Ellen Rydell Altermatt
Dados Biográficos
| ID | 5762897 |
|---|---|
| NOME | Ellen Rydell Altermatt |
| PRENOMES | Ellen Rydell |
| SOBRENOME | Altermatt |
| ASSINATURA | ALTERMATT E R |
| AFILIAÇÕES | Hanover College |
| ORCID | 0000-0002-8245-5126 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 40 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Teacher goal setting for personalized learning software
Although student use of personalized learning software has been linked to higher test scores and more positive achievement-related attitudes, much remains to be learned about best practices for creating strong technology-enabled learning environments. The current study examines associations between the goals teachers set for their students’ use of math personalized learning software and both teacher and student attitudes. Teachers reported settin…
Academic competence perceptions moderate the effects of peer support following academic success disclosures
Academic successes are a common part of children's daily lives. Prior research indicates that children frequently attempt to capitalize on these events by sharing the good news with peers. This short‐term longitudinal study of third‐ through seventh‐grade students ( N = 359) provides evidence that, for children with low academic competence perceptions, peer academic support in the form of enthusiastic responses to academic success disclosures can…
Grade-Level Declines in Perceived Academic Support From Peers
Prior research demonstrates that perceived academic support from peers positively predicts school adjustment. In this cross-sectional study, we provide evidence that perceived academic support from peers declines from 3rd to 8th grade and that this decline is partially mediated by grade-level declines in perceptions that academic success disclosures are normative and will elicit positive responses, especially among students who hold social demons…
I Did Well. Should I Tell? Gender Differences in Children’s Academic Success Disclosures
Capitalizing on Academic Success
Although friends often share successes with one another, very little attention has been paid to these interactions. The current study examines the nature of middle school students’ interactions with friends following academic successes and the consequences of these interactions for students’ school adjustment. Participants were 293 fifth- through eighth-grade students. Grade-level differences emerged in students’ reports of their motives for shar…
Coping With Academic Failure
This study examined gender differences in the interactions early adolescent students report having with significant others following academic failure and the consequences of these interactions for student worry. The 5th- through 8th-grade students ( N = 297) reported on their general strategies for coping with academic failure, the nature of their everyday interactions with family members and friends following failure, and their levels of academi…
The Implications of Having High‐achieving Versus Low‐achieving Friends
The present research examines the achievement‐related implications of establishing friendships with high‐achieving versus low‐achieving classmates. Fifth‐ , sixth‐ , and seventh‐grade students ( N= 929) participated. During the fall and spring semesters, the report card grades of children and their friends were obtained and children completed questionnaire measures of their self‐evaluative beliefs and preference for challenge. Results suggest tha…
Making the grade but feeling distressed
There is disagreement over whether girls or boys are at risk in the context of school. Girls outperform boys in school, particularly in stereotypically feminine subjects. However, girls are also more vulnerable to internal distress than boys are. The aim of this research was to understand this pattern of gender differences. Gender differences in academic performance and internal distress were examined in elementary school children moving into ado…
Predicting changes in children's self-perceptions of academic competence
Classroom discourse was examined as a predictor of changes in children's beliefs about their academic capabilities. Kindergarten, first-grade, and second-grade students (N = 106) participated in 2 waves of data collection, approximately 1 year apart. During the 1st year of the study, children's verbal interactions with their classmates were observed and recorded. Children rated their self-perceptions of academic competence during the 1st and 2nd …
Predicting changes in children's self-perceptions of academic competence
Classroom discourse was examined as a predictor of changes in children's beliefs about their academic capabilities. Kindergarten, first-grade, and second-grade students (N = 106) participated in 2 waves of data collection, approximately 1 year apart. During the 1st year of the study, children's verbal interactions with their classmates were observed and recorded. Children rated their self-perceptions of academic competence during the 1st and 2nd …
The Implications of Having High‐achieving Versus Low‐achieving Friends
The present research examines the achievement‐related implications of establishing friendships with high‐achieving versus low‐achieving classmates. Fifth‐ , sixth‐ , and seventh‐grade students ( N= 929) participated. During the fall and spring semesters, the report card grades of children and their friends were obtained and children completed questionnaire measures of their self‐evaluative beliefs and preference for challenge. Results suggest tha…
Coping With Academic Failure
This study examined gender differences in the interactions early adolescent students report having with significant others following academic failure and the consequences of these interactions for student worry. The 5th- through 8th-grade students ( N = 297) reported on their general strategies for coping with academic failure, the nature of their everyday interactions with family members and friends following failure, and their levels of academi…
Capitalizing on Academic Success
Although friends often share successes with one another, very little attention has been paid to these interactions. The current study examines the nature of middle school students’ interactions with friends following academic successes and the consequences of these interactions for students’ school adjustment. Participants were 293 fifth- through eighth-grade students. Grade-level differences emerged in students’ reports of their motives for shar…
I Did Well. Should I Tell? Gender Differences in Children’s Academic Success Disclosures
Making the grade but feeling distressed
There is disagreement over whether girls or boys are at risk in the context of school. Girls outperform boys in school, particularly in stereotypically feminine subjects. However, girls are also more vulnerable to internal distress than boys are. The aim of this research was to understand this pattern of gender differences. Gender differences in academic performance and internal distress were examined in elementary school children moving into ado…
Predicting changes in children's self-perceptions of academic competence
Classroom discourse was examined as a predictor of changes in children's beliefs about their academic capabilities. Kindergarten, first-grade, and second-grade students (N = 106) participated in 2 waves of data collection, approximately 1 year apart. During the 1st year of the study, children's verbal interactions with their classmates were observed and recorded. Children rated their self-perceptions of academic competence during the 1st and 2nd …
The Implications of Having High‐achieving Versus Low‐achieving Friends
The present research examines the achievement‐related implications of establishing friendships with high‐achieving versus low‐achieving classmates. Fifth‐ , sixth‐ , and seventh‐grade students ( N= 929) participated. During the fall and spring semesters, the report card grades of children and their friends were obtained and children completed questionnaire measures of their self‐evaluative beliefs and preference for challenge. Results suggest tha…
Coping With Academic Failure
This study examined gender differences in the interactions early adolescent students report having with significant others following academic failure and the consequences of these interactions for student worry. The 5th- through 8th-grade students ( N = 297) reported on their general strategies for coping with academic failure, the nature of their everyday interactions with family members and friends following failure, and their levels of academi…
Capitalizing on Academic Success
Although friends often share successes with one another, very little attention has been paid to these interactions. The current study examines the nature of middle school students’ interactions with friends following academic successes and the consequences of these interactions for students’ school adjustment. Participants were 293 fifth- through eighth-grade students. Grade-level differences emerged in students’ reports of their motives for shar…
I Did Well. Should I Tell? Gender Differences in Children’s Academic Success Disclosures
Grade-Level Declines in Perceived Academic Support From Peers
Prior research demonstrates that perceived academic support from peers positively predicts school adjustment. In this cross-sectional study, we provide evidence that perceived academic support from peers declines from 3rd to 8th grade and that this decline is partially mediated by grade-level declines in perceptions that academic success disclosures are normative and will elicit positive responses, especially among students who hold social demons…
Academic competence perceptions moderate the effects of peer support following academic success disclosures
Academic successes are a common part of children's daily lives. Prior research indicates that children frequently attempt to capitalize on these events by sharing the good news with peers. This short‐term longitudinal study of third‐ through seventh‐grade students ( N = 359) provides evidence that, for children with low academic competence perceptions, peer academic support in the form of enthusiastic responses to academic success disclosures can…
Teacher goal setting for personalized learning software
Although student use of personalized learning software has been linked to higher test scores and more positive achievement-related attitudes, much remains to be learned about best practices for creating strong technology-enabled learning environments. The current study examines associations between the goals teachers set for their students’ use of math personalized learning software and both teacher and student attitudes. Teachers reported settin…
Psychology (9 obras) · Developmental psychology (8 obras) · Social Psychology (8 obras) · Social Psychology (7 obras) · Child and Adolescent Psychosocial and Emotional Development (5 obras) · Parental Involvement in Education (5 obras) · Perception (5 obras) · Academic achievement (4 obras) · Early Childhood Education and Development (4 obras) · Youth Development and Social Support (3 obras)