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1.
Epistemic beliefs are individual beliefs about knowledge and knowledge acquisition. Empirical studies indicate that learners’ epistemic beliefs influence their learning processes and success (e.g. motivation, text comprehension, learning strategy selection, grades). Teachers and trainers can support their apprentices in developing preferable epistemic beliefs to facilitate learning. To do this, instructors need information on learners’ current beliefs for lesson planning and monitoring epistemic beliefs development. The following paper reports the validation of a tool for generating this kind of information: the Instrument for Measuring Epistemic Beliefs in Marketing. The instrument validation is based on three studies (Study I: 225 university trained business administration students; Study II: 531 vocationally trained retailers/wholesalers; Study III: 179 vocationally trained bank assistants). It reveals high reliabilities (α values about .700), stable factor structures, and incremental validity in comparison to general epistemic beliefs. The new questionnaire is able to predict grades in marketing and can be used to diagnose apprentices’ epistemic beliefs for adjusting instruction to learners’ preconditions. Findings based on the new instrument indicate that apprentices show partly unfavourable epistemic beliefs. As a result, supporting learners in developing preferable beliefs provides an opportunity to increase their learning success.  相似文献   

2.
Three studies are reported that investigated the relationship between secondary school students’ physics-related epistemological beliefs and physics conceptual understanding. Study 1 involved the development of a Greek Epistemological Beliefs Evaluation Instrument for Physics (GEBEP) which was administered to 394 students (10th graders). Study 2 investigated the hypothesis that physics epistemological sophistication as measured by the GEBEP is a good predictor of physics understanding. The participants were selected from the 394 students who participated in Study 1. More specifically we selected the 10% (38) students with the highest scores in the GEBEP (high epistemological sophistication group, HES) and the 10% (38) students with the lowest GEBEP scores (low epistemological sophistication group, LES) and measured their understanding of Newton’s three laws using the Force and Motion Conceptual Evaluation instrument (FMCE) developed by Thornton and Sokoloff (1998). The results showed that the HES group had significantly higher scores in the FMCE than the LES group. Regression analysis showed that beliefs regarding the Construction and Stability of physics knowledge and the Structure of physics knowledge were good predictors of physics understanding. Study 3 re-examined the same hypothesis on a new independent sample of students. The results based on the entire sample, showed again that beliefs regarding the Construction and Stability of physics knowledge predicted physics understanding. Overall, the results suggest that sophisticated physics-related epistemological beliefs are necessary but not sufficient for physics understanding and point to the importance of taking them into consideration in physics education.  相似文献   

3.
This study is part of a large-scale project focused on ‘Qatari students' Interest in, and Attitudes toward, Science’ (QIAS). QIAS aimed to gauge Qatari student attitudes toward science in grades 3–12, examine factors that impact these attitudes, and assess the relationship between student attitudes and prevailing modes of science teaching in Qatari schools. This report details the development and validation of the ‘Arabic-Speaking Students' Attitudes toward Science Survey’ (ASSASS), which was specifically developed for the purposes of the QIAS project. The theories of reasoned action and planned behavior (TRAPB) [Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behavior. In D. Albarracín, B. T. Johnson, & M. P. Zanna (Eds.), The handbook of attitudes (pp. 173–221). Mahwah, NJ: Erlbaum] guided the instrument development. Development and validation of the ASSASS proceeded in 3 phases. First, a 10-member expert panel examined an initial pool of 74 items, which were revised and consolidated into a 60-item version of the instrument. This version was piloted with 369 Qatari students from the target schools and grade levels. Analyses of pilot data resulted in a refined version of the ASSASS, which was administered to a national probability sample of 3027 participants representing all students enrolled in grades 3–12 in the various types of schools in Qatar. Of the latter, 1978 students completed the Arabic version of the instrument. Analyses supported a robust, 5-factor model for the instrument, which is consistent with the TRAPB framework. The factors were: Attitudes toward science and school science, unfavorable outlook on science, control beliefs about ability in science, behavioral beliefs about the consequences of engaging with science, and intentions to pursue science.  相似文献   

4.
Two studies were conducted for the purpose of validating an 18-item version of the Learner Empowerment Scale (LES) as a measure of student interest. The LES consists of three subscales that measure students’ perceptions of meaningfulness, impact, and feelings of competence. These three constructs are frequently identified by education researchers as dimensions of student interest. In Study One, there were no differences between the psychometric qualities of the 18-item measure and the 29-item measure. Additionally, the relationships between the two versions with measures of student motivation did not differ significantly from each other. In Study Two, relationships were explored between the three dimensions of the 18-item LES and students’ motives for communicating with their instructors. The results of these two studies provide preliminary reliability and validity for the shortened version of the LES as a measure of student interest.  相似文献   

5.
Our aim was to study students’ beliefs about passion and its influence on academic performance and experiences, and determine whether these beliefs depend on harmonious or obsessive passion. In Study 1, participants estimated passion scores for the most successful, average and least successful students in university. In Study 2, participants viewed completed questionnaires that depicted students as having varying levels of passion, and then predicted the students’ performance and experiences in university. Across both studies, students expected that having passion for academics, regardless of predominant passion type, was related to substantially higher levels of performance compared to those who were not passionate. Participants also believed that students with strong levels of harmonious passion experienced more positive academic experiences than those without any harmonious passion. Although students likely overestimate the role that passion plays in determining academic performance, they distinguish between passion types when estimating one’s academic experiences.  相似文献   

6.
This study explored the domain specificity of students' beliefs about academic knowledge in three related studies. Using a four-factor model as an initial framework, a series of domain-specific items about mathematics and history was developed. In Study I, these items were administered to 182 undergraduates, and the psychometric properties and underlying factor structure were examined via exploratory factor analysis. In Study II, the modified instrument, the Domain-Specific Beliefs Questionnaire (DSBQ), was administered to 633 students and a confirmatory factor analysis was conducted. A subsample of participants' responses on the DSBQ was also compared to responses on Schommer's epistemological questionnaire. Study III involved a second confirmatory factor analysis using data from a new sample (n = 523). Those data were examined for potential gender differences. Overall, the results of this investigation suggested that students possess certain domain-specific beliefs about knowledge in mathematics and history. Further, a significant moderate relationship between the DSBQ and Schommer's questionnaire provided some evidence of domain-generality in undergraduates' epistemological beliefs.  相似文献   

7.
Tools are needed to track the elements of students’ successful engagement in inquiry. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) is a 79-item, criterion-referenced, learner-focused questionnaire anchored in Sch?n’s model and related models of self-regulated learning. The MSDIQ addresses three phases of inquiry engagement—planning, enactment, reflection—perceived as important by teachers, parents, and students before or after inquiry participation. Internal consistency and validity evidence was obtained from 205 university students with different inquiry backgrounds: teacher education years 1 and 4, continuing teacher education, and honors psychology. Separate confirmatory factor analyses of planning, enactment, and reflection generated 14 intercorrelated factors congruent with definitions of inquiry instruction and supported the hypothesized structure underlying the MSDIQ as a reliable and valid instrument for measuring inquiry engagement and valuing its building blocks.  相似文献   

8.
The work of Bishop and Anderson (1990) plays a major role in educators' understanding of evolution education. Their findings remind us that the majority of university students do not understand the process of evolution but that conceptual change instruction can be moderately effective in promoting the construction of a scientific understanding. The present article details two studies that represent an effort to focus on and define the limits of the Bishop and Anderson (1990) study. Study A describes a close replication of the work of Bishop and Anderson (1990) using the same conceptual-change teaching module to teach a unit on evolution to students enrolled in a biology course for nonmajors. Study B, a case of comparison, used the same evaluation instrument used in Bishop and Anderson (1990) and Study A, but high school students were the participants and the instruction was based on the inquiry approach to science. Like Bishop and Anderson (1990), Study A showed that the amount of prior instruction and students' beliefs in evolution were not found to be large factors in students' use of scientific conceptions. Unlike the original study, the students in Study A showed only a meager increase in their use of scientific conceptions for evolution. In Study B, students in the experimental group showed significant increases in their use of scientific conceptions. These findings suggest a need to investigate more closely the teachers' theories of learning, their reliance on instructional conversations, and the amount of time devoted to the topic of evolution as we study conceptual change in this area.  相似文献   

9.
This research focuses on the everyday challenge in academic learning of assessment, and argues that academic buoyancy is a key factor in academic success. To scaffold students’ learning and effectively support academic buoyancy, there is arguably a need for a better understanding of: (i) what students find most and least useful in their assessment feedback; (ii) how students use feedback to approach future assessments; and (iii) how students respond to feedback in terms of what they think, feel and do. Key findings from survey responses of 91 undergraduate students were that students use their feedback more than anticipated and look for specific information to help their future performance. In addition, five indicators of academically buoyant behaviour were identified: an internal locus of control, understanding the grade, being forward looking, being improvement focused and being action orientated. These indicators suggested a distinction between students who were academically buoyant because they were constructive in their response to feedback, and those who appeared less so because they were not action orientated, but more focused on their emotional response. These findings have implications for the provision of assessment feedback in higher education and offer insight into opportunities for the development of academic buoyancy.  相似文献   

10.
This paper reports the development and validation of a short Use of Creative Cognition Scale in Studying (UCCS) that was inspired by the Cognitive Processes Associated with Creativity (CPAC) scale. In Study 1, items from two of the six subscales of the CPAC were excluded due to conceptual and psychometric issues to create a 21-item CPAC scale, which was administered to 517 university students. Exploratory factor analysis revealed that the 21-item CPAC scale is unidimensional. Five items were selected to create the new unidimensional UCCS. In Study 2, 696 students completed the UCCS and a set of scales measuring related constructs. Confirmatory factor analysis corroborated the unidimensional structure of the scale. The scale correlated positively with measures of flow, trait intrinsic motivation, adaptive metacognitive traits and positive affect, it correlated negatively with negative affect, and it did not correlate with core maladaptive metacognitive traits. The findings indicate that the scale is a valid and reliable tool for research and monitoring.  相似文献   

11.
This study described the process of developing and validating the College Chemistry Self-Efficacy Scale (CCSS) that can be used to assess college students’ beliefs in their ability to perform essential tasks in chemistry. In the first phase, data collected from 363 college students provided evidence for the validity and reliability of the new scale. Three dimensions emerged: self-efficacy for cognitive skills, self-efficacy for psychomotor skills, and self-efficacy for everyday applications. In the second phase, data collected from an independent sample of 353 college students confirmed the factorial structure of the 21-item CCSS. The Cronbach alpha coefficients ranged from 0.82 to 0.92. In addition, each dimension of the CCSS had moderate and significant correlations with student chemistry achievement and differentiated between major and non-major students. Followed by the additional validation studies, the CCSS will serve as a valuable tool for both instructors and researchers in science education to assess college students’ chemistry self-efficacy beliefs.  相似文献   

12.
Teacher quality has been a perennial issue in the field of education. In addition to academic ability, psychological and motivational characteristics are regarded as increasingly important dimensions of teacher quality. This study has established a multidimensional framework of teacher quality including social competency, adaptive ability and career commitment and used it to examine the qualities of pre‐service college students in teacher education programs based on a national survey in Taiwan. It is found that in this country where ‘those who are academically able, teach’ has been a tradition, pre‐service students further possess better adaptive and motivational qualities than their non‐teaching counterparts. The underlying policy and socio‐cultural contexts of such a positive phenomenon of ‘those who are adaptive and motivated, teach’ are further explained and implications for teacher educators and policy makers are discussed.  相似文献   

13.
Shadow education contributes to the learning and academic careers of Korean students. It benefits, in particular, gifted students who are strongly motivated and who outperform their peers academically. In this study, we explored the innovative characteristics of shadow education curricula for gifted students in terms of curricular programmes, methods, and teaching-learning materials. Also, we explored how shadow education practices meet the academic abilities and needs of students. Informed by a literature review and qualitative research methods, the results reveal how common shadow education is; effects of shadow education; and innovative elements used in shadow education for gifted students in Korea. Overall, we found that shadow education plays a crucial role in gifted education; it is a necessary component for understanding academic excellence among students in Korea. The findings are helpful for teachers, curriculum developers, and policymakers as they explore how public schooling can help to support strongly motivated and academically advanced students.  相似文献   

14.
The aim of the present study was to examine the intraindividual level and instability of perceived academic control (PC) among first-year college students, and their predictive effects on academic achievement. Two studies were conducted measuring situational (state) PC on different schedules: Study 1 (N = 242) five times over a 6-month period and Study 2 (N = 80) daily over a 2-week period. Consistent across both studies were confirmatory factor analyses and structural equation models demonstrating significant PC instability, as well as negative correlations between intraindividual PC levels (average across measurements) and instability (standard deviation across measurements). Also, in both studies PC level positively predicted subsequent academic achievement, although no significant PC instability first-order effects were found. Both studies revealed a PC level by instability interaction, as students with high-unstable PC typically received poorer grades than high-stable PC students. Study findings highlight the importance of considering both PC level and instability, and identify a previously unknown group of first-year college students at-risk of under-achieving academically – students with high-unstable perceived control.  相似文献   

15.
The effect that inclusion and inclusionary school practices have on the achievement scores of low, average, and high academically achieving general education students was investigated. Achievement scores for 477 general education students from grades 1 through 5 were sampled over 3 years. During the 2 years that inclusion and inclusive practices were implemented, students either received academic instruction with students with disabilities or only with peers without disabilities. Inclusive school practices (curricular changes and supports) had a differential effect, as low achieving general education students appeared to benefit academically, while higher achieving students lost ground. General education students' reading scores were not significantly affected by the presence of students with disabilities, while in math, the effect was mixed. © 2001 John Wiley & Sons, Inc.  相似文献   

16.
This study is the first to address student evaluation of faculty members (SFE) from a student perspective at a major Jordanian public university using a comprehensive (71-item) questionnaire administered to 620 undergraduates. Addressed are students’ perceptions of the SFE process in terms of: (a) their paper-based vs. online-format preferences; (b) their beliefs about the process; (c) the standards they adopt in the evaluation; (d) the fruitfulness of SFE outcomes; and (e) their opinions about the evaluation instruments currently used at their institutions. It also explores whether students’ beliefs vary according to their gender, GPA and college (Educational Sciences vs. Sciences). The results reveal that most students prefer online evaluation, adopt academic rather than interpersonal criteria in their evaluation, have a low level of satisfaction with the impact of previous evaluations on faculty teaching behaviours and the evaluation instruments used at their institution. Additionally, the findings suggest that gender has a less influential role in shaping students’ beliefs about the SFE process compared to their college or GPA. The findings of this study and their implications are very useful pointers for faculty and higher education administrators, faculty members and students towards further improvement at higher education institutions.  相似文献   

17.
Influenced by work on teacher beliefs, personal epistemology, teachers’ knowledge, implicit theories, and motivation, we conducted a two-part investigation exploring preservice and practicing teachers’ beliefs about teaching knowledge and teaching ability. Study I qualitatively examined 53 preservice and 57 practicing teachers’ beliefs about teaching, in order to: (1) ensure that the voices of teachers were made prevalent in the development of a framework aimed at understanding their beliefs and (2) facilitate the development of a quantitative measure to assess these beliefs. Results indicated that participants valued several aspects of teaching knowledge and held complex beliefs related to the implicit theories of teaching ability. Study I concludes with a framework for developing an instrument to assess teachers’ beliefs. Study II describes two instruments developed to assess the beliefs identified in Study 1. Using responses from 351 preservice teachers, exploratory factor analysis procedures identified factors reflective of emergent themes from Study I.  相似文献   

18.
This is a qualitative study of how the Advancement Via Individual Determination (AVID) program influenced 9 African American young men in southeastern North Carolina. To understand the impact of the program, a cross-section of current and past AVID participants were interviewed. The African American male students were asked about their attitudes toward education and how AVID influenced them socially and academically. Four themes that emerged from the data were: (a) Supportive, family-like relationships are built within the AVID classroom; (b) the students strive to do better academically; (c) specific AVID methodologies improve student achievement in preparation for college; and (d) AVID positively affects student attitudes toward education. These themes are discussed in relation to the literature. Finally, we suggest how this research might inform future studies.  相似文献   

19.
Students’ motivational beliefs and self‐regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self‐regulation of students in lower secondary science classrooms. The development of the instrument involved identifying key determinants of students’ motivation and self‐regulation in science learning based on theoretical and research underpinnings. Once the instrument was developed, a pilot study involving 52 students from two Grade 8 science classes was undertaken. Quantitative data were collected from 1,360 students in 78 classes across Grades 8, 9, and 10, in addition to in‐depth qualitative information gathered from 10 experienced science teachers and 12 Grade 8 students. Analyses of the data suggest that the survey has strong construct validity when used with lower secondary students. This survey could be practically valuable as a tool for gathering information that may guide classroom teachers in refocusing their teaching practices and help to evaluate the effectiveness of intervention programmes.  相似文献   

20.
Abstract

In order to recruit, retain, and train quality cooperating teachers, a 35‐item instrument was devised to screen for attitudes toward systematic supervisory behavior, perceptions of factors that impact supervision, and beliefs about preferences for and styles of supervision. After pilot testing, the instrument was completed by 76 physical education cooperating teachers who supervised various field‐practicum students for a large southwestern university. Employing MANOVA followed by ANOVA, differences between groups of cooperating teachers were noted for one subscale: cooperating teachers who coached, taught at the high school level, or did not possess a postgraduate degree had less favorable attitudes toward systematic supervisory behavior. Gender and experience supervising did not differentiate subscale responses. Explanations for noted differences are presented as functions of teacher/coach role conflict, exposure to supervisory training, and the status of secondary physical education. Suggestions for refining the measurement instrument and using it to screen potential cooperating teachers are offered.  相似文献   

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