This paper explores technology integration and the role of teacher beliefs in this integration to assess a 'smart-class' initiative that was introduced in 3173 Grade 7-8 classrooms of 1609 public schools in India in 2017. It first reports on the impact of the initiative at the end of its first year, using a sample of 2574 children drawn from 155…

Feedback in educational technologies can teach and engage students in math, but questions remain on how to present failure feedback that supports positive learning behaviors. We explore how error- and reward-based feedback influenced students' choices to replay completed problems in "From Here to There!," a math game-based educational…

The present study examines, in the context of physical education (PE) classes, if having the opportunity to report disadvantages before performing a physical test could reduce students' self-reported level of fear of failure. Forty-six students (31 males, M[subscript age] = 14.2 years and 15 females, M[subscript age] = 12.5 years) from a middle…

Background: Persisting after experiencing difficulty allows students to work in the upper ends of their zones of proximal development, where most learning occurs (Ventura et al., 2013; Vygotsky & Cole, 1978). Digital educational games promote productive persistence by allowing students to repeat the same or similar problems until they reach…

This study aims to examine the relationship between approach achievement goals, the fear of shame embarrassment failure, and coping strategies in secondary school science courses. Academic coping was handled in four dimensions: positive, projective, denial, and non-coping. The sample of the study included 249 sixth, seventh, and eighth-grade…

Research has found students' epistemic beliefs to predict their achievement goal orientations. Much of this research emerged from the dimensional approach of epistemic beliefs, which hypothesized a relationship between particular independent dimensions of epistemic beliefs with different achievement goals. Research in this approach has primarily…

In this article, we describe the design principles undergirding "productive failure" (PF; M. Kapur, 2008). We then report findings from an ongoing program of research on PF in mathematical problem solving in 3 Singapore public schools with significantly different mathematical ability profiles, ranging from average to lower ability. In…

A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…

This study examines the role of self beliefs in the self-regulatory engagement of 1,304 middle school students in Singapore. Developing academic self-regulatory skills is particularly critical for these students when the syllabi are more cognitively demanding and regulation of one's behaviour towards effective learning is increasingly called upon…