Development During Early and Middle Adolescence

Wigfield, Allan; Byrnes, James P.; Eccles, Jacquelynne S.

doi:10.4324/9780203874790.ch5

Cited by 121 publications

(177 citation statements)

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“…The findings regarding self-and task-beliefs, confirming our expectations and previous International Journal of Learning & Development ISSN 2164-4063 2012 reports (e.g., Aunola et al, 2006;Eccles et al, 2005;Wigfield, Byrnes, & Eccles, 2006), indicated that the kindergarten children had moderate to high perceptions of ability perceptions in domino and that they did not perceive the domino as a very difficult task.…”

Section: Ability Beliefs Feeling Of Task-difficulty and τHeir Effectsupporting

confidence: 81%

Kindergarten Childrens’ Emotions, Feeling of Task-Difficulty and Ability Self-Perceptions Before and After Performing an Unfamiliar Domino

Στεφάνου

Charalabidou

2012

IJLD

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This study, being involved in unfamiliar domino for the participating kindergarten children, aimed to examine (a) children's experienced emotions, ability self-perceptions and perceptions of task-difficulty in pre domino performance condition and in post domino performance condition, (b) the effects of students' ability self-perceptions and perceptions of task-difficulty on their experienced emotions in pre-and post-domino performance condition, and (c) the role of children's ability beliefs and feeling of task-difficulty in the impact of the emotions on domino performance. The participants were 180 kindergarten students, 96 girls and 84 boys, age from 69 to 73 months, and they came from 25 classrooms. The results revealed (a) the variability of the intensity of the emotions within and between the pre-and post-domino performance, (b) children felt better in post-than in pre-domino performance, particularly in self-, task-and future activity-related emotions, (c) student estimated their ability as higher in post-than in pre-domino performance, while the pattern was reverse with respect to perceived domino-difficulty, (d) ability self-perceptions, compared to feeling of difficulty, was a more powerful formulator of most the emotions, particularly in pre-domino performance, and (e) the students' pre-performance emotions, perceived task-difficulty, and, mainly, ability beliefs influenced their domino performance, while the feeling of difficulty and, particularly, ability beliefs enhanced the impact of the emotions on domino performance.

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Section: Ability Beliefs Feeling Of Task-difficulty and τHeir Effectsupporting

confidence: 81%

Kindergarten Childrens’ Emotions, Feeling of Task-Difficulty and Ability Self-Perceptions Before and After Performing an Unfamiliar Domino

Στεφάνου

Charalabidou

2012

IJLD

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“…However, little is known about the underlying mechanisms. Besides stress imposed by the distracting nature of changing peer relationships, new norms, and harsher grading compared to elementary school (Alspaugh & Harting, 1995), a general loss of motivation partly attributable to effects of pubertal changes (Wigfield, Byrnes, & Eccles, 2006) is assumed to further attenuate test performance (S. S. Smith, 2006). In our study, not only was mean performance level higher, but latent correlations between knowledge application, knowledge acquisition, and g were also strikingly higher in Grade 9 than in any other grade level, possibly pointing to motivational issues as the underlying cause.…”

Section: Latent Mean Comparisons Across Grade Levelsmentioning

confidence: 99%

Complex problem solving in educational contexts—Something beyond g: Concept, assessment, measurement invariance, and construct validity.

Greiff¹,

Wüstenberg²,

Molnár³

et al. 2013

Journal of Educational Psychology

133

131

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Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the nature of CPS by applying a state-of-the-art approach to assess CPS in high school. We analyzed whether two processes derived from cognitive psychology, knowledge acquisition and knowledge application, could be measured equally well across grades and how these processes differed between grades. Further, relations between CPS, general mental ability (g), academic achievement, and parental education were explored. Hungarian high school students in Grades 5 to 11 (N = 855) completed MicroDYN, which is a computer-based CPS test, and the Culture Fair Test 20-R as a measure of g. Results based on structural equation models showed that empirical modeling of CPS was in line with theories from cognitive psychology such that the two dimensions identified above were found in all grades, and that there was some development of CPS in school, although the Grade 9 students deviated from the general pattern of development. Finally, path analysis showed that CPS was a relevant predictor of academic achievement over and above g. Overall, results of the current study provide support for an understanding of CPS as a cross-curricular skill that is accessible through computer-based assessment and that yields substantial relations to school performance. Thus, the increasing attention CPS has currently received on an international level seems warranted given its high relevance for educational psychologists.

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“…Children's experience of academic success or failure, particularly in important domains, such as mathematics and language, is crucial for their personal identity and development (Hannover & Kessels, 2004;Harter, 1999;Ilgen & Davis, 2000;Mason, 2003;Paris, Morrison, & Miller, 2006;Pintrich & Schunk, 2002;Rutter & Maughan, 2002;Wigfield, Brynes, & Eccles, 2006). Therefore, it is important to understand the factors that promote or inhibit students in pursuit their educational goals.…”

Section: Introductionmentioning

confidence: 99%

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

Στεφάνου

2012

IJPS

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This study examined (a) students' (n= 342, both genders, grades 5 and 6) attributions and emotions for their subjectively perceived school performance in language and mathematics as successful or unsuccessful, (b) the role of students' hope (pathways thinking, agency thinking) in the: perceived performance in the above school subjects as successful or unsuccessful, subsequent attributions and emotions, impact of attributions on emotions, and,in turn,interactive effect on performance expectations. The estimated as successful and unsuccessful school performance was predominately attributed to stable and unstable (external in language) factors, respectively. The students experienced intense positive and moderate negative emotions for the perceived successful and unsuccessful school performance, respectively. Hope (mainly, agency thinking) positively influenced the attributions (particularly, stability) and emotions (mainly, pathway thinking), and the impact of attributions on emotions, mainly in unsuccessful performance in mathematics. Hope, attributions and emotions had unique and complimentarily effect on performance expectations.

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Development During Early and Middle Adolescence

Cited by 121 publications

References 0 publications

Kindergarten Childrens’ Emotions, Feeling of Task-Difficulty and Ability Self-Perceptions Before and After Performing an Unfamiliar Domino

Kindergarten Childrens’ Emotions, Feeling of Task-Difficulty and Ability Self-Perceptions Before and After Performing an Unfamiliar Domino

Complex problem solving in educational contexts—Something beyond g: Concept, assessment, measurement invariance, and construct validity.

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

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