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Wyświetlanie 1-20 z 36576
Tytuł:
Questionable research practices in competitive grant funding: A survey.
Autorzy:
Conix S; Center for the Philosophy of Science and Society, UCLouvain, Louvain-la-Neuve, Belgium.; Centre for Logic and Philosophy of Science, KU Leuven, Leuven, Belgium.
De Peuter S; Methods, Individual and Cultural Differences, Affect and Social Behavior (MICAS), KU Leuven, Leuven, Belgium.
Block A; Centre for Logic and Philosophy of Science, KU Leuven, Leuven, Belgium.
Vaesen K; Philosophy & Ethics, Eindhoven University of Technology, Eindhoven, Netherlands.
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Źródło:
PloS one [PLoS One] 2023 Nov 02; Vol. 18 (11), pp. e0293310. Date of Electronic Publication: 2023 Nov 02 (Print Publication: 2023).
Typ publikacji:
Journal Article
MeSH Terms:
Achievement*
Humans ; Male ; Female ; Cross-Sectional Studies ; Reproducibility of Results ; Pilot Projects ; Surveys and Questionnaires
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Norms in action? On the channels through which Poland's historical partitions may still contribute to divergent educational achievements in the country's regions.
Autorzy:
Herbst M; Centre for European Regional and Local Studies, University of Warsaw, Warszawa, Poland.
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Źródło:
PloS one [PLoS One] 2023 Aug 04; Vol. 18 (8), pp. e0289686. Date of Electronic Publication: 2023 Aug 04 (Print Publication: 2023).
Typ publikacji:
Journal Article; Research Support, Non-U.S. Gov't
MeSH Terms:
Schools*
Achievement*
Adult ; Humans ; Poland ; Austria ; Educational Status
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Where and with whom does a brief social-belonging intervention promote progress in college?
Autorzy:
Walton GM; Department of Psychology, Stanford University, Stanford, CA, USA.
Murphy MC; Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA.
Logel C; Department of Social Development Studies, Renison University College, University of Waterloo, Waterloo, ON, Canada.
Yeager DS; Department of Psychology, University of Texas at Austin, Austin, TX, USA.
Goyer JP; Department of Psychology, Stanford University, Stanford, CA, USA.
Brady ST; Department of Psychology, Wake Forest University, Winston-Salem, NC, USA.
Emerson KTU; Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA.
Paunesku D; Department of Psychology, Stanford University, Stanford, CA, USA.; The Project for Education Research that Scales (PERTS), San Francisco, CA, USA.
Fotuhi O; Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA.
Blodorn A; Department of Psychology, Stanford University, Stanford, CA, USA.
Boucher KL; Department of Psychological Sciences, University of Indianapolis, Indianapolis, IN, USA.
Carter ER; Paradigm, Palo Alto, CA, USA.
Gopalan M; Department of Education Policy Studies, The Pennsylvania State University, State College, PA, USA.
Henderson A; Department of Psychology, Stanford University, Stanford, CA, USA.
Kroeper KM; Department of Psychology, Sacred Heart University, Fairfield, CT, USA.
Murdock-Perriera LA; School of Education, Sonoma State University, Rohnert Park, CA, USA.
Reeves SL; WGU Labs, Salt Lake City, UT, USA.
Ablorh TT; Department of Clinical Psychology, University of Massachusetts Boston, Boston, MA, USA.
Ansari S; Department of Psychology, University of Hawai'i at Mānoa, Honolulu, HI, USA.
Chen S; WGU Labs, Salt Lake City, UT, USA.
Fisher P; Department of Psychology, University of California, Los Angeles, CA, USA.
Galvan M; Department of Psychology and Neuroscience, University of North Carolina, Chapel Hill, NC, USA.
Gilbertson MK; School of Psychology, Fuller Theological Seminary, Pasadena, CA, USA.
Hulleman CS; School of Education and Human Development, University of Virginia, Charlottesville, VA, USA.
Le Forestier JM; Department of Psychology, University of Toronto, Toronto, ON, Canada.
Lok C; Department of Psychology, University of Waterloo, Waterloo, ON, Canada.
Mathias K; Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA.
Muragishi GA; Department of Psychology, University of Washington, Seattle, WA, USA.
Netter M; Department of Psychology, University of Texas at Austin, Austin, TX, USA.
Ozier E; Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA.
Smith EN; Population Research Center, University of Texas at Austin, Austin, TX, USA.
Thoman DB; Department of Psychology, San Diego State University, San Diego, CA, USA.
Williams HE; Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA.
Wilmot MO; Department of Psychology, The Ohio State University, Columbus, OH, USA.
Hartzog C; Department of Psychology, Stanford University, Stanford, CA, USA.
Li XA; Department of Psychology, Stanford University, Stanford, CA, USA.
Krol N; Department of Psychology, Stanford University, Stanford, CA, USA.
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Źródło:
Science (New York, N.Y.) [Science] 2023 May 05; Vol. 380 (6644), pp. 499-505. Date of Electronic Publication: 2023 May 04.
Typ publikacji:
Journal Article
MeSH Terms:
Students*/psychology
Social Identification*
Achievement*
Humans ; Universities ; Random Allocation ; Psychosocial Intervention
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Achievement, self-concept and anxiety in mathematics and English: A three-wave cross-lagged panel study.
Autorzy:
Zhang J; Department of Educational Psychology, Faculty of Education, East China Normal University, Shanghai, China.
Chiu MM; Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, China.
Lei H; Faculty of Education, The Institute of Curriculum & Instruction, East China Normal University, Shanghai, China.
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Źródło:
The British journal of educational psychology [Br J Educ Psychol] 2023 Mar; Vol. 93 (1), pp. 56-72. Date of Electronic Publication: 2022 Aug 09.
Typ publikacji:
Journal Article
MeSH Terms:
Achievement*
Self Concept*
Humans ; Cross-Sectional Studies ; Anxiety ; Mathematics
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
A closer look at the domain-specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large-scale longitudinal studies.
Autorzy:
Meyer J; Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany.
Schmidt FTC; University of Hamburg (UHH), Hamburg, Germany.
Fleckenstein J; Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany.; University of Applied Sciences and Arts Northwestern Switzerland (FHNW), Muttenz, Switzerland.
Köller O; Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany.
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Źródło:
The British journal of educational psychology [Br J Educ Psychol] 2023 Mar; Vol. 93 (1), pp. 113-133. Date of Electronic Publication: 2022 Sep 08.
Typ publikacji:
Journal Article
MeSH Terms:
Achievement*
Personality*/physiology
Humans ; Female ; Male ; Motivation ; Students ; Language
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Pharmacological cognitive enhancement and the value of achievements: An intervention.
Autorzy:
Gordon EC; Department of Philosophy, University of Glasgow, Glasgow, UK.
Willis RJ; BPP Law School, BPP University, London, UK.
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Źródło:
Bioethics [Bioethics] 2023 Feb; Vol. 37 (2), pp. 130-134. Date of Electronic Publication: 2022 Nov 18.
Typ publikacji:
Journal Article
MeSH Terms:
Cognition*
Achievement*
Humans
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Gender gaps in Mathematics and Language: The bias of competitive achievement tests.
Autorzy:
Arias O; Institute of Education, Center for Advanced Research in Education, Universidad de Chile, Santiago, Chile.
Canals C; Institute of Education, Center for Advanced Research in Education, Universidad de Chile, Santiago, Chile.; School of Public Affairs, Arizona State University, Phoenix, Arizona, United States of America.
Mizala A; Department Industrial Engineering, Institute of Education and Center of Applied Economics, Center for Advanced Research in Education, Universidad de Chile, Santiago, Chile.
Meneses F; Millennium Nucleus on Intergenerational Mobility: From Modeling to Policy (MMOVI), Santiago, Chile.
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Źródło:
PloS one [PLoS One] 2023 Mar 22; Vol. 18 (3), pp. e0283384. Date of Electronic Publication: 2023 Mar 22 (Print Publication: 2023).
Typ publikacji:
Journal Article; Research Support, Non-U.S. Gov't; Review
MeSH Terms:
Achievement*
Language*
Female ; Humans ; Male ; Mathematics ; Schools ; Sex Factors
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Groupitizing reflects conceptual developments in math cognition and inequities in math achievement from childhood through adolescence.
Autorzy:
Guillaume M; Graduate School of Education, Stanford University, Stanford, California, USA.
Roy E; Graduate School of Education, Stanford University, Stanford, California, USA.
Van Rinsveld A; Graduate School of Education, Stanford University, Stanford, California, USA.
Starkey GS; Center for Psychology, Goucher College, Baltimore, Maryland, USA.
Uncapher MR; Department of Neurology, Weill Institute for Neurosciences, University of California, San Francisco, California, USA.
McCandliss BD; Graduate School of Education, Stanford University, Stanford, California, USA.
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Corporate Authors:
Project iLead Consortium
Źródło:
Child development [Child Dev] 2023 Mar; Vol. 94 (2), pp. 335-347. Date of Electronic Publication: 2022 Dec 09.
Typ publikacji:
Journal Article; Research Support, Non-U.S. Gov't
MeSH Terms:
Cognition*
Achievement*
Female ; Child ; Humans ; Adolescent ; Concept Formation ; Educational Status ; Mathematics
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Classroom compositional effects on low-ability students' achievement in China.
Autorzy:
Zhou Y; Faculty of Education, University of Macau, Taipa, Macau, China.
Cai T; Department of Sociology, University of Macau, Taipa, Macau, China.
Wang D; Social Contexts and Policies of Education, Faculty of Education, University of Hong Kong, Hong Kong, China.
Li F; Department of Sociology, University of Macau, Taipa, Macau, China.
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Źródło:
Journal of community psychology [J Community Psychol] 2023 Mar; Vol. 51 (2), pp. 788-812. Date of Electronic Publication: 2022 Sep 20.
Typ publikacji:
Journal Article; Research Support, Non-U.S. Gov't
MeSH Terms:
Achievement*
Schools*
Child ; Humans ; Educational Status ; Students/psychology ; Peer Group
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Casting votes of antecedents play a key role in successful sequential decision-making.
Autorzy:
Ito MI; Institute of Industrial Science, The University of Tokyo, Meguro-ku, Tokyo, Japan.
Sasaki A; Research Center for Integrative Evolutionary Science, The Graduate University for Advanced Studies, SOKENDAI, Hayama, Kanagawa, Japan.; Evolution and Ecology Program, International Institute for Applied Systems Analysis, Laxenburg, Austria.
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Źródło:
PloS one [PLoS One] 2023 Feb 24; Vol. 18 (2), pp. e0282062. Date of Electronic Publication: 2023 Feb 24 (Print Publication: 2023).
Typ publikacji:
Journal Article; Research Support, Non-U.S. Gov't
MeSH Terms:
Decision Making*
Achievement*
Humans ; Male ; Female ; Intelligence ; Algorithms
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Developing a different voice: The life and work of Carol Gilligan.
Autorzy:
Josselson R; School of Psychology, Fielding Graduate University, Santa Barbara, California, USA.
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Źródło:
Journal of personality [J Pers] 2023 Feb; Vol. 91 (1), pp. 120-133. Date of Electronic Publication: 2022 Dec 05.
Typ publikacji:
Journal Article
MeSH Terms:
Achievement*
Humans ; Female
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
The relevance of basic numerical skills for fraction processing: Evidence from cross-sectional data.
Autorzy:
Wortha SM; LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany.; Department of Neurology, University Medicine Greifswald, Greifswald, Germany.; Centre for Mathematical Cognition, School of Science, Loughborough University, Loughborough, United Kingdom.
Klein E; University of Paris, LaPsyDÉ, CNRS, Paris, France.; Leibniz-Institut für Wissensmedien, Tuebingen, Germany.
Lambert K; LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany.; University of Education, Heidelberg, Germany.
Dackermann T; Leibniz-Institut für Wissensmedien, Tuebingen, Germany.
Moeller K; LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany.; Leibniz-Institut für Wissensmedien, Tuebingen, Germany.; Centre for Mathematical Cognition, School of Science, Loughborough University, Loughborough, United Kingdom.; Individual Development and Adaptive Education Center, Frankfurt am Main, Germany.
Pokaż więcej
Źródło:
PloS one [PLoS One] 2023 Jan 31; Vol. 18 (1), pp. e0281241. Date of Electronic Publication: 2023 Jan 31 (Print Publication: 2023).
Typ publikacji:
Journal Article; Research Support, Non-U.S. Gov't
MeSH Terms:
Students*
Achievement*
Humans ; Child ; Adolescent ; Cross-Sectional Studies ; Educational Status ; Mathematics
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Parent ratings on the MEMRY questionnaire predict children's academic performance.
Autorzy:
Vasserman M; Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada.; Cumming School of Medicine, University of Calgary, AB, Canada.; Child Brain & Mental Health Program Alberta Children's Hospital Research Institute, Calgary, AB, Canada.
Virani S; Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada.; Department of Kinesiology, University of Calgary.
MacAllister WS; Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada.; Cumming School of Medicine, University of Calgary, AB, Canada.; Child Brain & Mental Health Program Alberta Children's Hospital Research Institute, Calgary, AB, Canada.
Désiré N; Department of Psychology and Division of Neurology, Hospital for Sick Children, Toronto, ON, Canada.
Mish S; Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada.
Fay-McClymont T; Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada.; Cumming School of Medicine, University of Calgary, AB, Canada.; Child Brain & Mental Health Program Alberta Children's Hospital Research Institute, Calgary, AB, Canada.
Medlin LC; Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada.
Brooks BL; Neurosciences Program, Alberta Children's Hospital, Calgary, AB, Canada.; Cumming School of Medicine, University of Calgary, AB, Canada.; Child Brain & Mental Health Program Alberta Children's Hospital Research Institute, Calgary, AB, Canada.; Department of Psychology, University of Calgary.
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Źródło:
Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence [Child Neuropsychol] 2023 Jan; Vol. 29 (1), pp. 96-114. Date of Electronic Publication: 2022 May 09.
Typ publikacji:
Journal Article; Research Support, Non-U.S. Gov't
MeSH Terms:
Achievement*
Academic Performance*
Adolescent ; Child ; Humans ; Wechsler Scales ; Reading ; Surveys and Questionnaires
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Sense of mastery among older adults and its relation to invalidating childhood experiences.
Autorzy:
Talmon A; Psychology Department, Stanford University, Stanford, CA, USA.
Cohen N; The Bob Shapell School of Social Work, Tel Aviv University, Tel Aviv, Israel.
Raif Y; The Bob Shapell School of Social Work, Tel Aviv University, Tel Aviv, Israel.
Ginzburg K; The Bob Shapell School of Social Work, Tel Aviv University, Tel Aviv, Israel.
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Źródło:
Aging & mental health [Aging Ment Health] 2022 Nov; Vol. 26 (11), pp. 2186-2194. Date of Electronic Publication: 2021 Oct 20.
Typ publikacji:
Journal Article
MeSH Terms:
Parent-Child Relations*
Parents*
Achievement*
Aged ; Humans ; Surveys and Questionnaires
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Overheard evaluative comments: Implications for beliefs about effort and ability.
Autorzy:
Zhao L; Department of Psychology, Hangzhou Normal University, Hangzhou, P.R. China.
Li Y; Department of Psychology, Hangzhou Normal University, Hangzhou, P.R. China.
Qin W; Zhejiang Lab, Hangzhou, P.R. China.
Amemiya J; Department of Psychology, University of California San Diego, La Jolla, California, USA.
Fang F; School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China.; Peking-Tsinghua Center for Life Sciences, Peking University, Beijing, China.; IDG/McGovern Institute for Brain Research, Peking University, Beijing, China.
Compton BJ; Department of Psychology, University of California San Diego, La Jolla, California, USA.
Heyman GD; Department of Psychology, University of California San Diego, La Jolla, California, USA.
Pokaż więcej
Źródło:
Child development [Child Dev] 2022 Nov; Vol. 93 (6), pp. 1889-1902. Date of Electronic Publication: 2022 Aug 08.
Typ publikacji:
Journal Article; Research Support, Non-U.S. Gov't
MeSH Terms:
Achievement*
Child ; Male ; Adult ; Humans ; Child, Preschool
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Reading to learn? The co-development of mathematics and reading during primary school.
Autorzy:
Hübner N; Institute of Education, University of Tübingen, Tübingen, Germany.
Merrell C; School of Education, Durham University, Durham, UK.
Cramman H; School of Education, Durham University, Durham, UK.
Little J; Centre for Evaluation and Monitoring, Cambridge University Press/Cambridge Assessment, Durham, UK.
Bolden D; School of Education, Durham University, Durham, UK.
Nagengast B; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany.; Department of Education and the Brain & Motivation Research Institute (bMRI), Korea University, Seoul, Korea.
Pokaż więcej
Źródło:
Child development [Child Dev] 2022 Nov; Vol. 93 (6), pp. 1760-1776. Date of Electronic Publication: 2022 Jun 22.
Typ publikacji:
Journal Article; Research Support, Non-U.S. Gov't
MeSH Terms:
Reading*
Achievement*
Female ; Humans ; Male ; Mathematics ; Learning ; Schools
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Tytuł:
Transformative Learning and Professional Advancement during an EdD Program
Autorzy:
Jessica A. Marotta (ORCID 0009-0003-4920-1823)
Pokaż więcej
Deskryptory:
Doctoral Programs
Doctoral Students
Student Attitudes
Distance Education
Electronic Learning
Web Based Instruction
COVID-19
Pandemics
Student Experience
Promotion (Occupational)
Achievement
Transformative Learning
Decision Making
Influences
Źródło:
Impacting Education: Journal on Transforming Professional Practice. 2024 9(1):3-11.
Recenzowane naukowo:
Y
Page Count:
9
Czasopismo naukowe
Szczegóły
Tytuł:
A multidimensional examination of math anxiety and engagement on math achievement.
Autorzy:
Quintero M; Texas Tech University, Lubbock, Texas, USA.
Hasty L; Texas Tech University, Lubbock, Texas, USA.
Li T; Texas Tech University, Lubbock, Texas, USA.
Song S; Texas Tech University, Lubbock, Texas, USA.
Wang Z; Texas Tech University, Lubbock, Texas, USA.
Pokaż więcej
Źródło:
The British journal of educational psychology [Br J Educ Psychol] 2022 Sep; Vol. 92 (3), pp. 955-973. Date of Electronic Publication: 2021 Dec 26.
Typ publikacji:
Journal Article
MeSH Terms:
Achievement*
Anxiety*/psychology
Child ; Female ; Humans ; Longitudinal Studies ; Male ; Mathematics ; Students/psychology
Czasopismo naukowe
Pełny tekst  Link otwiera się w nowym oknie Pełny tekstSzczegóły
Wyświetlanie 1-20 z 36576

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