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1.
This follow-up study to van Kraayenoord and Schneider (1999) examined the performance in reading, metacognition and motivation
related to reading of students in Grades 7 and 8. Results showed significant correlations between all of the variables. A
multivariate analysis of variance showed that “good” and “poor” readers differed in reading self-concept and metacognitive
measures related to reading and memory. A stepwise regression analysis suggested that the metacognitive variables were the
best predictors of reading. Furthermore, a comparison of the results of the previous study with those of the current investigation
revealed that the findings were stable over time. Since the period between the two studies is the time during which students
make important decisions related to enrolment in one of three distinct school-types in Germany, we examined the results of
various groups of students: those in “Gymnasium” (high educational track), “Realschule” (middle educational track), and “Hauptschule”
(low educational track). Students in the Gymnasium scored significantly better than students in the other two groups on almost
all variables related to reading. A re-analysis of the data from our first investigation found that the results of the Gymnasium
students in the second study could be predicted from their results obtained during elementary school. 相似文献
2.
A. W. E. A. Bakx J. M. M. Van der Sanden K. Sijtsma M. A. Croon Y. J. M. Vermetten 《Higher Education》2006,51(1):71-104
An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies.
The purpose of this study was to investigate the role students’ personality characteristics, self-perceived communicative
competence and learning conceptions play in the acquisition and development of social-communicative competencies. We designed
and tested a hypothetical model on the student-related variables – self-perceived communicative competence, learning conceptions
and reported learning activities regarding communication – in relation to performance scores. We were interested in developmental
trends in the above mentioned variables. We also wanted to gain insight into the relationships among the variables. The study
was set up according to a longitudinal, within-subjects design in order to study intra-individual changes. One-hundred and
twenty-three first-year social-work students participated in this study. Many changes were found in students characteristics,
reported deployed learning activities and study results during their first academic year. Except for confidence in “showing
sympathy”, which was already relatively high at the beginning of the study, all scores on aspects of students’ self-perceived
social-communicative competence increased. Assessment scores on comparable communication tests also increased significantly.
Extraversion and emotional stability were the only two personality characteristics, which seemed rather stable. Agreeableness
decreased while autonomy increased continuously during the first academic year. It seemed to be possible to set up a model, which may
serve as a starting point for further research into the development of social-communicative competence. 相似文献
3.
Warren F. Seibert Jurgen M. Honig 《Educational technology research and development : ETR & D》1960,8(3):115-123
Conclusions In this brief study, all reasonable efforts were made to gain control over extraneous variables while gathering limited but
valid information concerning the relative effectiveness of televised and conventional instruction in laboratory skills. There
are unanswered questions concerning the methods, the effects, and the meanings which still out-number the few questions which
may have been answered but these should not obscure what was attempted and found. In brief, the results indicate that one
of the two criteria employed in the study was little more than worth-less. The other criterion measure gave evidence that,
although the instruction produced measureable effects, it apparently made no difference whether groups were taught by conventional
means or by means of television. Statistically, these instructed groups performed equally when executing their laboratory
tasks. This evidence is not contradicted by related information from the earlier and more extended trials of televised laboratory
instruction.
Perhaps, at best, the inclusion of “delayed measurement” groups has added some small amount of respectability to this study.
Their inclusion certainly has not guaranteed that unequivocal answers can be given to those questions which deal with the
“long-term” effects of the two forms of instruction. Since these “long-term” effects are extremely important, it is hoped
that they will receive increasing attention in the future.
This article is a condensed and modified version of a February 1959 mimeographed report by the authors. The mimeographed original
includes copies of measuring devices used in gathering data for the study which can be had by writing the senior author at
the Audio-Visual Center at Purdue University. Dr. Seibert, who was recently on leave to the U. S. Office of Education as research
coordinator for the Educational Media (Title VII) Program, returns to Purdue July 1 as TV Program Research Consultant. Dr.
Honig is currently with the Lincoln Laboratories, Massachusetts Institute of Technology. The writers thank Frederick Vratney,
Post-Doctoral Fellow in Chemistry; D. F. Kasten, graduate student in Psychology; the staff of the Purdue TV Production Unit;
and the several graduate students who served as performance evaluators. All made contributions to the study on which this
report is based. It goes without saying that the student subjects were essential and their cooperation appreciated. 相似文献
4.
Carrie B. Myers Doreen E. Brown D. Michael Pavel 《Journal of Education for Students Placed at Risk》2013,18(4):299-321
The purpose of this study was to assess how a comprehensive precollege intervention and developmental program among low-income high school students contributed to college enrollment outcomes measured in 2006. Our focus was on the Fifth Cohort of the Washington State Achievers (WSA) Program, which provides financial, academic, and college preparation support to 500 high school students who come from the lowest 35% of Washington state income levels. One important feature of the WSA Program is that it provided funding for complete high school curriculum reform among 16 Washington high schools that have a high prevalence of low-income students. The data set contained three groups of students from these 16 high schools: Funded Achievers who were part of the WSA Program and received funding for college; Nonfunded Achievers who were part of the WSA Program and but did not receive funding for college; and Nonrecipients who were neither part of the WSA Program nor received funding for college. Results from generalized multinomial logistic models found two trends (a) early and continuous financial support for college along with being active in the WSA Program nearly guarantees enrollment in college and increases enrollment in 4-year and highly selective colleges; and (b) even in the absence of financial support for college there are still quantifiable and positive effects on college-going for just participating in the WSA Program and receiving its abundant nonfinancial resources and support. These results persist even with strong controls for selection, background, academic, financial, aspiration, and school-level variables. 相似文献
5.
A Cross-Sectional Study of Engineering Students’ Self-Efficacy by Gender, Ethnicity, Year, and Transfer Status 总被引：1，自引：1，他引：0
This is a cross-sectional study of 519 undergraduate engineering majors’ self-efficacy beliefs at a large, research extensive,
Midwestern university. Engineering self-efficacy is an individual’s belief in his or her ability to successfully negotiate
the academic hurdles of the engineering program. Engineering self-efficacy was obtained from four variables: self-efficacy
1, self-efficacy 2, engineering career outcome expectations, and coping self-efficacy. The four variables were analyzed using
a repeated analysis of variance among levels of gender, ethnicity, years students had been enrolled in their engineering program,
and transfer status. No significant differences in mean engineering self-efficacy scores were found by gender, ethnicity,
and transfer status. However, significant interactions between gender and the subscales, ethnicity and the subscales, and
transfer status and the subscales were found. Significant differences in mean engineering self-efficacy scores were found
among years students had been enrolled in the program. 相似文献
6.
Several scholars have suggested the introduction of an environmental literacy requirement into the curricula of Non-Environmental
Science disciplines in tertiary institutions of the world as a “greening” strategy for fostering global environmental stewardship
necessary for enhancing understanding and collaboration in tackling the major environmental risks facing our global village
today. However, there is no study on students’ opinion on this issue. This study was therefore initiated to 1) evaluate the
opinion of undergraduate students on the introduction of a worldwide environmental literacy into the curricula of Non-Environmental
science majors as a graduation requirement; and 2) identify any possible demographic differences in opinions among the student
subjects polled. We sought the opinion of 800 undergraduates from African, North American and European universities on the
subject and 99% responded. The result showed that a majority (67%) of them supported the worldwide environmental literacy
requirement and those already trained were significantly (P < 0.0001) more likely to support it than those untrained. Students from developing countries were significantly (P < 0.0001) more likely to support it than those from developed countries; similarly students in the Arts’ disciplines were
more likely to support it than Non-Arts’ students as a group. However, no significant differences were observed between students
from Francophone versus Anglophone countries; Social Sciences versus Non-Social Sciences majors and between Education versus
Non-Education majors. Some similarities were observed between the opinion of university-age students in this study and 15-year
old secondary school students from two major international surveys (Research on Science Education-ROSE, and Program for International
Student Assessment-PISA) on science education; further studies comparing these two categories of students is suggested. The
need for all professionals to be literate about the science of their surroundings was the most identified reason for supporting
the literacy requirement by the students polled. The results of this study thus provide evidence of support by students in
the on-going paradigm shift towards “greening” the curricula of tertiary institutions and thus reinforces its implementation
by leaders of academe and policy makers worldwide. 相似文献
7.
ELENA C. PAPANASTASIOU 《Research in Science & Technological Education》2013,31(2):229-241
The purpose of this study was to examine how variables related to computer availability, computer comfort and educational software are associated with higher or lower levels of science literacy in the USA, Finland and Mexico, after controlling for the socio-economic status of the students. The analyses for this study were based on a series of multivariate regression models. The data were obtained from the Program for International Student Assessment. The results of this study showed that it was not computer use itself that had a positive or negative effect on the science achievement of the students, but the way in which the computers were used within the context of each country. 相似文献
8.
This study examines differences between women and men on 19 outcomes of college and assesses the extent to which those differences
are attributable to gender gaps that existed prior to college or to men’s and women’s differential college experiences. The
data are drawn from a national longitudinal sample of students (N = 17,637) attending 204 four-year colleges and universities who were surveyed upon entry to college in 1994 and four years
later in 1998. Among the 19 outcomes, 5 revealed gender differences that could be accounted for by pre-college variables alone,
2 demonstrated gender differences that were attributable to a combination of pre-college and college variables, and 12 produced gender gaps that were significant despite all control variables.
An earlier version of this paper was presented at the Annual Meeting of the Association for Institutional Research, San Diego,
CA, May 2005. 相似文献
9.
10.
This study aimed at investigating differential effects between group counselling and group guidance in conducting a ‘Coping
with Stress Training Program’ for 24 Turkish university students. The dependent variables were coping with stress, irrational
beliefs and optimism. A 3 × 2 design (treatment sequence by repeated measures) was applied. As a result of the treatment no
significant difference was observed between the two experimental groups in any of the variables tested in the study; however,
both experimental groups differed significantly from a control group in respect to coping with stress. With regard to the
within-group comparisons, irrational belief tendencies in both experimental groups decreased significantly, while the level
of optimism of the counselling group and the problem-focused stress coping tendencies of the guidance group increased significantly.
Based on the findings, it was considered that the program for developing coping skills for stress might best be implemented
in a group guidance format especially in Turkey where there are limited physical resources, a low number of staff to run programs
and a high number of students in need of help. 相似文献
11.
Native language predictors of foreign language proficiency and foreign language aptitude 总被引：1，自引：0，他引：1
Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors
of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French,
or German. Each was administered measures of NL literacy, oral language, and cognitive ability in elementary school. A measure
of FL aptitude was administered at the beginning of ninth grade and FL proficiency was evaluated at the end of the 10th grade.
Among the variables, NL literacy measures were the best predictors of FL proficiency, and NL achievement and general (verbal)
intelligence were strong predictors of FL aptitude. Results suggest that indices of NL literacy as early as first grade are
related to FL proficiency and FL aptitude nine and 10 years later. Findings provide strong support for connections between
L1 and L2 skills, and for speculation that “lower level” skills in phonological processing are important for written language
development and oral proficiency in a FL. 相似文献
12.
Maureen Franklin Ph. D. 《Research in higher education》1995,36(2):127-153
It was the purpose of this study to assess the effects of differential college environments on academic learning and cognitive development by testing Pascarella's theoretical general causal model with longitudinal data from a national database on college students. Secondary analysis of longitudinal data from the 1986 Cooperative Institutional Research Program (CIRP) freshman survey and from the 1990 follow-up CIRP survey was conducted to formulate the five clusters of independent variables and two dependent variables as postulated by Pascarella. The final sample was composed of 2,165 students at four-year institutions. The data were analyzed using path analysis. Direct, indirect, and total effects of all variables are reported. Results of the path analyses partially supported Pascarella's theoretical causal model. Findings suggested that student precollege traits, the quality of student effort in academic pursuits during college, and interactions with faculty and peers are more salient influences on learning and student perceptions of cognitive development than institutional characteristics and institutional environment. Based on the findings of the present study, a refined causal model for college student academic and cognitive outcomes is proposed. Recommendations and implications for further study are given. 相似文献
13.
Kok-Mun Ng Shannon D. Smith 《International journal for the advancement of counseling》2012,34(1):72-86
This research partially replicated Nilsson and Anderson’s Professional Psychology: Research and Practice (2004) study on training and supervising international students. It investigated the relationships among international counseling
students’ training level, acculturation, supervisory working alliance (SWA), counseling self-efficacy (COSE), role ambiguity
(RA) and multicultural discussion (MD) in supervision. In the present study (N = 71), two acculturation variables and RA predicted SWA. SWA and MD did not predict COSE, while language use in acculturation
did. Training level differences were only associated with COSE. Findings indicate that supervisors should attend to role ambiguity
and multicultural issues when supervising international students, including acculturation issues and their impact on students’
performance. Results are discussed against Nilsson and Anderson’s original study and the implications for supervision of international
counseling students. 相似文献
14.
Examining Gifted Students Who Are Economically At-Risk to Determine Factors that Influence Their Early Reading Success 总被引：1，自引：0，他引：1
Lora Battle Bailey 《Early Childhood Education Journal》2006,33(5):307-315
The aim of this study was to determine whether the Frequency with which parents read to their children, Preschool Exposure and the initial Age that students “who are economically at-risk” were first exposed to significant literacy activities at home or in a preschool setting affected their reading grades. Students “who are economically at-risk,” for the scope of this study, are those students whose family incomes qualify them to receive either free or reduced lunches. The criteria set forth by the United States Department of Agriculture’s School Lunch Program and Child Nutrition Web site (United States Department of Agriculture, 2005) was used to determine whether families were qualified to receive reductions in the price of their school meals. Parents of students from six southeast Alabama schools were selected to participate in the study. All six schools administered the Questioning, Understanding, Enriching, Seeking and Thinking (QUEST) program for gifted or academically successful students. The subjects were 84 parents/families with public school children who are economically at-risk and participated in the QUEST program. Data were gathered using a questionnaire developed by the researcher. Instructional implications for this research study are to (1) improve reading instruction for economically at-risk students within our nation’s elementary schools; (2) equip parents with teaching tools and theories for providing critical pre-reading skills to their young children and (3) to provide sound research for teacher educators to base their instruction to preservice teachers preparing to teach students who are economically at-risk. 相似文献
15.
This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension
of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were
randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program
in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive
impact on the reading development of low achieving students. Students who received strategy instruction made superior gains
in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and
showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language
instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination
of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials,
and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of
the Program as well as its limitations are discussed. 相似文献
16.
There is widespread recognition that higher education institutions (HEIs) must actively support commencing students to ensure
equity in access to the opportunities afforded by higher education. This role is particularly critical for students who because
of educational, cultural or financial disadvantage or because they are members of social groups currently under-represented
in higher education, may require additional transitional support to “level the playing field.” The challenge faced by HEIs
is to provide this “support” in a way that is integrated into regular teaching and learning practices and reaches all commencing
students. The Student Success Program (SSP) is an intervention in operation at the Queensland University of Technology (QUT)
designed to identify and support those students deemed to be at risk of disengaging from their learning and their institution.
Two sets of evidence of the impact of the SSP are presented: First, its expansion (a) from a one-faculty pilot project (Nelson
et al. in Stud Learn Eval Innov Dev 6:1–15, 2009) to all faculties and (b) into a variety of applications mirroring the student life cycle; and second, an evaluation of the
impact of the SSP on students exposed to it. The outcomes suggest that: the SSP is an example of good practice that can be
successfully applied to a variety of learning contexts and student enrolment situations; and the impact of the intervention
on student persistence is sustained for at least 12 months and positively influences student retention. It is claimed that
the good practice evidenced by the SSP is dependent on its integration into the broader First Year Experience Program at QUT
as an example of transition pedagogy in action. 相似文献
17.
18.
Remedios Z. Miciano 《Asia Pacific Education Review》2006,7(1):76-84
To pilot a peer literacy program, a pretest-posttest study was conducted involving seventy (70) students from Arellano High
School as tutees and 12 De La Salle University-Manila College of Education students as reading tutors. Though the results
suggest the lack of impact of the Program on the Reading Grades of the tutees, the tutors’ journals reveal that the tutors
benefited more from the program. The problems in using the National Service Training Program or NSTP as the vehicle in piloting
the program were identified and based on this, the study suggests ways to improve the content and delivery of future NSTP
Peer Literacy Programs. 相似文献
19.
Fumei Weng France Cheong Christopher Cheong 《Education and Information Technologies》2010,15(4):333-353
The purpose of this study is to examine the combined effect of self-efficacy and academic integration on higher education
students studying IT (Information Technology) majors in Taiwan. We introduced self-efficacy, which is a psychological factor
that affects students’ academic outcomes, as a new factor in Tinto’ theory, a well-known framework in student retention research.
Academic integration is the main proposition of Tinto’s theory affecting students’ decision to dropout. Students from different
populations have various reasons from dropping out of their studies. An examination of the relationship between self-efficacy
and academic integration is useful to understand the effect of self-efficacy on academic outcomes on the IT student population
in Taiwan. Data from a Taiwanese national survey database conducted in 2005 was used to achieve the research objective. A
total of 2,895 records were extracted from 75,084 students in public and private institutions studying in two IT-related Majors,
namely Information Management (IM) and Computer Science (CS). MANOVA was used to analyze the interaction effects between academic
integration and self-efficacy. The independent variables were institution types and students’ majors. The results showed that
students from public institutions have higher levels of self-efficacy than students from private ones. Another finding is
that IM students seem to have better study strategies and habits than CS students. However, CS students were found to have
better collaboration and satisfaction with their institutions than IM students. Team projects, counselling services, and flexible
teaching and learning strategy are suggested to enhance students’ academic integration and self-efficacy. 相似文献
20.
Two studies were conducted to examine the relationship between motivational variables and satisfaction and success in online learning. College students enrolled in face-to-face psychology classes and who had taken at least one online course were surveyed. In Study 1, two hypotheses were tested: (1) that high need-for-affiliation students would be less, and (2) that high need-for-autonomy students would be more likely to want to take another online course. Hypothesis 1 was supported (f(4, 53)?=?2.56, p?相似文献