Category Archives: Br J Educ Psychol

The longitudinal effects of induction on beginning teachers’ stress.

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The longitudinal effects of induction on beginning teachers’ stress.

Br J Educ Psychol. 2018 Jul 11;:

Authors: Harmsen R, Helms-Lorenz M, Maulana R, van Veen K

Abstract
BACKGROUND: Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers’ stress over time.
AIMS: This study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement elements on the initial level as well as the change in stress levels over the 2 years that followed.
SAMPLE: Longitudinal data from a sample of 393 beginning teachers (56.5% female) were collected at three measurement occasions. All teachers were offered four different induction arrangement elements.
METHOD: Results of multiple group confirmatory factor analysis confirmed longitudinal measurement invariance. Multivariate latent growth curve modelling (MLGM) was conducted to examine the initial status, the subsequent linear growth, and the influence of the individual induction arrangement elements on the stress causes and stress responses.
RESULTS: MLGM results show that perceived stress caused by high psychological task demands increases over time (d = 0.22), whereas perceived stress caused by negative pupil aspects decreases over time (d = -0.52). Further, workload reduction decreases the level of perceived high psychological task demands, negative social aspects, and all the stress responses. Perceived support for effective teaching behaviour decreases the level of perceived negative emotions and discontent. Further, school enculturation has an influence on the change in perceived discontent over time.
CONCLUSIONS: Perceived stress causes and stress responses can change over time. Specific induction arrangement elements appear to be powerful elements to reduce the level, and the change over time, of specific perceived stress causes and stress responses.

PMID: 29998489 [PubMed – as supplied by publisher]

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Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?

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Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?
Br J Educ Psychol. 2015 Jul 14;
Authors: Timmermans AC, Kuyper H, … Continue reading

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The effects of activating prior topic and metacognitive knowledge on text comprehension scores.

The effects of activating prior topic and metacognitive knowledge on text comprehension scores.

Br J Educ Psychol. 2015 Mar 6;

Authors: Kostons D, van der Werf G

Abstract
BACKGROUND: Research on prior knowledge activation has consistently shown that activating learners’ prior knowledge has beneficial effects on learning. If learners activate their prior knowledge, this activated knowledge serves as a framework for establishing relationships between the knowledge they already possess and new information provided to them. Thus far, prior knowledge activation has dealt primarily with topic knowledge in specific domains. Students, however, likely also possess at least some metacognitive knowledge useful in those domains, which, when activated, should aid in the deployment of helpful strategies during reading.
AIMS: In this study, we investigated the effects of both prior topic knowledge activation (PTKA) and prior metacognitive knowledge activation (PMKA) on text comprehension scores.
SAMPLES & METHODS: Eighty-eight students in primary education were randomly distributed amongst the conditions of the 2 × 2 (PTKA yes/no × PMKA yes/no) designed experiment.
RESULTS: Results show that activating prior metacognitive knowledge had a beneficial effect on text comprehension, whereas activating prior topic knowledge, after correcting for the amount of prior knowledge, did not.
CONCLUSIONS: Most studies deal with explicit instruction of metacognitive knowledge, but our results show that this may not be necessary, specifically in the case of students who already have some metacognitive knowledge. However, existing metacognitive knowledge needs to be activated in order for students to make better use of this knowledge.

PMID: 25752451 [PubMed – as supplied by publisher]

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Teacher-student interpersonal relationships do change and affect academic motivation: A multilevel growth curve modelling.

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Teacher-student interpersonal relationships do change and affect academic motivation: A multilevel growth curve modelling.
Br J Educ Psychol. 2013 Nov 23;
Authors: Maulana R, Opdenakker MC, Bosker R
Ab… Continue reading

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