2016

 
  • Berger, J.-L., & Rinaldi Davinroy, D. (2016). Motivation à apprendre et volition à l’adolescence : développement et étude de la validité d’un nouvel inventaire. Mesure et évaluation en éducation, 38(3), 77-122.
  • Bernay, R., Graham, E., Devcich, D. A., Rix, G., & Rubie-Davies, C. M. (2016). Pause, breathe, smile: A mixed-methods study of children’s well-being following participation in an 8-week, locally developed mindfulness program in three New Zealand schools. Advances in School Mental Health Promotion. doi: 10.1080/1754730X.2016.1154474
  • Eskelä-Haapanen, S., Lerkkanen, M.-K., Rasku-Puttonen, H., & Poikkeus, A.-M. (2016). Children’s beliefs concerning school transition. Early Child Development and Care.
  • Girardet, C. & Berger, J.-L. (2016). Teacher change in classroom management: A mixed-method study with vocational teachers. AERA Conference Proceedings.
  • Haakma, I., Janssen, M., & Minnaert, A. (2016). A literature review on how need-supportive behavior influences motivation in students with sensory loss. Teaching and Teacher Education, 57, 1-13. doi:10.1016/j.tate.2016.02.008
  • Hospel, V. & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students’ engagement? A multilevel analysis. Learning and Instruction, 41(1), 1-10. doi:10.1016/j.learninstruc.2015.09.001
    https://www.researchgate.net/publication/282163140_Are_both_classroom_autonomy_support_and_structure_equally_important_for_students’_engagement_A_multilevel_analysis
  • Hospel, V., Galand, B. & Janosz, M. (2016). Multidimensionality of behavioral engagement: empirical support and measurement implications. International Journal of Educational Research, 77(1), 37-49. doi:10.1016/j.ijer.2016.02.007.
    https://www.researchgate.net/publication/298422129_Multidimensionality_of_behavioural_engagement_Empirical_support_and_implications
  • Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J. & Sobocinski, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction 43, 39-51. doi:10.1016/j.learninstruc.2016.01.005
  • Järvelä, S., Malmberg, J. & Koivuniemi, M. (2016).  Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL. Learning and Instruction, 42, 1-11. DOI: 10.1016/j.learninstruc.2015.10.006
  • Klug, J., Lüftenegger, M., Bergsmann, E., Spiel, C., & Schober B (2016). Secondary school students’ LLL competencies, and their relation with classroom structure and achievement. Frontiers in Psychology, 7:doi: 10.3389/fpsyg.2016.00680 http://journal.frontiersin.org/article/10.3389/fpsyg.2016.00680/full
  • Korpershoek, H. (2016). Relationships among motivation, commitment, cognitive capacities, and academic achievement in secondary education. Frontline Learning Research, 4(3), 28-43. doi: 10.14786/flr.v4i3.182 https://journals.sfu.ca/flr/index.php/journal/article/view/182
  • Korpershoek, H., Harms, G.J., De Boer, H., Van Kuijk, M.F., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioural, emotional, and motivational outcomes. Review of Educational Research, 86, 643-680. doi: 10.3102/0034654315626799 http://journals.sagepub.com/doi/abs/10.3102/0034654315626799
  • Kurki, K., Järvenoja, H., Järvelä, S., Mykkänen, A. (2016). How teachers co-regulate children’s emotions and behaviour in socio-emotionally challenging day-care settings. International Journal of Educational Research. 76, 76-88. doi:10.1016/j.ijer.2016.02.002
  • Lüftenegger, M., Klug, J., Harrer, K., Langer, M., Spiel, C., & Schober, B. (2016). Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement. Frontiers in Psychology, 7: doi: 10.3389/fpsyg.2016.00603 http://journal.frontiersin.org/article/10.3389/fpsyg.2016.00603/full
  • Määttä, E., Mykkänen, A. & Järvelä, S. (2016). Elementary school children’s self- and social perceptions of success. Journal of Research in Childhood Education, 30, 2, 170-184. DOI:1080/02568543.2016.1143418
  • Madjar, N. (2016). Stability and change in social goals as related to goal structures and engagement in school. The Journal of Experimental Education, ahead-of-print, DOI: 10.1080/00220973.2016.1148658 Link: http://www.tandfonline.com/doi/abs/10.1080/00220973.2016.1148658
  • Madjar, N., & Chohat, R. (2016). Will I succeed in middle school? A longitudinal analysis of self-efficacy in school transitions in relation to goal structures and engagement. Educational Psychology, ahead-of-print, DOI: 10.1080/01443410.2016.1179265 Link: http://www.tandfonline.com/doi/full/10.1080/01443410.2016.1179265
  • Madjar, N., Shklar, N., & Moshe, L. (2016). The role of parental attitudes in children’s motivation toward homework assignments. Psychology in the Schools, 53, 173-188. Link: http://onlinelibrary.wiley.com/doi/10.1002/pits.21890/full
  • Meissel, K. & Rubie-Davies, C. M. (2016). Ethnicity and motivation in the New Zealand primary school context. British Journal of Educational Psychology, 86, 92–111. doi: 10.1080/03075079.2015.1130692
  • Peterson, E. R., Rubie-Davies, C. M., O’Connor, D., & Sibley, C. (2016). Implicit and explicit teacher expectations: Relations with ethnicity and achievement. Learning and Instruction, 42, 123–140. doi:10.1016/j.learninstruc.2016.01.010
  • Putwain, D.W., & Sander, P. (2016). Does the confidence of first year undergraduate students change over time according to achievement goal profile? Studies in Higher Education, 41(2), 381–398.doi: 10.1080/03075079.2014.934803 http://www.tandfonline.com/doi/abs/10.1080/03075079.2014.934803?journalCode=cshe20
  • Putwain, D.W., Nicholson, L.J., & Edwards, J.L. (2016) Hard to reach and hard to teach: Supporting the self-regulation of learning in an alternative provision secondary school. Educational Studies, 42(1), 1-18. doi: 10.1080/03055698.2015.1108839 http://www.tandfonline.com/doi/full/10.1080/03055698.2015.1108839
  • Putwain, D.W., Nicholson, L.J., Nakhla, G., Reece, M., Porter, B., & Liversidge, A. (2016). Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised. Contemporary Educational Psychology 44-45, 21–31. doi:10.1016/j.cedpsych.2015.12.001 http://www.sciencedirect.com/science/article/pii/S0361476X15000594
  • Reber, R. (2016). Critical feeling. How to use feelings strategically. Cambridge: Cambridge University Press. Link: http://www.cambridge.org/9781107629769
  • Rubie-Davies, C. M. & Peterson, E. R. (2016) Relations between teachers’ achievement over- and underestimation, and students’ beliefs for Māori and Pākehā students. Contemporary Educational Psychology. doi: 10.1016/j.cedpsych.2016.01.001
  • Rubie-Davies, C. M. (2016). High and low expectation teachers: The importance of the teacher factor. In Trusz, S. & Bąbel, P. (Eds.). Expectancies for students and others: What we know from 55 years of research 145–156. Hove, UK: Psychology Press.
  • Rubie-Davies, C. M., Asil, M., & Teo, T. (2016). Assessing measurement invariance of the Student Personal Perception of Classroom Climate (SPPCC) across different ethnic groups. Journal of Psychoeducational Assessment. doi: 10.1177/0734282915612689
  • Schoor, C. (2016). Utility of reading – predictor of reading achievement? Learning and Individual Differences, 45, 151-158. DOI: 10.1080/10.1016/j.lindif.2015.11.024
  • Sikiö, R.,* Holopainen, L., Siekkinen, M., Silinskas, G., Lerkkanen, M.-K., & Nurmi, J.-E. (2016). Maternal literacy teaching, causal attributions and children´s literacy skills in Finnish-speaking and language minority families. International Journal of Educational Research, 77, 99-108. doi:10.1016/j.ijer.2015.09.012
  • Silinskas, G., Pakarinen, E., Niemi, P., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2016). The effectiveness of increased support in reading and its relationship to teachers’ affect and children’s motivation. Learning and Individual Differences, 45, 53-64. doi:10.1016/j.lindif.2015.11.025
  • Stroet, K., Opdenakker, M.-C., Minnaert, A. (2016). Fostering early adolescents’ motivation: A longitudinal study into the effectiveness of social constructivist, traditional, and combined schools for prevocational education. Educational Psychology: An International Journal of Experimental Educational Psychology, 36 (1), 1-25. DOI:10.1080/01443410.2014.893561
  • Thomson, M. M., & Berger, J.-L. (2016). Teaching typologies: Comparisons among the US and Swiss preservice teachers on their teaching typologies, motivational profiles and instructional beliefs. AERA Conference Proceedings.
  • Tiekstra, M., Minnaert, A. E. M. G., & Hessels, M. G. P. (2016). A review scrutinizing the consequential validity of dynamic assessment. Educational Psychology: An International Journal of Experimental Educational Psychology, 36 (1), 112-137. http://dx.doi.org/10.1080/01443410.2014.915930
  • Viljaranta, J., Kiuru, N., Lerkkanen, M.-K., Silinskas, G., Poikkeus, A.-M., & Nurmi, J.-E. (2016). Patterns of Word Reading Skill, Interest, and Self-Concept of Ability. Educational Psychology. http://dx.doi.org/10.1080/01443410.2016.1165798
  • Watson, P. W. St J., Rubie-Davies, C.M., Meissel, K., Flint, A., Peterson, E. R., Garrett., L., & McDonald, L. (2016). Gendered Teacher Expectations of Mathematics Achievement in New Zealand: Contributing to a Kink at the Base of the STEM Pipeline. International Journal of Gender, Science and Technology, 8, 82–102.
  • Webber, M., McKinley, E., & Rubie-Davies, C. M. (2016). Making it personal: Connecting with Māori students and their families. Contemporary Educational Psychology. doi:10.1016/j.cedpsych.2016.03.001

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