Teacher self-efficacy (TSE) is assumed to affect classroom environment, although empirical evidence for this assumption is still elusive. This study examines the relationship between TSE in behaviour management and classroom behavioural climate using a two-level cross-lagged model. TSE in behaviour management was assessed with six-item subscale of…

The purpose of this study is to examine the motivation type preferences of students in kindergartens and second, fourth, sixth, and eighth grades and the underlying reasons thereof after successfully completing a mathematics task. The students in the study solved an easy mathematics question. After they solved the problem, they were presented with…

The present study examined the developmental change in number and length acuities and their respective relationship with achievement in various domains of mathematics in second vs. fourth graders. Length acuity was measured with a comparison task, in which participants were asked to choose the longer between a pair of lines. Number acuity was…

Writing down spoken number words (transcoding) is an ability that is predictive of math performance and related to working memory ability. We analysed these relationships in a large sample of over 25,000 children, from kindergarten to the end of primary school, who solved transcoding items with a computer adaptive system. Furthermore, we…

This study investigated children and adolescents' school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (M[subscript age]?=?11.13, SD?=?1.8), 51% of them female, from grade one to eight, living either with family (n?=?474) or in care institutions…

Reports the results of a study of 7- to 11-year-old boys (n=100) designed to explore the use of visual and auditory information in learning to spell. Results showed that only with 10- and 11-year-olds did visual information produce better results than auditory presentation alone. (JDH)

A double-blind controlled study of the effect of paired reading was carried out with 33 failing readers and their parents. After an average time of 7.6 hours of paired reading at home spread over six weeks, the experimental group children made gains of 2.43 months for reading accuracy and 4.36 months for comprehension. (JDH)