British Journal of Educational Psychology

Pressley, Michael.; Graham, Steve.; Harris, Karen.

doi: 10.1348/000709905X66035pmid: 16573976

The characteristics of educational intervention research are reviewed: Educational intervention research is inspired by diverse theories, targeted at a variety of simple to very complex interventions, and includes a variety of methods and measurements. Some interventions have been studied much more than others, with the more studied ones often summarized in meta‐analyses and other integrative reviews. The study of some of the more complex interventions pose new ethical challenges. Although some intervention research impacts educational practice and policy, much more could and probably should.

Aunola, Kaisa.; Leskinen, Esko.; Nurmi, Jari‐Erik

doi: 10.1348/000709905X51608pmid: 16573977

Background. It has been suggested that children's learning motivation and interest in a particular subject play an important role in their school performance, particularly in mathematics. However, few cross‐lagged longitudinal studies have been carried out to investigate the prospective relationships between academic achievement and task motivation. Moreover, the role that the classroom context plays in this development is largely unknown.

Flouri, Eirini.

doi: 10.1348/000709905X52508pmid: 16573978

Background. Few studies have investigated if mother's interest and father's interest in child's education are linked to educational attainment via their impact on child's self‐esteem and locus of control.

Möller, Jens.; Streblow, Lilian.; Pohlmann, Britta.

doi: 10.1348/000709905X37451pmid: 16573979

Background. The internal/external frame of reference (I/E) model by Marsh (1986) assumes intra‐individual dimensional comparisons in which students compare their own achievements in one subject with their achievements in other subjects. These comparison processes should lead to negative paths from achievement in one subject (e.g. maths) on self‐concept in another subject (e.g. verbal domains).

Delfabbro, Paul.; Winefield, Tony.; Trainor, Sarah.; Dollard, Maureen.; Anderson, Sarah.; Metzer, Jacques.; Hammarstrom, Anne.

doi: 10.1348/000709904X24645pmid: 16573980

This study examined the nature and prevalence of bullying/victimization by peers and teachers reported by 1,284 students (mean age = 15.2 years) drawn from a representative sample of 25 South Australian government and private schools. Students completed a self‐report survey containing questions relating to teacher and peer‐related bullying, measures of psychosocial adjustment, and personality. The results showed that students could be clearly differentiated according to the type of victimization they had experienced. Students reporting peer victimization typically showed high levels of social alienation, poorer psychological functioning, and poorer self‐esteem and self‐image. By contrast, victims of teacher victimization were more likely to be rated as less able academically, had less intention to complete school and were more likely to be engaged in high‐risk behaviours such as gambling, drug use and under‐age drinking. Most bullying was found to occur at school rather than outside school and involved verbal aggression rather than physical harm. Boys were significantly more likely to be bullied than girls, with the highest rates being observed amongst boys attending single‐sex government schools. Girls were more likely to be subject to bullying if they attended coeducational private schools. The implications of this work for enhancing school‐retention rates and addressing psychological distress amongst adolescent students are discussed.

Astor, Ron Avi; Benbenishty, Rami.; Vinokur, Amiram D.; Zeira, Anat.

doi: 10.1348/000709905X37307pmid: 16573981

This inquiry explores variables that predict elementary school stsudents' fear of attending school due to school violence and their overall judgments of school violence as a problem. Using a nationally representative sample (Israel) of 5,472 elementary‐school‐aged children, this study tested the hypotheses that: (a) young students' personal fear of attending school due to violence, and (b) students' assessment of a school violence problem, are best understood as separate conceptual constructs. Structural equation modelling was used to test the proposed theoretical model for the sample as a whole and separately for across gender and for Arab and Jewish students. Student fear of attending school due to violence was related directly to experiences of personal victimization on school grounds by students and teachers. Children's judgments of their schools' overall violence problem were influenced directly by the school climate, risky peer‐group behaviours, and personal victimization. The findings provide evidence that the proposed theoretical model applies across gender groups and for both Arab and Jewish students. Implications for policy, theory, and future research are highlighted.

Prichard, Jane S.; Bizo, Lewis A.; Stratford, Robert J.

doi: 10.1348/000709904X24564pmid: 16573982

Background. Despite a vast literature on collaborative learning (CL), there is little research on preparing students to work collaboratively.

Shevlin, Mark.; Millar, Rob.

doi: 10.1348/000709904x22386pmid: 16596743

Background. This study applied the theory of planned behaviour (TPB) in an attempt to predict longitudinal growth of career exploratory behaviour in school pupils. The importance of information for making considered career decisions is indicated in theories of career development and choice, career education programmes, and concepts of career maturity.

Stavenga Jong, Jan A.; Wierstra, Ronny F. A.; Hermanussen, José

doi: 10.1348/000709905X42932pmid: 16573983

Background. Research on individual learning approaches (or learning styles) is split in two traditions, one of which is biased towards academic learning, and the other towards learning from direct experience.

Wilding, John.; Andrews, Bernice.

doi: 10.1348/000709904X24726pmid: 16573984

Background. Two main approaches to studying have been distinguished by several researchers, the deep approach and the surface approach. In addition, an achieving or strategic approach employs either deep or surface strategies, depending on the demands of the task.