共查询到20条相似文献，搜索用时 421 毫秒
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《International Journal of Educational Research》2001,35(6):535-607
Ogbu's (1988) “cultural model of success” guides us in understanding one's success through historical, cultural, structural (normative), and situational factors. Perceptions of schooling and achievement are related and affected by these important factors. Therefore, this chapter gives an overview of the study, its purpose and significance. Background literature on South Korea, such as its demographics and history, is used to introduce the influence of culture on South Korean education. Finally, a brief history of Korean education provides a context for the study. 相似文献
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Within the framework of attribution theory, this study reconceptualized gender orientation and androgyny. The relationships among gender measurement, androgyny, and adaptability were examined with improved measurement procedures. Socially desirable response tendencies were found for self‐attribution of femininity and androgyny but not for adaptability, nor for gender attributions or androgyny of others. A new scoring procedure producing a single continuous androgyny variable was also developed and tested. Meaningful relationships between this androgyny measure, gender orientation, and adaptability were observed. The central hypothesis tested the relationship between perceptions of stable, dispositional factors and behavioral attributions. Findings were consistent with the predictions provided by attribution theory. 相似文献
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Ian Winchester 《Interchange》2008,39(4):389-390
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Elsa K. Weber 《Early Childhood Education Journal》2002,30(2):107-111
The article is an informal distillation of conversations from severalworkshops held with teachers over a period of several years. Discussionswere focused around examples of ordinary classroom occurrences. Teachersin the workshops analyzed incidents, some simple, some multifaceted, asexamples of the domains of social knowledge, including moral, socialconvention, and personal/psychological, which though unique, sometimesoverlap. Conversations included possible resolutions. A final section,observations and affirmations, includes a discussion of the implicationsfor a domain appropriate approach to classroom interactions betweenteachers and children. 相似文献
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James E. Mazur 《Learning & behavior》1997,25(2):131-147
The hyperbolic-decay model is a mathematical expression of the relation between delay and reinforcer value. The model has been used to predict choices in discrete-trial experiments on delay-amount tradeoffs, on preference for variable over fixed delays, and on probabilistic reinforcement. Experiments manipulating the presence or absence of conditioned reinforcers on trials that end without primary reinforcement have provided evidence that the hyperbolic-decay model actually predicts the strength of conditioned reinforcers rather than the strength of delayed primary reinforcers. The model states that the strength of a conditioned reinforcer is inversely related to the time spent in its presence before a primary reinforcer is delivered. A possible way to integrate the model with Grace’s (1994) contextual-choice model for concurrent-chain schedules is presented. Also discussed are unresolved difficulties in determining exactly when a stimulus will or will not serve as a conditioned reinforcer. 相似文献
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Alison Assiter 《Educational theory》2013,63(3):253-263
A recent report on the UK's higher education system by Lord John Browne exemplifies the dominant trend in education policy initiatives toward a focus on education primarily for employment and for the acquisition of skills. In this essay, Alison Assiter argues that such an entrepreneurial approach neglects essential aspects of the processes of teaching and learning. She draws on the work of Hannah Arendt, who saw the proper role of education as imparting the love of a subject, to critique the view expressed in Browne's report. Assiter then uses Søren Kierkegaard's reflections on education to further develop Arendt's perspective. While Kierkegaard certainly would have agreed with Arendt that teaching is a process of inspiring in students the love of a subject, he went beyond this to suggest that teaching also must encourage students to believe they can make a difference in the world and must instill in both teachers and students a commitment to engaging in a mutual process of development. 相似文献
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The purpose of this study was to examine the contribution of leisure activities to optimism and personal growth among older adults. We used data from the Alameda County Health and Ways of Living Study. The sample consisted of 1600 individuals who were 60 years of age and older. While the literature shows that participating in leisure activities is relevant to improving the well-being of older adults, the impact of such participation across various age groups is yet to be determined. We employed a one-way multivariate analysis of variance to determine the age group differences with regard to optimism and personal growth. We also used a series of hierarchical regression models to examine the contribution of the types of leisure activities on optimism and personal growth across various age groups. The ability of leisure activity variables to predict optimism was the highest for the old-old group. The old-old group demonstrated the highest level of predictability from the leisure activity variables regarding personal growth. We suggest that professionals need to provide carefully selected leisure activities to enhance optimism and personal growth for clients within different age groups. Professionals may include a variety of physical, social, and volunteering activities for the young-old and old-old groups while more casual leisure activities such as community activities and entertainment can be offered to the adults of 80 years and older. 相似文献
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Cathy D. Lirgg 《Quest (Human Kinetics)》2013,65(2):158-178
This article explores research examining girls' and women's self-confidence in sport and physical activity. The article begins by addressing how self-confidence has been conceptualized and how researchers have measured it. A theoretical groundwork is presented by comparing three models that link confidence to achievement: Bandura's theory of self-efficacy, Harter's competence motivation theory, and Eccles (Parsons) et al.'s expectancy-value model. Next, research examining variables that have been hypothesized to influence female self-confidence, as well as a discussion of gender differences, is presented. Finally, enhancement strategies and future research directions are offered. It is suggested that researchers examine the impact of specific socializing influences when studying girls' and women's self-confidence and also that they undertake more model testing instead of examining variables in isolation. 相似文献
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Paul Thagard 《科学教学研究杂志》1992,29(6):537-544
This article applies a theory of analogical thinking as satisfaction of multiple constraints to the use of analogies in instruction. It shows how the strengths of particularly good analogies and the weaknesses of particularly bad ones can be understood in terms of pragmatic, semantic, and structural constraints. These constraints suggest lessons for how analogies can most effectively be used in instruction. 相似文献
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Minds, modules, and meta-analysis 总被引：5，自引：0，他引：5
Wellman and colleagues' meta-analysis of performance on the false-belief task is methodologically useful, but it does not lead to any theoretical progress concerning the nature of the mechanisms that underlie the existence and development of "theory of mind." In particular, the results of this meta-analysis are perfectly compatible with "early competence" accounts that posit a specific, innate, and possibly modular basis for theory of mind. The arguments presented by Wellman and colleagues against such views stem not from their meta-analytic data, but from mistaken assumptions regarding the requirements of such theories (e.g., that there exist manipulations that improve performance only, or to a greater degree, in young children). Contrary to what Wellman and colleagues claim, their meta-analysis, while consistent with conceptual change, does not lend any new support for such theories. 相似文献
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Hugh G. Gauch Jr. 《Science & Education》2009,18(6-7):667-695
Whether science can reach conclusions with substantial worldview import, such as whether supernatural beings exist or the universe is purposeful, is a significant but unsettled aspect of science. For instance, various scientists, philosophers, and educators have explored the implications of science for a theistic worldview, with opinions spanning the spectrum from positive to neutral to negative. To delineate a mainstream perspective on science, seven key characterizations or “pillars” of science are adopted from position papers from the world’s largest scientific organization, the American Association for the Advancement of Science. Based on those pillars and an examination of scientific method, I argue that the presuppositions and reasoning of science can and should be worldview independent, but empirical and public evidence from the sciences and humanities can support conclusions that are worldview distinctive. I also critique several problematic perspectives: asserting that science can say nothing about worldviews and the opposite extreme of insisting that science decisively supports one particular worldview; weakening science so severely that it lacks truth claims; and burdening science with unnecessary presuppositions. Worldview-distinctive conclusions based on empirical evidence are suitable for individual convictions and public discussions, but not for institutional endorsements and scientific literacy requirements. 相似文献
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A depth-of-processing incidental recall task for maternal-referent stimuli was utilized to assess basic memory processes and the affective valence of maternal representations among abused ( N = 63), neglected ( N = 33), and nonmaltreated ( N = 128) school-aged children (ages 8–13.5 years old). Self-reported and observer-rated indices of internalizing symptoms were also assessed. Abused children demonstrated impairments in recall compared to neglected and nonmaltreated children. Although abused, neglected, and nonmaltreated children did not differ in valence of maternal representations, positive and negative maternal schemas related to internalizing symptoms differently among subgroups of maltreated children. Valence of maternal schema was critical in differentiating those with high and low internalizing symptomatology among the neglected children only. Implications for clinical intervention and prevention efforts are underscored. 相似文献
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Thomas R. Murray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(5):415-421
International Review of Education - 相似文献
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Patricia M. Mihevic 《Quest (Human Kinetics)》2013,65(2):140-153
Experimental and clinical investigations of the effects of acute and chronic exercise on state anxiety or tension and depression are reviewed. Proposed explanations for the association of exercise with improved mood states are also discussed. 相似文献
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Findings from the Watamura, Donzella, Alwin, and Gunnar (this issue) study support the growing recognition of the importance of context on physiology and affective and behavioral regulation early in human development. This discussion focuses on the role of context and development on hypothalamic-pituitary-adrenal (HPA) axis regulation in young children. Discussed in this article are the Watamura et al. findings with regard to relevant animal studies, extension of these observations to samples of children at elevated risk for psychopathology, and experimental prevention studies with young children. It is contended that environmental factors operating at key points in development may shape affective and behavioral regulation as well as HPA axis function in children, much as environmental factors have been shown to shape HPA axis regulation in animals. 相似文献