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The aim of the current study was to document the peer interaction patterns of students with autistic spectrum disorders in mainstream settings. Structured observations of a group of 38 adolescents with ASD drawn from 12 mainstream secondary schools were conducted over a two-day period and data compared with those of school, age, and gender matched comparison groups of 35 adolescents with dyslexia and 38 with no identified special educational needs (the ASD and dyslexia groups were also matched on SEN provision). Frequency and duration of peer interaction behaviours were coded. In terms of duration, multivariate analyses of variance (MANOVAs) indicated that participants with ASD spent more time engaged in solitary behaviours, less time engaged in co-operative interaction with peers, and more time engaging in reactive aggression towards peers than either comparison group. In terms of frequency, similar patterns emerged, but additionally participants with ASD engaged in fewer instances of rough/vigorous play, and were subject to more instances of social initiation and instrumental verbal aggression by peers than either comparison group. The findings of the current study support the authors' theoretical model of peer group interaction processes for individuals with ASD, and have implications for both social skills training and the development of peer awareness and sensitivity. Limitations are noted.

Based on the control-value theory of achievement emotions, this longitudinal study examined students’ control-value appraisals as antecedents of their enjoyment and boredom in mathematics. Self-report data for appraisals and emotions were collected from 579 students in their final year of primary schooling over three waves. Data were analyzed using latent interaction structural equation modeling. Control-value appraisals predicted emotions interactively depending on which specific subjective value was paired with perceived control. Achievement value amplified the positive relation between perceived control and enjoyment, and intrinsic value reduced the negative relation between perceived control and boredom. These longitudinal findings demonstrate that control and value appraisals, and their interaction, are critically important for the development of students’ enjoyment and boredom over time.

The number of pupils with autistic spectrum disorders (ASD) attending mainstream schools is increasing, but there is evidence that their needs may not be fully met. Previous research has suggested that such pupils are at an increased risk of social exclusion. In light of this, the aim of the current study was to examine the sociometric status, perceived levels of peer social support, and the frequency of bullying experienced by this group of learners. Our sample comprised 40 pupils with ASD, 40 pupils with dyslexia, and a reference group of 40 pupils with no identified special educational needs, matched by age and gender (and, for the ASD and dyslexic groups, the stage of the SEN Code of Practice). Participants completed the Social Support Scale for Children (Harter, 1985) and the My Life in School Questionnaire (Arora & Thompson, 1987), and their peers completed the Social Inclusion Survey (Frederickson & Graham, 1999). Our analyses indicated that pupils with ASD experienced higher levels of rejection and lower levels of acceptance than either reference group. They also reported lower levels of peer social support and higher levels of bullying. These findings are discussed in relation to previous research and the efficacy of the inclusion movement.

Findings provide partial support for the self-regulatory model of test anxiety suggesting that additional routes are required to account for the role of parental pressure and teachers' performance-avoidance goals and a re-examination of the relationship between test anxiety and achievement goals.

Reciprocal relations between students' academic enjoyment, boredom, and achievement over time http://researchonline.ljmu.ac.uk/id/eprint/7090/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Abstract The control-value theory (CVT) proposes that achievement emotions and academic achievement show reciprocal effects over time. Previous studies have examined how achievement emotions predict subsequent achievement. However, evidence is limited for whether achievement can also predict achievement emotions. To examine these reciprocal relations, data were collected about two achievement emotions: enjoyment and boredom, and mathematics achievement over four waves in a single school year in primary school students in Years 5 and 6. Results from structural equation modeling supported reciprocal relations between emotions and achievement. Higher enjoyment and lower boredom predicted greater subsequent achievement and, in turn, greater academic achievement predicted subsequent greater enjoyment and lower boredom. Furthermore, the relations between emotions over time were mediated by achievement. These findings build on the evidence base for CVT and further understanding of relations between achievement emotions and academic achievement in younger students. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.

Academic buoyancy refers to a positive, constructive, and adaptive response to the types of challenges and setbacks experienced in a typical and everyday academic setting. In this project we examined whether academic buoyancy explained any additional variance in test anxiety over and above that explained by coping. Two hundred and ninety-eight students in their final two years of compulsory schooling completed self-report measures of academic buoyancy, coping, and test anxiety. Results suggested that buoyancy was inversely related to test anxiety and unrelated to coping. With the exception of test-irrelevant thoughts, test anxiety was positively related to avoidance coping and social support. Test-irrelevant thoughts were inversely related to task focus, unrelated to social support, and positively related to avoidance. A hierarchical regression analysis showed that academic buoyancy explained a significant additional proportion of variance in test anxiety when the variance for coping had already been accounted for. These findings suggest that academic buoyancy can be considered as a distinct construct from that of adaptive coping.

The aim of the current study was to examine the experience, attitudes and knowledge of school staff in relation to inclusive education for pupils with autistic spectrum disorders (ASDs) in mainstream secondary schools. Fifty-three participants from 11 secondary schools in the north-west of England completed a survey that covered socio-demographic information and teaching experience, perceptions of inclusion within their school, experience and knowledge of ASDs, influences on integration of pupils with ASDs, ability to cope with behaviours associated with ASDs and benefits and problems associated with integration of pupils with ASD in mainstream schools. Respondents tended to indicate positive attitudes towards inclusion. Our analysis also showed that senior managers and Special Educational Needs Co-ordinators reported greater self-efficacy in teaching pupils with ASD and in coping with behaviours associated with ASD than did subject teachers. Finally, respondents reported social inclusion as both a potential benefit and challenge for pupils with ASD. The implications of these findings for future training and practice are discussed.