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1.
《The Journal of educational research》2012,105(8):360-362
AbstractThe purpose of this study was to investigate the relationship between scholastic behavior and attitudinal variables and the interrelationship of scholastic behavior variables. Seventy-two students of general psychology answered a sentence completion attitude scale which measured attitudes toward two specific factors'-instructor and the course, and two general factors,-college and life. Scholastic behavior measures were absences, tardiness, and course grades. Attitudes toward life were identified as a suppressor and its variances statistically removed. Significant partial correlations were found between absences and both of the attitudes toward college and the composite of the four factors (p > .05). Significant relationships were also found for course grades with the attitudes toward the course and the composite scores. While tardiness scores were significantly negatively correlated with course grades, absence scores were not. 相似文献
2.
《The Journal of educational research》2012,105(4):187-188
AbstractStudents demonstrating outstanding promise were placed in an honors section in introductory psychology. A control group matched on grade point average, sex, major field, and class remained in the larger lecture section. The honors group attained a higher level of achievement, exhibited more positive attitudes toward psychology, studied more, initiated more independent work, missed fewer classes, and enjoyed the course more. It was suggested that an increment in the level of achievement motivation, mediated by downward shift in the probability of success, interacted with the augmented environmental stimulation to facilitate the performance of the honors students. 相似文献
3.
Paul J. Germann 《科学教学研究杂志》1988,25(8):689-703
There is much interest in science courses in high school and student attitudes toward those courses. A valid and reliable instrument that measures such attitudes is not available. This study first developed and validated the Attitude toward Science in School Assessment (ATSSA). The instrument was used to evaluate the relationship between such attitude and achievement in science. A low correlation was found between attitude and various achievement tests. A moderate correlation was found between attitude and achievement that included an evaluation of the quality of work, as in a course grade. 相似文献
4.
Students often hold strong attitudes regarding topics they encounter during their studies, and many instructors feel that these attitudes can have strong effects on students' performance. We characterized students' attitudes toward evolution and investigated the influence of students' attitudes (pre‐course and post‐course) regarding evolution on their performance in an evolution course, measured as their final grade. We found our students to hold positive attitudes toward evolution; these attitudes became more positive following the course. The most significant change in attitude occurred in the group of students initially undecided toward evolution. We also found that attitudes prior to the course had little influence on later achievement; however, at the end of the course, students' attitudes were positively related to final grades, although the effect was small. We argue that pedagogical techniques directly addressing students' attitudes help reduce the influence of attitudes (especially prior attitudes) on achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 7–24, 2006 相似文献
5.
Michele Stacey 《Journal of Criminal Justice Education》2018,29(3):436-455
Most universities today require their students to learn about diversity as a part of their degree. Research has examined the effectiveness of diversity courses at changing attitudes toward groups, focusing on sexism or racism, within psychology and women’s studies disciplines. Given the increasing concern over bias in policing, however, this diversity training may be of importance to the study of criminal justice. The current study aims to examine the effectiveness of a diversity course within a criminal justice program at changing perceptions of groups using a survey based on validated measures of attitudes toward women, homosexuality, and symbolic racism. Change in attitudes between the pre-test and post-test are examined. Results suggest that the course is effective at changing attitudes toward homosexuality, but not race or sex. The results also suggest that these perceptions are dependent on group characteristics. 相似文献
6.
The purpose of the study was to examine the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. An attitude instrument was administered at three times during the school year to measure student attitudes toward science and the classroom environment. The classroom environment measures examined six areas: emotional climate of the science classroom, science curriculum, physical environment of the science classroom, science teacher, other students in the science classroom, and friends attitudes toward science. Student achievement in science was measured by teacher reported semester grades. The results of the study indicated: (1) student attitudes toward the classroom environment predicted between 56 to 61% of the variance in attitudes toward science, (2) student attitudes toward the classroom environment predicted between 5 to 14% of the variance in achievement in science, (3) student attitudes toward science and attitudes toward the classroom environment predicted between 8 and 18% of the variance in achievement in science. 相似文献
7.
This study was undertaken to examine the relationship between self-reported and pre-post measures of academic growth. Self-reported and pre-post measures were obtained in three areas, simple cognitive, complex cognitive, and attitudinal. The subjects were 162 graduate students enrolled in six different graduate courses. Partial correlations relating self-reported measures of growth to posttest performance on measures of achievement (simple and complex cognitive)and attitude, controlling for pretest performance indicated that self-reported measures of academic growth were primarily related to growth in attitudes toward the subject matter of a course. 相似文献
8.
Teachers’ attitudes toward science, especially toward astronomy, are considered to be an important aspect of teaching and
learning astronomy in school. Research findings to date remain inconclusive as to whether attitudes toward science change
with the science courses taken or with increasing achievement. Therefore, preservice teacher attitudes were investigated in
two contexts: the first examined how a semester-long moon phase instruction course changed preservice teacher attitudes toward
astronomy, and the second considered how preservice teacher attitudes toward astronomy may change over the course of a four-year
science teacher training programme. A total of 638 preservice elementary teachers participated in the study. The results indicated
that a semester-long training course does not change attitudes, but the four-year programme does significantly change participant
attitudes toward astronomy. Astronomy courses should be spread over the four-year programme using modules with few credit
hours instead of one course with a large number of credit hours. 相似文献
9.
This study examined a large, nationally-representative sample of eighth-grade students in the US to assess how the frequency of group learning activity in mathematics classrooms was associated with mathematics achievement and three measures of attitudes toward mathematics. Results showed that moderate amounts of group work in class had positive effects on mathematics achievement scores. Moreover, a significant interactive effect was evident, with girls showing greater achievement benefits from group work than boys. Increased levels of group work were also associated with more positive attitudes toward mathematics. 相似文献
10.
Karim Sadeghi 《Assessment & Evaluation in Higher Education》2015,40(5):641-665
This study investigated the effect of assessment type (self vs. peer vs. teacher) on university students’ academic achievement and students’ attitudes toward them. In the main study, 82 undergraduate English-as-a-Foreign-Language students in four classes at three universities in Iran were randomly assigned into one of self-, peer- and teacher-assessment or control groups. A pre-test was designed to measure students’ initial knowledge in the subject Teaching Methods. Then experimental groups were subjected to one of the assessment types; however, the control group received no intervention. Thirty-eight students from experimental groups completed an attitude questionnaire. A similarly designed follow-up study was conducted with two classes of BA Chemistry students taking a General English course at Urmia University. The application of one-way analysis of covariance on the main study post-test data indicated differences in performances of all groups, with peer-assessment group performing the best. Quantitative and qualitative analyses indicated that both self- and peer-assessment, as well as the teacher-assessment group, had positive attitudes toward their assessment experiences. The application of one-way analysis of variance on replication study data showed that the experimental group significantly outperformed the control group on the post-test and that students in the former group had positive attitudes toward self-assessment. 相似文献
11.
Knowledge, anxiety, and attitudes about older adults and one's own aging were assessed in 256 college students. The Facts on Aging Quiz (Palmore, 1988), the Knowledge of Aging and the Elderly Quiz (Kline, Scialfa, Stier, & Babbitt, 1990), the Anxiety about Aging Scale (Lasher & Faulkender, 1993) and the Aging Semantic Differential (Rosencranz & McNevin, 1969) were administered at the end of the semester to students enrolled in an upper level psychology course on aging and students enrolled in an introductory psychology course (who had never had a course on aging). Comparisons of those finishing the psychology of aging course and those never having taken a course on aging revealed significant differences in knowledge of aging and the elderly and attitudes toward the average 70-year-old. Interestingly, the two groups of students did not differ in personal anxiety about aging and attitudes about one's own aging. The implications of these findings are discussed in relation to attitudinal judgments of oneself versus others and the differential benefits of education for attitudes and anxiety about other old adults versus attitudes and anxiety about one's own aging. 相似文献
12.
The purpose of the longitudinal study was to investigate the prediction of children's academic achievement on the basis of cognitive tasks given prior to kindergarten, and academic attitudes on the basis of teachers' and mothers' ratings of the children's general cognitive abilities and actual achievement. Subjects were tested initially before entering kindergarten; from 105 to 154 of the 255 kindergarten children were followed through grades 1, 2, 3, 5, and 10. A subset of cognitive tasks maintained a high relation to high school achievement scores, especially in reading. Tenth-grade self-concept of ability, expectancy for success, value of success, and perception of task difficulty showed effects of sex and academic content area, with boys generally being more favorable toward math and girls more favorable toward reading. Children's attitudes were related both to mothers' earlier ratings of their children's cognitive abilities and actual achievement scores; this was especially the case for girls. There was a negative relation between mothers' ratings and girls' attitudes toward mathematics. Sex differences in all measures throughout the 11-year period are reviewed. 相似文献
13.
Two different study sites (University of Maryland at College Park and State University College at Buffalo) were examined to see if the completion of an environmental studies course affected the defensibility of environmental attitudes. The general trend was toward a more defensible attitude (one with more informational supports). These observations support a hypothetical connection between the cognitive and affective domain and suggest that after being exposed to environment content, student attitudes should be examined for stronger attitudinal supports rather than large changes in attitudes. 相似文献
14.
Two undergraduate statistics course designs were compared for their effects on attitudes involving perceived competency with respect to course content, the concept of psychology as a science, the social atmosphere within a course and the interest and value in the area of statistics and research design. One design involved the traditional format of lecture-laboratory-discussion while the other was modeled after Keller's personalized program involving the application of principles of behavioral analysis. The Keller design produced more positive attitudes with respect to perceived competency and the notion of psychology as a science. The attitudes toward the social atmosphere and the interest and value in the course were higher at the beginning of the personalized design and did not change as a result of the students' experiences in the courses. The outcomes seem to be a result of both the specific course design and the context or learning system in which the student functions. 相似文献
15.
This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement. 相似文献
16.
This study was designed to determine the influence of resequencing general science content on sixth grade students' science achievement, attitudes toward science, and interest in science. Resequencing content was accomplished for experimental group students through revising the order of textbook chapters in a general science course, in order to clarify content structure and establish interrelationships among major concepts. The subjects were 203 sixth grade learners randomly assigned to the two treatment groups of resequenced content and nonresequenced content. The findings revealed that students for whom content structure was clarified through resequencing general science chapters exhibited significantly higher science achievement, significantly more positive attitudes toward science, and significantly greater interest in science than students for whom general science content was not resequenced. 相似文献
17.
Jibrel Harb Nadzrah Abu Bakar Pramela Krish 《Education and Information Technologies》2014,19(4):805-816
This paper reports a quantitative study on gender differences in attitudes when learning oral skills via technology. The study was conducted at Tafila Technical University, Jordan, with 70 female and 30 male students, to find out if female students are better and faster in learning a language than male. Specifically, it seeks to investigate differences in attitudes between females and males in terms of practicality, confidence and anxiety. The results of the study show that there were no significant differences between female and male students when comparing the pre- and post-test mean scores. Both genders establish the same levels of attitudes before and after undergoing this course, which suggests that the exposure to language learning using technology did not contribute to any significant gender inequality. The paired sample t-test results showed improved attitudes toward learning oral skills in both females and males. The study also indicates female and male improvement in the anxiety dimension showing that their initial strong apprehension toward this course was greatly reduced at the end of the course. In terms of confidence, female showed better enhanced confidence level than male at the end of the course. 相似文献
18.
The elements of visual information-processing theory were applied to the design of a chemistry laboratory manual. The effectiveness of this approach on content learning, practical skill mastery, and attitudes of university students in a general chemistry course was assessed. Two versions of a laboratory manual were developed: an experimental version that promotes visual information processing by integrating pictures or diagrams with text, and a control version identical to the experimental version in both activities and structure, but without pictures or diagrams. Three assessment instruments were used: an achievement test to assess cognitive outcomes, an attitude survey to assess affective outcomes, and a manipulative skills observation checklist to assess psychomotor outcomes. Results showed that the manual incorporating visual information-processing characteristics helped students gain significantly higher scores on measures of achievement and psychomotor skills, and also stimulated students to develop more favorable attitudes toward the laboratory activities. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 891–904, 1997. 相似文献
19.
Prior research suggests that attitudes may be one category of personal (student) variables that students bring to the task of evaluating college courses and their instructors. In a previous study, attitudes toward college teaching, in general, and the perceived progessivism of instructors, in particular, were associated with students' evaluations of courses. Perceived attitudes were a kind of evaluation. The results of the study raised the question as to when the attitude-evaluation relation was first formed in the course of a semester and whether a causal order between them could be established. The present study, using a repeated-measures design, replicated the major findings of the previous study on a cross-section of University of Haifa students attending 22 courses. While there is no clear evidence for the priority of either attitudes or evaluation, the findings indicate that their association is formed early in the course, with some further consolidation later on. Both attitudes and evaluations are remarkably stable during the course. In view of these findings it is suggested that classroom evaluations might be moved back to one of the first meetings of the course to allow for feedback and changes in the instructor's presentation. Moreover, perceived attitude measures could be developed into an indirect measure of teacher performance. 相似文献
20.
Carol Wareing 《科学教学研究杂志》1990,27(4):371-385
Relationships among attitudes of students toward science, as measured by the WASP (Wareing Attitudes Toward Science Protocol), perceived antecedents of such attitudes, and class achievement or performance indicated by reported grades were investigated for a survey sample of 1,740 students in 87 high school science classes from five communities. Additionally, students' self-reported number of tests administered in a given course, perceived rewards, degree of stress, and internal structure of the course were examined as potential predictor variables. Results indicate a significant correspondence between report card grades, degree of structure, degree of stress, gender, degree of rewards, number of tests, and students' attitudes toward science. 相似文献