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Adaptability and Emotional, Behavioural and Cognitive Aspects of Self-Regulated Learning: Direct and Indirect Relations with Academic Achievement and Life Satisfaction
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Feraco, Tommaso; Casali, Nicole; Ganzit, Elena; Meneghetti, Chiara – British Journal of Educational Psychology, 2023
Background: Adaptability regulates individuals' cognitive, behavioural and emotional responses to new, unexpected and uncertain situations, but to date no study has analysed whether adaptability contemporarily favours cognitive, behavioural and emotional aspects of learning. Aims: This study aims to address this gap by examining (i) the direct…
Descriptors: Middle School Students, High School Students, Grade 6, Grade 7
'MPower Shows Me Who I Want to Be': A Qualitative Study of a Youth Purpose Program
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Lincoln, Brenna; Wood, Willow; Reed, Madeline; Sepulveda, Jonathan; Liang, Belle; Hill, Nancy E.; Perella, John – European Journal of Psychology and Educational Research, 2021
Studies have documented widespread academic disengagement in middle and high school students. This disengagement has been tied to a myriad of negative outcomes, including failure to graduate from high school and transition into college and meaningful vocations. Supporting adolescents in cultivating a sense of beyond-the-self purpose is one factor…
Descriptors: Youth Programs, Self Efficacy, Self Actualization, Goal Orientation
Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement. Policy Brief 17-1
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Hough, Heather; Kalogrides, Demetra; Loeb, Susanna – Policy Analysis for California Education, PACE, 2017
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide.…
Descriptors: Social Development, Emotional Development, Educational Environment, Accountability
Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement
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Hough, Heather; Kalogrides, Demetra; Loeb, Susanna – Policy Analysis for California Education, PACE, 2017
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide.…
Descriptors: Social Development, Emotional Development, Educational Environment, Accountability
Perfectionism in Gifted Students: Moderating Effects of Goal Orientation and Contingent Self-Worth
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Wang, Kenneth T.; Fu, Chu-Chun; Rice, Kenneth G. – School Psychology Quarterly, 2012
We examined the moderating effects of mastery goals and academic contingency of self-worth (CSW-A) on how perfectionistic discrepancy associates with academic efficacy and satisfaction with life among gifted students in middle and high school. Participants in this study were 144 gifted students from 6th to 12th grade in a suburban Midwest U.S.…
Descriptors: Academically Gifted, Life Satisfaction, Self Efficacy, Goal Orientation
Understanding of the Relationship between Interest and Expectancy for Success in Engineering Design Activity in Grades 9-12
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Lawanto, Oenardi; Santoso, Harry B.; Liu, Yang – Educational Technology & Society, 2012
In this study, the relationship between students' interest in engineering design activities and their expectancy for success in grades 9-12 was evaluated. The theoretical frameworks developed by Eccles and colleagues (i.e., expectancy value) and Butler and Cartier (i.e., what the students bring to contexts under a self-regulated learning…
Descriptors: Design, Engineering Education, Expectation, Student Interests
Understanding Secondary Teachers' Formative Assessment Practices and Their Relationship to Student Motivation
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McMillan, James H.; Cohen, Jessye; Abrams, Lisa; Cauley, Kathleen; Pannozzo, Gina; Hearn, Jessica – Online Submission, 2010
The purpose of this study was to describe secondary teachers' formative assessment practices and to examine the relationship of these practices to student motivation. The sample included 3,242 students and 161 grade 6-12 teachers. Teachers and students completed self-report questionnaires that focused on both formative assessment and motivation…
Descriptors: Self Efficacy, Formative Evaluation, Goal Orientation, Student Motivation