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1.
Bert Hayslip Jr. 《Educational gerontology》2013,39(6):573-595
In an effort to define a future research agenda for gerontologically oriented cognitive training investigators, a number of issues crucial to the efficacy and utility of fluid (Gf) ability training with the aged are discussed. These issues involve (a) underlying mechanisms for fluid ability training, (b) individual differences in response to training, (c) practice effects in Gf performance, and (d) ecological validity. It is argued that these concerns have yet to be adequately understood as they bear on the modification of intellectual performance in elderly people and on the aging of intelligence. 相似文献
2.
The purpose of the present study was to test a model explaining self‐efficacy and anxiety by the interrelationships with task value, cognitive strategies (rehearsal, elaboration and organisation) and metacognitive self‐regulation in the domain of chemistry. Data were collected from 518 college students in Turkey. Findings of structural equation modelling indicated that chemistry self‐efficacy and anxiety were predicted as a function of task value, cognitive strategies and metacognitive self‐regulation, supporting the proposed model. That is, students with high levels of task value tended to use more learning strategies which promoted the use of regulatory strategies. In turn, these students may decrease their chemistry anxiety, leading to an increase in chemistry self‐efficacy indirectly. 相似文献
3.
ABSTRACT Thoughts about the self in the future, called possible selves, are an important component of the current identity of individuals. This study specifically focused on possible selves in the domain of memory and cognition. Both older and younger groups spontaneously reported possible selves in the cognitive domain, e.g., “learning a new skill,” but younger adults did not spontaneously mention any memory-related possible selves. In contrast, almost 1/3 of our well-educated older adults reported possible selves related to memory—and nearly half had memory or cognitive concerns. Furthermore, every older adult who spontaneously listed a memory self also selected this as his or her “most dreaded” feared self. These people reported engaging in physical and mental exercise to try to prevent this feared self from materializing. Although fears about cognition and memory are important in the self-concept of well-educated older adults, these individuals also appear to have a proactive approach to dealing with such fears. 相似文献
4.
《Learning and individual differences》2000,12(1):5-33
Results from a study of 263 male players at 48 levels of expertise in the game of GO, and ranging from 18 to 78 years of age, suggest a need to revise the extended theory of fluid (Gf) and crystallized (Gc) intelligence to take account of continued development of intelligence throughout adulthood. The extended theory of Gf–Gc is based on evidence that Gf, short-term apprehension and retrieval (SAR) and cognitive speed (Gs), decline with age over adulthood. Results from a number of studies, however, suggest that within the domains of expertise, high levels of reasoning, feats of memory and speeded thinking similar to Gf are displayed by older adults. To explore this hypothesis, measures of reasoning, memory and cognitive speed were constructed within the domain of expertise related to playing the complex game of GO. Analysis of the structure of the GO-embedded measures and standard measures of Gf (SAR and Gs) indicated a form of short-term memory — labeled expertise working memory (EWM) — that had substantially wider span than the short-term working memory (STWM) of SAR. This finding is consistent with the hypothesis that long-term working memory is built up during the course of developing high levels of expertise. The results also suggest that a form of expertise deductive reasoning (EDR), utilizing EWM and incorporating large stores of knowledge, is distinct from Gf. Expertise cognitive speed (ECS), however, was not found to be reliably distinct from the Gs factor. Analyses of cross-sectional age differences indicate an age-related decline in both EDR and EWM, but as higher levels of expertise are reached, age-related decline does not occur. To the extent that there is continued press to advance expertise throughout adulthood, there may be improvement, not decline, in the EDR and EWM forms of intelligence. 相似文献
5.
Mark Byrd 《Educational gerontology》2013,39(5):369-385
Although there has been an increase in the use of older adults as peer counselors, little is known about the effects of such training on the peer counselor students. In order to be an effective counselor, the older adults must not only examine their own lives, but they must also disclose their life experiences as well as their personal feelings to their clients. It was thought that these processes of self‐examination and self‐disclosure would result in a reappraisal of the older adults’ attitudes and feelings about themselves. The present study sought to examine the degree of personal growth experienced by older adult participants of a peer counselor training course. It was found that the training course attracted individuals who were self‐assured in their ability to deal with the problems of their lives and who wanted to assist others gain the same degree of self‐confidence. Furthermore, it was found that the training course served to increase the participants’ levels of self‐confidence and self‐reliance while at the same time training the students to use these qualities to help others. 相似文献
6.
Cognitive development of any concept is related with affective development. The present study investigates students’ beliefs about the use of different types of representation in understanding the concept of fractions and their self‐efficacy beliefs about their ability to transfer information between different types of representation, in relation to their performance on understanding the concept. Data were collected from 1701 students in Grade Five to Grade Eight. Results revealed that multiple‐representation flexibility, ability on solving problems with various modes of representation, beliefs about the use of representations and self‐efficacy beliefs about using them constructed an integrated model with strong interrelations in the different educational levels. Confirmatory factor analysis affirmed the existence of differential effects of multiple‐representation flexibility and problem‐solving ability in respect to cognitive performance and the existence of general beliefs and self‐efficacy beliefs about the use and the role of representations. Results suggested the invariance of this structure across primary (Grades Five and Six) and secondary education (Grades Seven and Eight). However, there are interesting differences concerning the interrelations among those cognitive and affective factors between primary and secondary education. 相似文献
7.
In higher education, students are exposed to regular feedback about their performance, and a prominent aspect of students’ attention to feedback concerns the extent to which grades are consistent with what a student has expected to receive. Any discrepancies that arise can result in negative justice perceptions, which research has shown are associated with negative cognitive, emotional and behavioral consequences. However the extent of, and consequences of, these negative justice perceptions within the learning process have gone largely unexplored. This study investigates the relationship between expectation/performance discrepancies, justice perceptions, student satisfaction and self‐efficacy. In particular, we found an interaction between the grade received and negative justice perceptions; poor performers with negative justice perceptions were more likely to have lower subsequent self‐efficacy and satisfaction than those who did not have injustice perceptions. However, self‐efficacy rose for those who had negative justice perceptions if they also received moderate to high performance feedback. The results reflect the complexity of cognitive and behavioral responses to performance feedback. Implications for grading and recommendations for reducing injustice perceptions are discussed. 相似文献
8.
Timothy Lackaye Malka Margalit Orit Ziv Tahel Ziman 《Learning disabilities research & practice》2006,21(2):111-121
The goals of this study were to compare self‐perceptions of self‐efficacy, mood, effort, and hope between 123 adolescents with learning disabilities (LD) and a group of 123 Non‐LD peers, who were matched for their level of academic performance and gender, and to explore the relations between measures of self‐perception and achievement. The results showed that students with LD reported lower academic self‐efficacy and lower social self‐efficacy. They also rated their mood as more negative and reported lower levels of hope and less investment of effort in their academic work. At the same time, no significant differences were found for emotional self‐efficacy in comparison to the Non‐LD peer group. In addition, among students with LD who were successful in their studies, a subgroup continued to report low levels of hope. The results demonstrated that even when the academic performance of students with LD is similar to their Non‐LD peers, their specific and global self‐perceptions continue to reflect their distress. It is not clear if these results represent past difficulties, day‐to‐day struggles, and/or future worries. Resilience models are proposed and research limitations are specified. 相似文献
9.
Currently influential educational theories emphasize a causal and linear relationship among memory self‐efficacy, psychological well‐being, and memory performance. That model, however, does not consider an important mediating variable: the adaptability of the aging self. This collective study of four cases (four Korean American older adults) was conducted to provide a more comprehensive understanding of the interrelationships among these variables, with the expectation that useful insights might be gained through the in‐depth study of specific cases. Each case showed a unique pattern of the interplay of these cognitive and affective variables. The findings suggest that perceptions of memory functioning and psychological well‐being are mitigated by the adaptability of the aging self, rather than being directly related to the experiences of age‐related losses or to actual memory perfor‐ 相似文献
10.
The decline in psychometric measures of general intelligence (g) and performance of similar laboratory-based tasks has been pivotal in shaping psychogerontology's views of the aging intellect, and by extension, the ability to learn. However, parallel to this is the consideration that the motivation and intellectual needs of older adults may change. The study presented here found that levels of need for cognition are closely related to older adults' performance on Piagetian tasks, indicating an intellectual lifestyle preference that operates alongside, and interactively with, performance on traditional intellectual measures. The implications of this are discussed. 相似文献
11.
Based on the Social Cognitive Model of Counselor Training (L. M. Larson, 1998), this study explored the effects of bogus performance feedback on counseling self‐efficacy and counselor anxiety. After a 10‐minute mock counseling session, 45 master's‐level trainees received either positive or negative bogus feedback regarding their performance. Results showed that (a) participants altered their counseling self‐efficacy depending on the performance feedback they received, and (b) participants reported changes in anxiety following performance feedback. 相似文献
12.
This study investigates the joint impact of personality characteristics and self‐efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre‐clinical years. The students’ grade point average scores at high school were included as control variable in our explanatory models. Based on previous findings in the literature, we selected self‐discipline, social activity and emotional stability from the Five Factor Model of Personality as predictor variables. Furthermore, following the social cognitive theory of Bandura, we added self‐efficacy (students’ belief in their academic skills) as an additional predictor. The logistic regression analyses confirmed the importance of self‐discipline (positively related) and social activity (negatively related) for these students’ perceived academic achievement. Additionally, we found a positive contribution of self‐efficacy. The results of this study (as discussed in the final sections) have implications for support programmes in the practical field. 相似文献
13.
Alison M. Mackenzie 《International Journal of Lifelong Education》2013,32(5):373-388
The study reported here examined the relationship between the final examination performance of adults enrolled in a university preparatory, or Access, course and (1) 29 approaches to studying; (2) 25 ways of coping; (3) trait anxiety; and (4) self‐reported examination anxiety. Eight approaches to studying and six ways of coping were significantly correlated with final examination mark. Extreme levels (high/low) of trait anxiety were significantly associated with lower final examination performance, moderate trait anxiety with higher final examination performance. Level of self‐reported examination anxiety was significantly positively correlated with level of trait anxiety but not with final examination performance. There were no significant differences in final examination performance associated with gender, age‐group or the presence/absence of recent examination experience. 相似文献
14.
There are differences of opinion about self‐esteem enhancement in the classroom; these differences exist at both conceptual and practical levels. The aim of this study was to ascertain whether techniques employed by primary school teachers as a day‐to‐day part of their teaching can have measurable effects on the self‐esteem of their pupils. Two different approaches to self‐esteem enhancement in primary classes were evaluated. The participants were 519 primary school children and their teachers (n = 21). Circle‐Time and efficacy‐based approaches were compared with a control condition over a four‐month period. On two self‐report measures of self‐esteem, gains were found for both experimental conditions, but not for the controls. Significant sub‐scale differences suggested that the two approaches achieved their effects in different ways, consistent with a two‐dimensional model of self‐esteem. Circle‐Time methodology, focusing on the creation of a climate in which individuals are respected and valued, is more likely to help children to develop a sense of self‐worth. On the other hand, an efficacy‐based approach tends to focus on the achievement of performance goals, and is thus more likely to develop the self‐competence dimension. It is argued that we should now reconsider how we think about self‐esteem enhancement in primary classrooms. 相似文献
15.
Daniel M. Eveleth Lori J. Baker‐Eveleth Robert W. Stone 《Decision Sciences Journal of Innovative Education》2020,18(2):224-248
This research describes a DuPont Model activity used in an introduction to business course. An in‐class activity stimulated students’ confidence in their ability to apply the fundamental accounting principles building upon students’ knowledge of a lemonade stand. Accounting is often viewed by students in introductory courses as “a foreign language,” with common reactions by students of fear and anxiety about financial statements and financial ratios (Borja; Brazelton; Deer, Gohn, and Kanaya; Eber and Parker; and Goh and Scerri). The DuPont Model was developed to visually connect an income statement and the balance sheet to five common financial ratios. Using a preactivity and a postactivity questionnaire and 76 matched pairs of student responses, changes or differences in two student self‐efficacy measures were found. Over one‐half of these student pairs showed increases or improvements in these two self‐efficacy measures from preactivity to postactivity, implying that the DuPont Model positively influenced these self‐efficacy measures. Correlation analysis also showed meaningful, positive correlations among students’ self‐efficacy differences and their attitudes toward accounting. Furthermore, students’ perceived characteristics of the DuPont activity are significantly and positively correlated with students’ attitudes toward accounting. Finally, the results of the study are encouraging to the authors to continue using the DuPont Model activity. 相似文献
16.
Patrick Devine‐Wright Hannah Devine‐Wright Paul Fleming 《Environmental Education Research》2004,10(4):493-506
This paper explores children's beliefs about global warming and energy sources from a psychological perspective, focusing upon situational influences upon subjective beliefs, including perceived self‐efficacy. The context of the research is one of growing concern at the potential impacts of global warming, yet demonstrably low levels of self‐efficacy amongst both adults and children to effectively respond to this large‐scale environmental problem. Empirical research was conducted on a sample of 198 UK children and adults to explore the influence of a cooperative learning environment upon children's beliefs about global warming and energy. A comparative design was adopted, contrasting 9–12 year old members of the Woodcraft Folk educational organisation with non‐members of similar age and with adult members of the same organisation. Results indicate that cooperative learning environments can have a significant and positive effect upon children's beliefs about large‐scale environmental problems. In particular, Woodcraft folk children reported significantly higher levels of personal awareness and perceived self‐efficacy in relation to global warming in comparison to their peers. Secondly, unexpected differences were identified between levels of perceived self‐efficacy in children and adult Woodcraft folk. The implications of these differences for the design of educational programmes seeking to empower children to respond to global warming are discussed. 相似文献
17.
Namok Choi 《Psychology in the schools》2005,42(2):197-205
Social cognitive theory suggests that self‐constructs are better predictors when the specificity levels of self‐constructs (as predictors) and the criterion variable closely correspond. In this study it was examined whether self‐constructs measured at an intermediate level of specificity better correspond with the criterion variable (course grades: an intermediate level of specificity) than general self‐constructs or specific self‐constructs. Self‐constructs in this study included self‐efficacy and self‐concept at varying degrees of specificity: general self‐efficacy, academic self‐efficacy, specific self‐efficacy, academic self‐concept, and specific self‐concept. College students (N = 230) in general education courses voluntarily completed the three self‐efficacy measures and the two self‐concept measures. Results of correlation and simultaneous multiple regression analyses indicated that the closer the level of specificity of self‐efficacy and self‐concept, the stronger the relationship between the two constructs. Both academic self‐concept and specific self‐concept were significant predictors of term grades. In addition, academic self‐concept was also a significant predictor, whereas neither general self‐efficacy nor academic self‐efficacy was significant. Measurement issues and implications of the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 197–205, 2005. 相似文献
18.
The authors argue that students in counseling practicum courses experience many self‐defeating thoughts and anxieties. These worries can impede their performance as new counselors and can have a negative impact on the supervision process. The authors outline innovative methods used by cognitive therapists to address this anxiety. In addition, a model is presented for counselor educators to use cognitive restructuring techniques as a supervision tool. Summary Throughout their studies, counseling graduate students face many possible fears and anxieties that arise from their classroom experiences. The greatest fears and anxieties seem to be related to the counseling practicum experience. This experience is one in which students may feel incompetent, vulnerable, and unskilled as they begin to put their classroom knowledge and experiences into practice. If these fears and anxieties persist, students have a hard time making progress in the area of the counseling relationship and skill building. We have examined how practicum students' fears and anxieties might be addressed, using cognitive interventions. Such interventions allow students to take irrational thoughts and change them to rational thought patterns. This is accomplished by asking students to state their fears verbally, to think about the effects of the fears and the consequences, to think about intervening beliefs and thoughts, and to restate the fears in a rational manner. Our experience suggests that cognitive interventions are useful strategies to help practicum students combat fears and anxieties. Further research might examine the use of other behavioral interventions to address these fears. For example, does role‐playing a counseling technique in supervision make a student less anxious about applying it in a real counseling session? In summary, fear and anxiety can impede the preparation of counselors during their practicum experiences. Understanding the underlying thoughts that cause these fears can help students overcome self‐defeating thought patterns. Cognitive restructuring techniques have been shown to reduce tension and can be used with counseling practicum students to help relieve performance and supervision anxiety. 相似文献
19.
In a previous article of the same journal, we have discussed the interrelations of students’ beliefs and self‐efficacy beliefs for the use of representations and their respective cognitive performance on the learning of fraction addition. In the present paper, we confirm a similar structure of cognitive and affective factors on using representations for the concept of decimals and mainly we discuss the various interrelations among those factors. Data were collected from 1701 students in Grades 5–8 (11–14‐years‐old). Results revealed that multiple‐representation flexibility, ability on solving problems with various modes of representation, beliefs about the use of representations and self‐efficacy beliefs about using them constructed an integrated model with strong interrelations that has differences and similarities with the respective model concerning the concept of fractions. 相似文献
20.
Tenko Raykov 《Structural equation modeling》2013,20(3):248-265
This article is concerned with modeling the individual latent growth curves of older adults on measures of fluid intelligence in a 2‐group cognitive intervention study (Baltes, Dittmann‐Kohli, & Kliegl, 1986). Second‐order polynomial growth curves reflecting initial test performance improvement followed by relative stability/drop are fitted to the recorded scores of each participant. Experimental subjects are found to exhibit mean ability growth outperforming that shown by untrained subjects. Both the control and experimental groups, however, demonstrate the same pattern of interrelationships among the individual ability intercepts, linear slopes, and quadratic bend parameters of the growth curves. The results suggest substantial amount of plasticity in fluid intelligence of older adults, and that elders may be capable of considerably improving their performance on repeatedly presented fluid measures by capitalizing on interrelationships between fluid intelligence subabilities. 相似文献