Background: There is a plethora of reviews that summarize much of the evidence base in Social and Emotional Learning (SEL). However, there are criticisms around variability of quality and focus of those reviews, meaning there is little strategic overview of the current state of the field. Further, there are rising concerns as to systemic gaps in…

Background: Educational and developmental psychologists often examine how groups change over time. Two analytic procedures -- analysis of covariance (ANCOVA) and the gain score model -- each seem well suited for the simplest situation, with just two groups and two time points. They can produce different results, what is known as Lord's paradox.…

Background: It is often claimed that psychology students' attitudes towards research methods and statistics affect course enrolment, persistence, achievement, and course climate. However, the inter-institutional variability has been widely neglected in the research on students' attitudes towards research methods and statistics, but it is important…

This article describes methods for analysing classroom talk, comparing their strengths and weaknesses. Both quantitative and qualitative methods are described and assessed for their strengths and weaknesses, with a discussion of the mixed use of such methods. It is acknowledged that particular methods are often embedded in particular…

Background: Self-determination theory posits that informational versus controlling interpretations of intra-personal events have positive and negative implications, respectively, for well-being. Self-talk represents an intra-personal event that could be interpreted as informational or controlling and may attenuate or exacerbate the negative…

This article explores the way in which the 'territory' of educational research has been defined and limited, by assumptions about scientific methods of enquiry and objective forms of measurement. (Editor)

This study was directed to the hypothesis that on a test of vocabulary definition children of non-manual and manual fathers would differ progressively with age in total number of vocabulary responses and in number of abstract-type responses. (Author/RK)

This research represents an attempt to look closely at the actions which children are expexcted to perform in the early stages of reading and writing when taught by systematic methods, containing a phonic ingredient. (Author)

Performance on Inhelder and Piaget's pendulum problem was obtained as a validating measure in a study of the transition from concrete to formal thinking. The sample consisted of 236 children aged from 10 to 14 years. (Editor)

An experiment is reported which directly compared the effects of two procedures, recognition and inference, in assessing children's abilities to predict the viewpoint of others, and demonstrated less egocentrism in a recogniton than in an inference condition. (Editor/RK)

A factor analysis of the correlation matrix for the subsets of WPPSI was carried out for each of the age groups between 4 and 6 1/2 years. (Editor)

The EPI was administered to 136 full-time postgraduate Diploma in Education students. The relationships between personality, choice of method of assessment and achievement in four theory courses were investigated. (Editor)

The results of the nine experiments summarized indicate that (1) headings aid recall, search, and retrieval from both familiar and unfamiliar text; (2) position of heading (marginal, embedded) has no effect; and (3) low-ability subjects appear to do better when headings are questions on the recall task rather than statements. (EAO)

This study aimed to investigate the relation between a test of formal operations reasoning and strength at Kohlberg's various types of moral development, using correlational techniques. (Author/RK)

A pair of studies conducted with first, third, and fifth graders supports the prediction that concrete, quantitative feedback, as opposed to qualitative comments, increases the validity of children's expectations of their level of performance. (Editor)