relation with the cyberbullying factor, while number of friends was similarly related to all four bullying factors. The implications of the high relation between cyber and relational bullying, as well as their similar association with the covariates, were discussed.
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| 8. |
- Jungert, Tomas, et al.
(författare)
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Science adjustment, parental and teacher autonomy support and the cognitive orientation of science students
- 2015
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Ingår i: Educational Psychology. - : Taylor and Francis (Routledge): SSH Titles. - 0144-3410 .- 1469-5820. ; 35:3, s. 361-376
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Tidskriftsartikel (refereegranskat)abstract
- Research has shown that autonomy support has positive effects on academic development, but no study has examined how systemising cognitive orientation is related to important outcomes for science students, and how it may interact with autonomy support. This prospective investigation considered how systemising and support from teachers and parents influence motivation, self-efficacy and science performance of science students. Totally, two hundred and eighty eight high school students (143 females and 145 males) completed surveys at two times and records of their achievements were collected. Teachers autonomy support and systemising were significantly positively related to motivation, self-efficacy and achievement over time, while parental support for autonomy was not directly related to the outcomes. Finally, two significant interaction effects showed that the relation of parental autonomy support to motivation and self-efficacy was moderated by systemising. This is the first study to demonstrate that autonomy support may be especially helpful for individuals with an intrinsic disposition in a domain.
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| 9. |
- Klapp Lekholm, Alli, 1968, et al.
(författare)
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The effect of being graded on later achievement : evidence from 13-year olds in Swedish compulsory school
- 2016
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 36:10, s. 1771-1789
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the study was to investigate how grading of students in primary school affected achievement measured by grades one year later, and how the effect varied as a function of cognitive ability, gender and socio-economic status. The data derive from The Evaluation Through Follow Up longitudinal project. Through a national curriculum change one group of students received grades and one group of students did not receive grades in the 6th Grade, while both groups of students received grades in the 7th Grade. A quasi-experimental design was thus created, with two comparable groups of students. The subjects were 8558 students born in 1967. Several multiple regression models were fitted to the data. The results showed no main effects of grading on subsequent achievement, but there were important differential effects: graded students with low cognitive ability received lower subsequent grades. The results also showed interaction effects between gender and grading and between gender and cognitive ability.
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| 10. |
- Kloo, Mattias, et al.
(författare)
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Longitudinal links of authoritative teaching and bullying victimization in upper elementary school
- 2024
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Ingår i: Educational Psychology. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0144-3410 .- 1469-5820.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to investigate whether authoritative teaching at the classroom-level was associated with bullying victimisation, and how this association evolved over the course of upper elementary school (i.e. in grades 4 through 6) by estimating whether the association declined with time. Data came from the first three waves of an ongoing longitudinal project examining social and moral correlates of school bullying. Survey data were analysed from 1,830 students. Multilevel analyses showed that teachers who displayed high levels of warmth, caring, and supportiveness together with high levels of structure, control, and demandingness tended to have students who reported less bullying victimisation. This association between authoritative teaching at the classroom-level and bullying victimisation, while still significant, decreased over the course of the two-year study.
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