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1.
You can lead a horse to water but you cannot make him learn: Smartphone use in higher education 
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下载免费PDF全文 Chad C. Tossell Philip Kortum Clayton Shepard Ahmad Rahmati Lin Zhong 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):713-724
Smartphone technology is penetrating world markets and becoming ubiquitous in most college settings. This study takes a naturalistic approach to explore the use of these devices to support student learning. Students that had never used a smartphone were recruited to participate and reported on their expectations of the value of smartphones to achieve their educational goals. Instrumented iPhones that logged device usage were then distributed to these students to use freely over the course of 1 year. After the study, students again reported on the actual value of their smartphones to support their educational goals. We found that students' reports changed substantially before and after the study; specifically, the utility of the smartphone to help with education was perceived as favorable prior to use, and then, by the end of the study, they viewed their phones as detrimental to their educational goals. Although students used their mobile device for informal learning and access to school resources according to the logged data, they perceived their iPhones as a distraction and a competitor to requisite learning for classroom performance. 相似文献
2.
The purpose of this study was to investigate the importance of the relationships with parents, peers, and teachers as a cause of adolescents’ smartphone addiction, and to examine the effect of parental neglect on smartphone addiction and the mediating effect of relational maladjustment in school, especially focusing on the relational maladjustment with peers and teachers. For this purpose, a survey was conducted of students from middle schools and high schools in four regions of South Korea. A total of 1170 middle-school students who reported using smartphone took part in this study. A multiple mediator model was analyzed using the bootstrapping mediation methods Parental neglect was significantly associated with adolescents’ smartphone addiction. Furthermore, in the relationship between parental neglect and smartphone addiction, parental neglect was not significantly associated with the relational maladjustment with peers, whereas the relational maladjustment with peers negatively influenced smartphone addiction. On the other hand, the relational maladjustment with teachers had a partial mediation effect between parental neglect and smartphone addiction. Based on the results of this study, some implications are suggested that include the need for (1) a customized program for adolescents who use smartphones addictively, (2) a family therapy program to strengthen family function, (3) an integrated case-management system to prevent the reoccurrence of parental neglect, (4) a program to improve relationships with teachers, and (5) expanding the leisure activity infrastructure to improve relationships with friends off-line. 相似文献
3.
The aim of this study was to explore parents’ perspectives on the role of school factors in school refusal (SR). Semi-structured interviews were conducted with 17 parents who had experienced SR with their own child. They identified several school factors related to SR. Some of these findings suggest that students who are prone to SR need more predictability and more teachers’ support than they sometimes get in school. Their need for predictability seems to occur particularly during less structured activities and during transitions in school. Findings also imply that disruptive behavior among classmates and harsh management from teachers affects perceived predictability and support for SR-prone students. All parents expressed concern about bullying, and roughly a third of them reported that their child had been a victim of bullying. Insufficient adaptation of schoolwork was also mentioned relatively frequently. Parents emphasized that adaptation of schoolwork needs to be done in close cooperation with the student and parents to avoid negative differentiation from classmates or stigma. Finally, several parents commented that teachers and schools need more knowledge about SR and felt that schools needed a more coordinated approach to supporting students who are at risk of SR. 相似文献
4.
Clare M. Roberts Janina S. Lindsell 《International Journal of Disability, Development & Education》1997,44(2):133-145
This study used the theory of reasoned action to investigate determinants of primary school children's attitudes and behavioural intentions towards peers with physical disabilities. The influence of children's own attitudes toward working with peers with physical disabilities in regular classes and subjective norms provided by their teachers, principals, and parents were used to predict behavioural intentions to befriend and interact with classmates with physical disabilities. The participants were 143 fourth and fifth grade primary school students, their mothers, teachers, and school principals. The students completed an attitude questionnaire and a behavioural intention scale. Their parents, teachers, and principals completed a similar disability attitude questionnaire. The results supported the predictions made by the theory of reasoned action. Children's own attitudes towards the inclusion of peers with disabilities was the strongest predictor of behavioural intentions to interact with a classmate with a physical disability. The attitudes of teachers, principals, and parents were also significant predictors of intentions. However, only the attitudes of parents and school principals accounted for any more variance than children's attitudes alone. The implications of these findings are discussed in terms of developing whole class interventions to promote the social integration of children with physical disabilities. 相似文献
5.
刘金荣 《毕节师范高等专科学校学报》2014,(7):66-71
本研究选取学习障碍初中学生和与其对照的普通初中学生183名为研究对象,采用调查表和访谈提纲对初中生进行访谈和调查。研究结果表明,学习障碍初中生的交友范围整体比普通初中生广,部分同伴来源于网络和社会上的青少年;绝大多数的学习障碍初中生同伴社会圈子较小,同伴数量也明显比普通学生少;学习障碍初中生更喜欢找比自己年龄小者作为同伴;学习障碍初中生选择同性同伴的比率高于普通初中生,同伴结构相对单一。 相似文献
6.
Jianzhong Xu 《教育心理学》2012,32(2):183-200
The present study examined empirical models of variables posited to predict students’ homework environment management at the secondary school level. The participants were 866 8th graders from 61 classes and 745 11th graders from 46 classes. Most of the variance in homework environment management occurred at the student level, with classmates’ shared homework interest as the only significant predictor at the class level. At the student level, homework environment management was positively associated with learning-oriented reasons (i.e. doing homework for reinforcing school learning and developing a sense of responsibility), homework interest, family homework help, academic achievement and teacher feedback. On the other hand, homework environment management was negatively associated with the amount of time spent on television and peer-oriented reasons (i.e. doing homework for working with and seeking approval from peers). 相似文献
7.
Students involved in peer assessment have interpersonal relationships, partly consisting of reciprocal perceptions. In the domain of argumentative writing, little is known about the way peer assessment is affected by the assessor’s perception of the assessee’s language skills. Dutch 10th grade students (N = 176, age = 15–16) provided feedback and grades on two texts, being under the illusion that the texts had been written by two classmates whom the assessors perceived as a peer with either stronger or weaker language skills than their own (within-subjects design). In reality, students assessed similar texts, created by the researchers. Assessors did not provide different feedback to the two types of assessees. Simultaneously, they provided higher grades to peers perceived to have stronger language skills than their own than to peers perceived to have weaker language skills than their own. Future research should capture assessors’ rationale behind the composition of feedback and grades. 相似文献
8.
Hyerim Oh Margaret Sutherland Niamh Stack Mar Badia Martín Sheyla Blumen Quoc Anh-Thu Nguyen 《Roeper Review》2019,41(2):88-101
This study explores how secondary school students perceive high-performing potential classmates. A total of 1,794 seventh- and 10th-grade students from five countries completed a questionnaire measuring their expectations of hypothetical male and female high-performing classmates in three categories: intellectual ability, positive social qualities, and popularity. Across the five countries represented in this study, analyses of variance indicated that students did not report negative attitudes toward the three potential characteristics of a hypothetical gifted peer. Vietnamese students in particular reported more positive observations about the hypothetical classmate than their Australian, Peruvian, South Korean, and Spanish counterparts. Differing cross-national attitudes toward high-performing peers and the implications therein are discussed. 相似文献
9.
Mary Ann Powell Anne Graham Robyn Fitzgerald Nigel Thomas Nadine Elizabeth White 《The Australian Educational Researcher》2018,45(4):515-531
Until recently, children and young people’s perspectives have been largely overlooked in considering optimal approaches to supporting their wellbeing at school. This article reports student views on the meaning of ‘wellbeing’ and how this is best facilitated, gathered as part of a large, national research project aimed at understanding and improving approaches to wellbeing in schools. The data reported here were gathered through 67 focus groups, involving 606 primary and secondary school students, across three Catholic school regions in different Australian states. Students provided rich accounts of how they view their wellbeing, conceptualised across three interconnected themes of ‘being’, ‘having’ and ‘doing’. They identified relationships with self, teachers, friends, peers and significant others, as central to their wellbeing. The findings point to immense potential in accessing and utilising children and young people’s views for change and reform in schools in the area of student wellbeing. 相似文献
10.
初中体育课中兴趣教学法的实际应用,让初中生在初中体育课中轻松愉悦,在吸收各类体育知识和技能的同时,对体育运动产生浓厚的兴趣。教师要对自身的教学思想展开不断创新,对教学计划进行适当改良。本文分析兴趣教学在初中体育课中的应用,希望对提升初中生对初中体育课的兴趣和积极性有所帮助。 相似文献
11.
Clare M. Roberts Peta R. Smith 《International Journal of Disability, Development & Education》1999,46(1):35-50
The theory of planned behaviour (Ajzen, 1988) was used to examine the relationship between the attitudes and behaviour of primary school children towards peers with physical disabilities included in regular education. The participants were 188 primary school children aged 8 to 12 years. Children's attitudes toward peers with disabilities, their behavioural intentions to interact with and befriend such peers, and the amount of control they perceived having over interactional behaviour, were assessed using self-report measures. These variables were used to predict the amount of time children reported spending with their classmates with physical disabilities in the classroom and playground. The results supported the theory of planned behaviour. Children's attitudes and perceived behavioural control were significant predictors of their intentions to interact with a child with physical disabilities. Intentions predicted actual behaviour to a modest extent, while perceived behavioural control was not directly associated with actual behaviour. The implications of these findings for interventions to change the attitudes and behaviours of students toward classmates with disabilities are discussed. 相似文献
12.
运用《中学生应激源量表》和《多维学生生活满意度量表》对431名初中生的心理应激和一般生活满意度进行测量,考察初中生心理应激状况及其与一般生活满意度的关系。结果发现:(1)男生承受来自教师、家庭环境、同学朋友、社会文化四个方面的压力高于女生。初中生的学习压力呈现出随年级的升高而增加的趋势。(2)生活在关系很融洽家庭中的学生的学习压力和自我身心压力在三种家庭关系状况的学生中最低,家庭关系不融洽的学生承受来自家庭环境的压力高于家庭关系很融洽的学生。生活在单亲家庭中的学生承受来自父母管教方式和自我身心两方面的压力高于生活在几代同堂和核心家庭中的学生。(3)初中生在父母管教方式、同学朋友、社会文化、自我身心四个方面的心理应激对一般生活满意度具有显著的负向预测作用。 相似文献
13.
浙江省2019年初中教育质量监测数据的再挖掘,揭示了初中学生学习品质的发展水平、结构特征及影响机制。结果显示,学生学习动力、一般领域学习策略以及数学问题解决策略和科学探究策略中等偏上,自主学习习惯及语文阅读策略相对薄弱。学习品质与学业成绩存在显著性相关,学习动力对学业成绩的影响最大,其次是特定学科的学习策略,再次是自主学习习惯。教师教学和家庭教育等因素能通过学生个性品质对其学习品质产生影响,也能通过对学生一般领域学习品质和特定学科学习策略的影响来影响学业成绩,这与2018年浙江省小学生学习品质评价结果一致。 相似文献
14.
This study assessed the reported responses of junior high school students with learning disabilities and normally achieving classmates to peer pressure to conform in prosocial and antisocial activities. The results replicate those of an earlier study in finding that students with learning disabilities indicated more willingness than their classmates to conform to peer pressure to engage in antisocial actions. 相似文献
15.
Peter Zettergren 《Psychology in the schools》2005,42(7):745-757
This longitudinal study examined the relation between stable sociometric status among same‐gender classmates at age 10–11 and peer situation and social adjustment at age 15. Rejected, popular, and average groups of both genders (N = 90) were selected from a representative school sample. Rejected boys and girls preserved their low position among same‐gender class peers at age 15. They also had low status among cross‐gender class peers. Furthermore, rejected children perceived their peer situation as worse compared to other children. As expected, adolescents had most of their peers in ordinary or conventional peer categories, that is, same‐age peers, class peers, and other school peers. Rejected participants had a smaller number of conventional peers than other children in some categories (same‐age and school peers). There were, however, no peer‐status differences in nonconventional peer categories, like different‐age and antisocial peers; neither were there differences in own antisocial tendencies. Antisocial deviancy seems to be more common among boys and their peers than among girls. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 745–757, 2005. 相似文献
16.
父母的立场、教师的态度、同学的评价和社会的氛围会在很大程度上左右着初中生"早恋"的发展变化,甚至可以说是男女双方和亲子、师生、生生互动共同完成"早恋"进程的。如把"早恋"的标签到处乱贴,带来的是误解、偏见,造成的是亲子关系、师生关系的紧张,是学生成长的"逆境"。家庭和学校要密切合作形成合力的教育管理体系,共同承担起教育孩子的责任;要贯彻"预防为主,积极疏导"的原则,让初中生安全度过美好的青春期。 相似文献
17.
Blanka Klímová 《Education and Information Technologies》2018,23(3):1091-1099
Currently, there is an increasing trend in the shift from the use of traditional technologies such as a desktop computer towards the use of mobile technologies such as a mobile phone. Nearly all students nowadays own a mobile device and about half of them own more than one. Therefore, students are nowadays well equipped for mobile learning. The aim of this review is to explore the use of mobile phones and/or smartphones and their apps for teaching foreign languages, specifically English, and highlight their benefits and limitations for their use in the teaching of English as a foreign language. This was done by conducting a literature search in the databases Web of Science, Scopus, and ScienceDirect, and consequently, by evaluating the findings of the relevant studies. The findings indicate that the use of mobile phones and/or smartphones and their apps generate positive effects on learning English as a foreign language, especially in the development of learners’ vocabulary and their increased motivation to study. Nevertheless, more longitudinal randomized controlled studies are needed to confirm the efficacy of the use of mobile phone and smartphone apps on specific language skills and knowledge. 相似文献
18.
《校园英语(教研版)》2015,(20)
With the increasingly frequent international exchanges,English,as an international language,has been attached greater importance.The oral English ability of junior high school students plays an indispensable role in their everyday study and social interaction,and it is the present junior school study that can lay a solid foundation for their future study and life.Therefore,to comprehensively improve their oral English ability is in urgent need and of paramount significance.This paper focuses on analyzing the external and internal factors influencing the cultivation of junior high school students’oral English ability,and put forwards the corresponding cultivating strategies of the oral English ability of junior high school students. 相似文献
19.
The development of students’ learning and test-taking behavior may derive from the social context and the group of peers they associate with daily for years. Consequently, it is assumed that students’ academic achievements are to some degree affected by their classmates and the composition of the classroom. The present study provides evidence on how Finnish students (N = 5071) from different classrooms (N = 435) develop distinct patterns regarding their mathematics and literacy achievement during lower secondary school. We analysed longitudinal large-scale educational assessment data using a multilevel latent profile analysis (MLPA) to investigate the impact of classroom effect on students’ achievement patterns, that is, on the development of students’ low-stakes mathematics and literacy test scores from 7th to 9th grade. The results demonstrated the added value of modelling the multilevel structure inherent in educational assessment data: we identified four student achievement patterns that displayed different distributions across the school classes. More precisely, besides individual characteristics, the development of students’ low-stakes mathematics and literacy test scores was associated with class-level factors and some of the classrooms seemed to have a stronger effect on students’ test scores. These results suggest that classroom context is associated with students’ achievement patterns, especially regarding the worst achieving students. The findings may reflect a combination of class placement practices as well as classroom and peer effect. Although the differences between Finnish schools have been one of the lowest in the OECD countries, the findings of the present study suggest that the classroom membership may create class level quality differences in both the preconditions and the development of learning. 相似文献
20.
For American teenagers, social media participation has become a routine feature of everyday life, with ready access to their online networks via smartphones, tablets, and computers. Despite questions and concerns about its effects, relatively few educational researchers have qualitatively explored how students use social media. Complexities such as parental consent, unintended access to non-consented peers, and privacy rights may be deterrents to this research. In this paper, we describe our embedded lesson approach to studying teenagers’ social media use in a high school setting. We designed and delivered three consecutive lessons about social media to two classes. Embedded within these lessons were opportunities to collect data via surveys, focus groups, and observations, along with member checking as a form of quality assurance. This approach rapidly yielded a rich data set, while also giving students the opportunity to articulate and reflect on their social media activities and experiences. 相似文献