A challenge for using evaluation data to improve climate change education in schools is access to an instrument for teachers to measure behavioral changes and their antecedents. We report on teachers' implementation of a brief survey measuring climate-related beliefs, self-efficacy, intention to act, action, and anxiety before and after their…

Feedback can rarely enhance learning unless it is used; however, few studies have examined individual differences in students' engagement with feedback. The present study explored: (1) the extent to which personality variables and achievement goal orientation are associated with students' self-reported use of feedback; and (2) whether beliefs…

This paper discusses experiences of a student-ambassador network within one UK-based Centre for Excellence in Teaching and Learning, problematising key issues in relation to transience in staff-student partnerships in high education, and highlighting the importance of the educational developer in facilitating institution-wide partnership models.…

This paper reports the results of a study of affect and school mathematics, conducted with a whole cohort of pupils in year 9 (pupils aged 15 to 16 years) in a typical UK secondary school. This preliminary study provided contextual data for a larger mixed methods investigation into disaffection. The study offers interesting insights into the…

In this study, we looked at the relationship between teacher behaviors, teacher beliefs, teacher self-efficacy, and teacher subject knowledge with student achievement in mathematics. Data was collected from 103 primary school teachers and 2,148 students in the UK using achievement tests, classroom observation, and questionnaires. Structural…

This empirical study explores the roles that Emotional Intelligence (EI) and Emotional Self-Efficacy (ESE) play in undergraduates' mathematical literacy, and the influence of EI and ESE on students' attitudes towards and beliefs about mathematics. A convenience sample of 93 female and 82 male first-year undergraduates completed a test of…

Background: The strategies students adopt in their study are influenced by a number of social-cognitive factors and impact upon their academic performance. Aims: The present study examined the interrelationships between motivation orientation (intrinsic and extrinsic), self-efficacy (in reading academic texts and essay writing), and approaches to…

Background: Identifying the factors that influence teacher beliefs about teaching children with learning difficulties is important for the success of inclusive education. This study explores the relationship between teachers' role, self-efficacy, attitudes towards disabled people, teaching experience and training, on teachers' attributions for…

Two related studies are reported in this article. The first aimed to analyse how academic discipline is related to university teachers' approaches to teaching. The second explored the effects of teaching context on approaches to teaching. The participants of the first study were 204 teachers from the University of Helsinki and the Helsinki School…