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Although feedback is one of the most important instructional techniques, strong empirical research on receiving feedback is scarce in comparison to research on feedback provision. In this experimental study, we examined the influence of detailed comments and praise on student motivation and change in performance. 147 university students wrote an essay draft, received feedback (detailed comments, detailed comments and praise, or control) and revised their essay based on feedback. First, we found that students who received detailed comments showed higher motivation and greater improvement compared to their counterparts in the control group. Second, we showed that students who received praise demonstrated lower motivation and reduced improvement, compared to students who did not receive praise in addition to detailed comments. This demonstration of paradoxical effects of praise in higher education is explained in the context of the anchoring bias suggesting that praise should be used wisely. [ABSTRACT FROM AUTHOR]

Students who perform better academically are generally more accurate in assessing their performance. In other words, they are better calibrated, showing smaller discrepancy between their predicted and actual performance. Research into contextual variables related to performance has shown that students sitting position may be related to their performance in class. In the current study we attempted to bring several lines of research together and examine whether there are differences in academic performance, calibration, and confidence judgments among students who choose various sitting positions in the classroom. 130 college students (M = 21.52, SD = 1.59; 103 female) attending courses at the University of Jaen in Spain participated. Results revealed that students' calibration differed depending on their preferred sitting position. We found that students in middle rows were optimally calibrated, students in the front rows overestimated their performance, and those in the back rows tended to underestimate their performance. Furthermore, students in the front rows were the most confident in their estimates, whereas students in the middle and back rows were less confident, suggesting the manifestation of the Dunning-Kruger effect. Future directions for contextual variables contributing to students' optimal calibration are discussed. • Students who perform better academically are generally better calibrated. • Students' sitting position may be related to their performance in class. • Students' calibration differed depending on their preferred sitting position. • We show evidence of the Dunning-Kruger effect. [ABSTRACT FROM AUTHOR]

Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of 'feedback literacy' to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather than what learners actually do. This paper documents the development and validation of the Feedback Literacy Behaviour Scale (FLBS), which is a self-report instrument intended to measure students' feedback behaviours. A framework for feedback literacy was constructed with five factors: Seek Feedback information (SF), Make Sense of information (MS), Use Feedback information (UF), Provide Feedback information (PF), and Manage Affect (MA). An initial set of 45 questions were reviewed in an iterative process by feedback experts, resulting in 39 questions that were trialled with 350 student participants from four countries. Our final survey of 24 questions was generally supported by confirmatory factor and Rasch analyses, and has acceptable test-retest reliability. The FLBS provides a more robust way for educators and researchers to capture behavioural indicators of feedback literacy and the impact of interventions to improve it. [ABSTRACT FROM AUTHOR]

This study examined differences in the criteria used by college and university instructors in the United States to assign course grades. Two hundred and fifty course syllabi (159 from universities and 91 from four-year colleges) developed by randomly selected instructors from five academic disciplines (education, maths, science, psychology, and English) were examined to determine the extent to which instructors employed different criteria in assigning course grades in introductory-level courses. Sources of variation in grade assignment included the use of product versus process criteria, the prevalence of using performance exams, and the framing criteria for grades. Differences between institution types and among academic disciplines were also investigated. Results revealed significant differences among the five academic disciplines in grading criteria and the use of examinations, with instructors in education and English relying more heavily on process criteria.. A significant interaction between institution type and academic discipline in grading criteria was also identified. Theoretical, practical, and policy implications are discussed along with avenues for further research. [ABSTRACT FROM AUTHOR]

The current study investigated students' improvement on a writing task following the use of annotated exemplars, teacher comments, and the combination of both approaches. A sample of 94 middle school students (age M = 12.42, SD = 0.96) from a private school in Brazil was randomly assigned to one of three feedback conditions: annotated exemplars, teacher comments, and both annotated exemplars and teacher comments. Participants were asked to write an essay and then revise it by using teacher comments or annotated exemplars (or both). Results showed improvements in students' writing from first to second draft, but no statistically significant differences among the groups were found. Further, girls scored higher than boys in both the first and final drafts irrespective of the feedback condition. These results show the promise of annotated exemplars in facilitating students' improvement on a writing task through effective self-feedback generation while significantly reducing teachers' time investment. • Teacher comments and annotated exemplars were used as feedback on student writing. • No differences among conditions were found. • Annotated exemplars can be used as a tool to help students in their self-feedback generation. • Receiving multiple forms of feedback did not lead to stronger performance on the writing task. • Girls improved more than boys regardless of the feedback condition. [ABSTRACT FROM AUTHOR]

This study explores relations between measures of individuals’ circadian preferences and the Big Five. To this end, we compared a model of circadian preferences that acknowledges morningness (M) and eveningness (E) as separate dimensions to that of a model that places M and E on a single continuum (M-E). Analyses of 620 correlations from 44 independent samples (N = 16,647) revealed weak to modest relations between both dimensions of circadian preferences and the Big Five personality traits. The strongest observed relation was found between Conscientiousness and M (ρ = .37). In the next step, regression analyses revealed that personality traits accounted for between 10.9% and 16.4% of the variance in circadian preferences. Of all the Big Five dimensions, Conscientiousness exhibited the strongest unique relation with M (β = .32), E (β = −.26), and M-E (β = .32). Extraversion and Openness exhibited moderate unique relations with E (β = .23 and β = .17, respectively), whereas relations with M (β = .00 and β = .04), and M-E (β = −.05 and β = −.06) were relatively weak. Neuroticism exhibited a modest unique and negative relation with M (β = −.16), and Agreeableness was largely unrelated to all circadian preference variables. To determine whether these findings translated into anything of applied significance, we explored relations between circadian preference and academic performance. M and E incremented slightly over the Big Five factors in predicting grade-point average. Theoretical and practical implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

In this paper we review recent research on the topic of feedback and introduce our revised Student-Feedback Interaction model that describes how feedback, offered in a variety of instructional situations, may relate to how learners respond and interact with it. We describe the context of feedback, its source, characteristics of the message and learner, and focus on student processing, along with the outcomes of performance and learning. We propose that three main questions describe student processing of feedback: Do I understand the feedback? How do I feel about the feedback? What am I going to do with the feedback? By answering these three questions, a learner generates self- or inner feedback, and this step is critical in any productive response to external feedback. We also discuss ways in which this model can be useful for scholars and educators. • Student-Feedback Interaction Model is introduced. • The model describes components of students' engagement with feedback. • We discuss context, source, message, learner characteristics, processing, outcomes. • Cognitive, affective, and behavioral processing of feedback is elaborated. • We also discuss ways in which this model can be useful for scholars and educators. [ABSTRACT FROM AUTHOR]

In two studies we investigated whether student-reported mathematics attitudes, conceptualized with the theory of planned behavior, incrementally contributed to students' mathematics grades over and above cognitive ability and the Big Five personality dimensions. College students from Germany (n = 179) and Belarus (n = 202) participated. Results highlighted the importance of attitudes for mathematics achievement, with attitudes toward mathematics incrementally explaining 25% (Germany) and 7% (Belarus) of variance in mathematics grades over and above students' cognitive ability and Big Five personality dimensions. The overall model that included the three construct domains accounted for 45% (Germany) and 27% (Belarus) of variation in mathematics grades. We argue that because attitudes may be more malleable than broad personality and cognitive ability characteristics, our findings are particularly important in the context of intervention development. [ABSTRACT FROM AUTHOR]

Meta-analyses have demonstrated that other-ratings of Conscientiousness are stronger predictors of academic achievement than are self-ratings. The current study ( N = 410 high school students) examined whether this effect applies for all facets of Conscientiousness. Compared to self-reports, parent-reports showed stronger prediction of GPA and of other school life variables such as disciplinary infractions and involvement in school clubs. The difference between parent- and self-reports was stronger for outcome-linked facets such as Industriousness than for process-linked facets such as Tidiness. We suggest that this difference is due to the different types of information used by the self as compared to observers when rating personality items. Our results help to explain the reporting biases evident in self- and parent-ratings, have implications for the appropriateness of self- and parent-report personality protocols in applied settings (e.g., training, selection), and should provide guidance for educational interventions focused upon goals, habits and motivations. [ABSTRACT FROM AUTHOR]

Background. Chronotype refers to individuals' preference for morning or evening activities. Its two dimensions (morningness and eveningness) are related to a number of academic outcomes. Aims. The main goal of the study was to investigate the incremental validity of chronotype as a predictor of academic achievement after controlling for a number of traditional predictors. In so doing, a further aim was ongoing validation of a chronotype questionnaire, the Lark-Owl Chronotype Indicator. Sample. The sample comprised 272 students attending 9th and 10th grades at five German high schools. Data was also obtained from 132 parents of these students. Method. Students were assessed in class via self-report questionnaires and a standardized cognitive test. Parents filled out a questionnaire at home. The incremental validity of chronotype was investigated using hierarchical linear regression. Validity of the chronotype questionnaire was assessed by correlating student ratings of their chronotype with behavioural data on sleep, food intake, and drug consumption and with parent ratings of chronotype. Results. Eveningness was a significant (negative) predictor of overall grade point average (GPA), math-science GPA, and language GPA, after cognitive ability, conscientiousness, need for cognition, achievement motivation, and gender were held constant. Validity evidence for the chronotype measure was established by significant correlations with parent-ratings and behavioural data. Conclusions. Results point to the possible discrimination of adolescents with a proclivity towards eveningness at school. Possible explanations for the relationship between chronotype and academic achievement are presented. Implications for educational practice are also discussed. [ABSTRACT FROM AUTHOR]

Abstract: The current study aimed at applying a broad model of cognitive functions to predict performance in science and language courses at school as well as performance in a science course at university. We hypothesized that performance in science courses was predominantly related to the cognitive function known as relational integration, whereas performance in language courses should be best explained by individuals'' short-term memory capacity. The sample consisted of 161 German undergraduate students who were asked to complete 33 cognitive tasks. School grades were also obtained. The analyses revealed that relational integration incrementally explained variance in science grades. Short-term memory acted as a predictor of language grades. However, mental speed was also substantially related to language grades. Predicting university exam scores revealed that short-term memory yielded an incremental predictive power. We conclude that academic performance requires different cognitive functions depending on a domain of study. [Copyright &y& Elsevier]

This study examines whether problem-focused, emotion-focused, and avoidant coping strategies predict key outcomes in a sample of 354 high school students. The four outcomes considered are: academic achievement, life satisfaction, positive feelings towards school, and negative feelings towards school. Results demonstrate that coping incrementally predicts all four outcomes above and beyond the effects of the Big Five personality factors, vocabulary, and demographic variables. Incremental prediction is strongest for school feeling variables, where coping predicts 17.4% of the variance in positive feelings, and 15.9% of the variance in negative feelings. All three coping styles are important in predicting different outcomes: problem-focused coping predicts grades, life satisfaction, and positive feelings about school; emotion-focused coping predicts negative feelings only; and avoidant-focused coping predicts both positive and negative feelings about school. Results suggest that coping styles are an important variable for school outcomes, and that the effectiveness of different strategies differs depending on the outcome considered. [Copyright &y& Elsevier]

Abstract: Four meta-analyses examined relationships between morningness and cognitive ability (total N =2177), eveningness and cognitive ability (total N =1519), morningness and academic achievement (total N =3220), and eveningness and academic achievement (total N =700). The analyses focused on the population effect size (to reveal the effect across studies) and the homogeneity (to determine if the results of the several experiments are sufficiently similar to warrant their combination into an overall result). In all four cases, the aggregated correlations between chronotype and cognitive ability, as well as chronotype and academic achievement were found to be significant. Eveningness was found to be positively related to individuals'' cognitive ability (r =.08), yet negatively related to indicators of academic achievement (r =−.14). Conversely, morningness had a negative relationship with cognitive ability (r =−.04) and a positive correlation with academic indicators (r =.16). Practical implications, including those pertaining to educational policy, are discussed. [Copyright &y& Elsevier]

Two multivariate studies examined the applicability of the theory of planned behavior in gauging students' attitudes toward mathematics, as well as the predictive power of mathematics attitudes in explaining students' grades in mathematics. Middle-school students from the United States (N = 382) and Belarus (N = 339) participated. Confirmatory factor analysis supported the viability of the theory for both samples. The analyses revealed that between 25% and 32% of the variance in mathematics grades could be explained by the theory of planned behavior components. In fact, 17% of the variation in test grades could be explained by the theory of planned behavior over and above the effects of mathematics ability test scores. Mean score differences between countries were small (ds = .15 to .27), with Belarusian students scoring more highly on attitudes and control but less highly on subjective norms and intentions. The article concludes with discussion of potential interventions and the need to expand results to different age groups and achievement domains, as well as the need for longitudinal and cross-cultural research. [ABSTRACT FROM AUTHOR]

• This study uses nationally representative data from the PISA to measure math attitudes. • Math attitudes explained 21.1% of the variability in intentions to pursue and major in mathematics. • Math attitudes and intentions explained 59.4% of the variability in student work-ethic. • All attitudinal constructs, intentions, and student work-ethic explained 30.7% of the variability in mathematics performance. • Students' mathematics performance is largely explained by noncognitive constructs. Academic performance is predicted by a multitude of demographic, contextual, cognitive, and noncognitive factors. The noncognitive factors predicting achievement in mathematics that have previously been investigated in depth are study skills, confidence, self-efficacy, and personality traits (Kyllonen, 2012). Limited applied research has explored the predictive value of attitudes and beliefs in mathematics achievement using representative data of U.S. students. The current study uses the theory of planned behavior (TPB) to explain high school students' performance in mathematics in large-scale assessment data by using the PISA 2012. Along with key demographic factors, results indicated that students' attitudes, subjective norms, and perceived behavioral control beliefs explained 21.1% of the variability in intentions to pursue and major in mathematics in the future, 59.4% of the variability in behavioral engagement with mathematics learning, and 30.7% of the variability in mathematics performance.The study results have implications on: (1) the applicability of an attitude-behavior framework in educational research for understanding academic performance, (2) the importance of perceived control and self-efficacy beliefs for predicting behavioral engagement in mathematics (e.g., paying attention in class, completing homework, studying for exams) and subsequent mathematics performance, and (3) the practical significance of students' attitude towards mathematics on their intentions to pursue mathematics coursework in post-secondary education and possess math-relevant career aspirations. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate adult literacy education learners' self-esteem and to examine the relationship between self-esteem and measures of achievement in reading and math. The rationale for the present study stemmed from the lack of research into adult literacy students' self-esteem levels. More than 200 learners enrolled in adult literacy classes were selected for participation. In the absence of self-esteem norms for this population, a group of 44 doctoral students was used for comparison. Important findings of this study are: (a) contrary to the popular belief that adult literacy education learners' self-esteem is low, their self-esteem is virtually the same as a sample from a highly educated population; and (b) the reading and math achievement levels of adult literacy education learners appear to be positively correlated with their self-esteem. [ABSTRACT FROM AUTHOR]

This study addresses the primary question, "What instructional approaches typify adult literacy education in the United States?" as well as several secondary questions. To address the primary question, a survey was developed and responses were received from 598 adult literacy teachers in 12 states. When the data were subjected to factor analysis, three main approaches to adult literacy instruction resulted. We named these approaches (a) meaning making, (b) basic skills/individualized group instruction, and (c) basic skills/teacher-led group. Further analysis found that most adult literacy instructors employ a blend of these approaches and that the approaches they use vary according to instructional level, organizational sponsorship, and enrollment pattern. [ABSTRACT FROM AUTHOR]

This paper explored links among three key constructs pertinent to student learning: performance feedback received, emotions elicited as a result of such feedback, and student performance on a writing task. A sample of 464 university students (age: M =18.91, SD = 2.51) were asked to write an essay and then were encouraged to revise it based on feedback presented to them. Path mediation models showed that overall negative affect, as well as discrete negative emotions, mediated the relation between receiving feedback and student performance on the final version of the essay. Furthermore, the direct effect of receiving a numeric score negatively predicted students' performance on an essay exam and positively predicted the experience of negative emotions. The indirect effect was positive, suggesting that the experience of negative emotions may have served as a motivational factor in students' desire to improve performance. More research is needed to further explain this relation and the reciprocal causal role emotions play in different feedback mechanisms and performance. • We explored links among performance feedback, emotions, and subsequent academic performance • Discreet negative emotions mediated the relation between receiving grades and student performance • Presentation of grade resulted in students' decrease in pride • The direct effect of receiving a numeric score negatively predicted students' performance • Negative emotions may serve as a motivational factor in students' desire to improve performance [ABSTRACT FROM AUTHOR]

As social and emotional learning (SEL) continues to gain popularity, the need for high-quality social and emotional skill assessments also increases. We conducted two studies to develop and validate items to measure social and emotional skills in third, fourth, and fifth grade students. The Big Five personality framework served as an assessment framework for image-enhanced Likert items, situational judgment test items, and forced choice items. Results from Study 1 (n = 1047) provided promising reliability and validity evidence, as well as concrete recommendations for item revisions. Study 2 (n = 826) was conducted with a revised item pool and demonstrated improved reliability and validity. Taken together, results provided initial support that social and emotional skills can be validly and reliably measured in elementary-aged students using innovative item types. • Validation of a social and emotional skills assessment • Piloted image-enhanced Likert, forced choice items, and situational judgment tests • Use of Big Five framework as an assessment framework • Stronger reliability and validity estimates for sentences over adjective format • New item types show incremental validity over Likert items [ABSTRACT FROM AUTHOR]

The purpose of this study was to report on the construction of an instrument to measure receptivity to instructional feedback (RIF) and provide initial validity evidence for its use. We also explored the degree to which students' receptivity of instructional feedback was associated with their the Big Five personality traits of Conscientiousness, Agreeableness, Neuroticism, Openness, and Extraversion. Confirmatory Factor Analysis suggested that the 4-factor initially hypothesized model that comprised experiential attitudes, instrumental attitudes, cognitive engagement with feedback, and behavioural engagement with feedback componets had good model fit. Out of the five personality dimensions, Conscientiousness and Openness were the strongest predictors of the receptivity components, especially of students' behavioural engagement with feedback. This study presents initial validity evidence of the utility of the RIF scale. • This study provides measurement validity evidence of a receptivity to feedback scale. • Openness and Conscientiousness are strong predictors of all receptivity factors. • Emotional instability is predictive of cognitive engagement with feedback. • Personality factors explain up to 25% of the variability in receptivity. [ABSTRACT FROM AUTHOR]

This study examined the effects of pre-tests and feedback on learning and persistence in a massive open online course (MOOC). Participants (N = 399) from around the world enrolled in the American Museum of Natural History's (AMNH) climate change MOOC and were randomly assigned to one of four experimental conditions. Learners in the first group took pre-tests without receiving feedback. Learners in the second group took pre-tests and received basic (correct/incorrect) feedback. Learners in the third group took pre-tests and received elaborate feedback. The fourth group was the control. Learning outcomes were measured via post-tests. Results indicated that: (1) among all students, pre-tests and feedback did not affect learning outcomes; (2) pre-tests negatively affected persistence; (3) among those who completed the course, pre-tests positively affected learning outcomes; and (4) among those who took pre-tests, persistence positively affected learning. These findings represent a new contribution to assessment and feedback literature. • Pre-testing and feedback effects observed with traditional students are not observed with students in MOOCs. • The presence of pre-tests in MOOCs deters many students from persisting in the course. • Among the sub-sample of students who complete a MOOC, pre-tests positively affect learning outcomes. • Among the students who take pre-tests, there is a positive, cumulative effect of pre-tests on learning outcomes. • Most MOOC learners do not complete the course; personalization might address this issue and increase learning outcomes. [ABSTRACT FROM AUTHOR]

This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) interventions in 48 studies on the development of social and emotional skills and the reduction of problem behaviors in 15,498 preschool students. For universal SEL interventions delivered to all students, a random-effects model with 33 primary studies showed small to medium effects for the overall development of social and emotional skills (Hedges's g =.34) and for the reduction of problem behaviors (g =.32), with an overall grand mean of g =.35. For targeted interventions, delivered to at-risk students identified as being in need of additional supports, a random-effects model with 15 primary studies showed medium effects for the overall development of social and emotional skills (Hedges's g =.44) and for the reduction of problem behaviors (g =.50), with an overall grand mean of g =.48. A meta-regression model showed that intervention program accounted for 83% of heterogeneity in the overall effect size for universal interventions. Overall, this meta-analysis demonstrated that preschool children benefit from SEL interventions in different contexts, particularly those who were identified as being in need of early intervention. Moreover, best practices for preschool SEL interventions may differ from best practices for K–12 students, given the developmental uniqueness of the preschool years. [ABSTRACT FROM AUTHOR]

Our work draws upon Foucault's idea that the order of things, defined as the way we categorise our world, matters for how we think about the world and ourselves. Specifically, and drawing upon Pekrun's control-value theory, we focus on the question of whether the way we individually order our world into categories influences how we think about our typically experienced emotions related to these categories. To investigate this phenomenon, we used a globally accessible example, namely, the categorisation of knowledge based on school subjects. In a longitudinal sample of high school students (grades 9–11), we found that judging academic domains as similar led to judging typical emotions related to those domains as more similar than experienced in real life (assessed via real-time assessment of emotions). Our study thus shows that the order of things matters in how we think we feel with respect to those things. [ABSTRACT FROM AUTHOR]

Abstract The current study investigated links between students' level of perceived challenge (being over- or underchallenged) and students' career aspirations. We hypothesized indirect effects of over- and underchallenge on career aspirations via academic self-concept and academic trait boredom and tested our hypotheses in a sample of N = 662 Swiss eleventh grade students in the domains of German, French, and mathematics. Our results were consistent across all three domains and showed that being overchallenged had a negative impact on academic self-concept. Lower academic self-concept, in turn, was associated with decreased career aspirations. Being underchallenged enhanced academic self-concept, which was positively related to students' career aspirations. Further, both being over- and underchallenged enhanced students' domain-specific boredom experiences resulting in a decrease in their career aspirations. As such, the effect of being underchallenged was of particular importance as its influence on career aspirations via academic trait boredom was negative, whereas via academic self-concept there was a positive indirect effect. Highlights • The complex connection of challenge and students' career aspirations is examined. • Over 40% of 11th graders reported over- or underchallenge in French and mathematics classes. • Effects of underchallenge on career aspirations were negative via academic trait boredom. • Effects of underchallenge on this outcome were positive via academic self-concept. • Effects of overchallenge on these aspirations were negative via both mediators. [ABSTRACT FROM AUTHOR]

Highlights • This study examined longitudinal relations among language and numeracy skills. • Language skills in toddlerhood predicted number identification. • Expressive language communication was related to oral counting and number relations. • Oral counting mediated the relationship between language and numeral knowledge. Abstract This study examined the relationship between language comprehension (receptive, expressive) and numeracy skills (oral counting, number identification, number relations) in a longitudinal sample of ethnic and racial minority (Black = 86%; Latino = 14%) children from low-income communities. Participants were n = 79 children between 1.42 to 3.42 years when early language skills were assessed, and between 4.5 to 6.33 years when school-age language and numeracy skills were assessed. Results indicated strong correlations between language and numeracy skills, independent of age and sex. Components of language comprehension were shown to positively predict numeracy outcomes. The results of subsequent mediation analyses revealed that language comprehension was indirectly related to number identification and number relations through oral counting. The findings are consistent with the perspective that linguistic skills serve as a pathway for the development of numeracy skills. This study adds to the literature by demonstrating the importance of general language comprehension measured in the first few years of life for school-age numeracy skills with a sample of children living in poverty. Implications for early childhood education and future research regarding cross-domain learning and development are discussed. [ABSTRACT FROM AUTHOR]

This study investigated whether there is a discrepancy pertaining to trait and state academic emotions and whether self-concept of ability moderates this discrepancy. A total of 225 secondary school students from two different countries enrolled in grades 8 and 11 (German sample; n = 94) and grade 9 (Swiss sample; n = 131) participated. Students’ trait academic emotions of enjoyment, pride, anger, and anxiety in mathematics were assessed with a self-report questionnaire, whereas to assess their state academic emotions experience-sampling method was employed. The results revealed that students’ scores on the trait assessment of emotions were generally higher than their scores on the state assessment. Further, as expected, students’ academic self-concept in the domain of mathematics was shown to partly explain the discrepancy between scores on trait and state emotions. Our results indicate that there is a belief-driven discrepancy between what students think they feel (trait assessment) and what they really feel (state assessment). Implications with regard to the assessment of self-reported emotions in future studies and practical implications for the school context are discussed. [ABSTRACT FROM AUTHOR]

The theory of planned behavior (TPB) offers a theoretically meaningful framework for examining students' beliefs and attitudes toward mathematics at school. However, longitudinal investigations of mathematics beliefs and attitudes using the TPB are scarce at best. To redress this imbalance, we examined the predictive validity of mathematics beliefs and attitudes, modeled using the four key constructs of the TPB (i.e., intention, attitude, norms, and control), on mathematics grades across time, while simultaneously controlling for quantitative reasoning. Furthermore, we explored the longitudinal interplay among these key constructs of the TPB. The total sample, drawn from various US middle schools, comprised 752 students at Time 1 and 514 students at Time 2. We used structural equation modeling to address the proposed research questions, and found that intention was associated with students' grades over time above and beyond quantitative reasoning. Additionally, intention at Time 1 was positively associated with control at Time 2, whereas – after controlling for shared variances – attitude at Time 1 showed a negative relation with control at Time 2. Intention and norms were reciprocally related across time. The current study provides the first longitudinal support for the validity of a mathematics beliefs and attitudes model strongly rooted in the TPB. [ABSTRACT FROM AUTHOR]

This study focused on students' perceived challenge, its direct links to career aspirations along with indirect links to career aspirations via boredom. We extended previous findings by differentiating state and trait assessments of challenge and boredom and by investigating within- and between-person relations. We hypothesized overchallenge to go along with reduced career aspirations. Furthermore, boredom should occur due to both over- and underchallenge and should reduce those aspirations. We expected stronger effects of trait challenge and boredom on career aspirations as compared to the respective state reports. The hypotheses were tested in a sample of N = 753 high-school students (M age = 15.72) from 43 classes by a questionnaire and an experience-sampling approach. Multilevel analyses showed overchallenge being linked to reduced career aspirations; this direct effect was equally strong for trait and state reports. Furthermore, the indirect effect of trait non-optimal challenge (over- or underchallenge) indicated a decrease in career aspirations via trait boredom. • Students' over- and underchallenge in mathematics are positively related to boredom. • The relation between challenge and boredom is significant within- and between-person. • Students' habitual trait boredom is negatively related to their career aspirations. • Trait and state overchallenge are negatively related to career aspirations. • The effect of trait over- and underchallenge on career aspiration is mediated by trait boredom. [ABSTRACT FROM AUTHOR]

The present study investigated different types of boredom as proposed in a four-categorical conceptual model by Goetz and Frenzel (; doi:). In this model, four types of boredom are differentiated based on degrees of valence and arousal: indifferent, calibrating, searching, and reactant boredom. In two studies (Study 1: university students, N = 63, mean age 24.08 years, 66 % female; Study 2: high school students, grade 11, N = 80, mean age 17.05 years, 58 % female), real-time data were obtained via the experience-sampling method (personal digital assistants, randomized signals). Boredom experiences ( N = 1,103/1,432 in Studies 1/2) were analyzed with respect to the dimensions of valence and arousal using multilevel latent profile analyses. Supporting the internal validity of the proposed boredom types, our results are in line with the assumed four types of boredom but suggest an additional, fifth type, referred to as 'apathetic boredom.' The present findings further support the external validity of the five boredom types in showing differential relations between the boredom types and other affective states as well as frequency of situational occurrence (achievement contexts vs. non-achievement contexts). Methodological implications as well as directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Highlights: [•] Characteristics of teaching are related to students’ academic emotions. [•] Those relations were found at the intraindividual level using a real-time approach. [•] Characteristics of teaching/academic emotions relations are similar across academic domains. [ABSTRACT FROM AUTHOR]

Relationship quality and emotional experience are both important constructs in learning environments but the question of how they are linked requires more attention in empirical research. We hypothesized reciprocal associations between student-teacher relationship quality (i.e., interpersonal closeness) and students' emotions in the classroom (i.e., enjoyment, pride, anxiety, anger, boredom, and shame). Data from a two-wave longitudinal study with annual assessments in grade 10 (Time 1) and 11 (Time 2) were used to test this hypothesis (N = 535; mean age at Time 1: 16.7 years, SD = 0.6). Student-perceived relationship quality and students' emotions were assessed in the academic domains of mathematics, German, English, and French. In line with our hypothesis, cross-lagged panel models showed reciprocal associations: Higher relationship quality was associated with stronger positive emotions and weaker negative emotions over time. In turn, lower negative emotions and higher positive emotions were associated with higher relationship quality. The association between initial emotions and student-teacher relationship quality one year later was stronger than the reverse association. Further, the links between relationship quality and emotions were largely equivalent across school domains but differed in strength across emotions. Implications for future research and educational practice are discussed. • Relationship quality was related with strong positive and weak negative emotions. • The impact of emotions on relationship was stronger than the reverse effect. • Associations were largely equivalent across school domains. • Associations differed in strength across emotions. [ABSTRACT FROM AUTHOR]

This paper investigates a quadrant-based typology of circadian preference including morning (M) types (high morningness, low eveningness), evening (E) types (low morningness, high eveningness), low M-E types (low morningness and low eveningness), and high M-E types (high morningness and eveningness). In Study 1, a latent class analysis of circadian preference was conducted using a representative sample of 1022 9th grade students (50.00% females; mean age: 14.98 years) and relations to academic outcomes were investigated. A 4-class solution comprised 39% evening types, 21% morning types, 27% low M-E types, and 13% high M-E types. There were no gender differences in the frequency of morning or evening types. More females were low M-E types and more males were high M-E types. Lower academic performance related to having an evening preference. In Study 2, test-criterion evidence of the typology was examined based on data from sleep diaries of 129 9th to 10th grade students (44.96%; mean age: 15.6 years). Types did not differ in sleep duration. Findings supported the well-known differences in sleep timing and behavior between morning and evening types; high M-E types and low M-E types did not differ in their sleeping behavior. • Circadian preference (CP) refers to individuals' preference for morning or evening activities. • CP comprises the two independent dimensions of morningness (M) and eveningness (E). • We studied CP types by latent class analyses with a representative sample of adolescents. • Results pointed to a quadrant-based typology of CP (M+/E-, M-/E+, M+/E+, M-/E-). • Relations with achievement and behavioral data supported the validity of the typology. [ABSTRACT FROM AUTHOR]