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1.
Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school 总被引：7，自引：1，他引：7
In a longitudinal study of 1,301 students and the teachers they had for mathematics before and after the transition to junior high school, we assessed whether changes across the transition in students' perceptions of their teachers' supportiveness were related to changes in their valuing of mathematics. Using repeated-measures multivariate analysis of variance, we found that when students moved from elementary teachers they perceived to be low in support to junior high teachers they perceived to be high in support, the intrinsic value of math was enhanced, while students who moved from teachers they perceived to be high in support to teachers they perceived to be low in support experienced a sharp decline in both the intrinsic value and perceived usefulness and importance of math. For students' perceptions of the usefulness and importance of math there was an interaction with achievement level. Math values decreased more sharply during the first year of junior high for low-achieving students who moved from more supportive to less supportive teachers than for high-achieving students who experienced the same change. 相似文献
2.
We examined the relation between self reported help-seeking tendencies and standardized mathematics achievement as well as the contribution of shared perceptions of the classroom climate – achievement goal structure and emotional support – to the types of help (instrumental, expedient) middle and high school U.S. students seek and from whom (teacher and peers) over the school year. Hierarchical linear modeling (N = 3897 students grades 7–11 in 306 classrooms) revealed that the more students reported seeking help from their teacher and seeking instrumental help, the greater their over-the-year gains in standardized achievement. In general, shared perceptions of the classroom climate predicted changes in students' reported help seeking from the beginning of the school year (T1) to the end (T2). Students in classrooms collectively perceived to be more mastery-oriented at T1 predicted increases in instrumental help seeking and seeking help from peers at T2. Perceived T1 emotional support predicted increases in seeking help from teachers and peers at T2. By contrast, perceived T1 performance-approach goal structure predicted decreases in reported help seeking from teachers at T2 and positively predicted expedient help seeking at T2. Furthermore: (a) adolescent females reported seeking more instrumental help and seeking more help from peers and teachers, whereas, adolescent males reported seeking more expedient help; and (b) high school students sought more instrumental help than did middle school students. We discuss results with regard to the importance of help seeking to mathematics achievement as well as considering emotional support and classroom achievement goals together when examining students' help-seeking behaviors. 相似文献
3.
Tamera B. Murdock Annes S. Beauchamp Amber M. Hinton 《European Journal of Psychology of Education - EJPE》2008,23(4):477-492
The frequency of cheating in today’s classrooms undermines educators’ efforts and threatens students’ learning. Data from
444 high school students in 48 math and science classrooms at two time points were analyzed to examine the classroom and individual
influences on students’ attributions of blame for cheating and to examine the relationship between students’ attributions
of blame for cheating and subsequent cheating behavior. Hierarchical linear modeling revealed that student-level and aggregate
views of teacher characteristics were related to concurrent and subsequent attribution of cheating blame to teachers and to
subsequent cheating behaviors, over and above the influence of moral emotion dispositions. 相似文献
4.
This paper reports results from a large-scale observational study investigating attention allocation during instructional activities in elementary school students (kindergarten through fourth-grade). In Study 1, 22 classrooms participated while a more diverse sample of 30 classrooms participated in Study 2. This work investigated temporal patterns in children's attention allocation by collecting observational data on children's on- and off-task behaviors at three different time points (i.e., beginning, middle, and end of the school year) [Study 1]. We also investigated whether patterns of attention allocation changed as a function of student characteristics (gender, grade-level, SES), teachers' instructional design choices (instructional format and duration of an instructional activity), and school type (private, parochial, public charter schools) [Studies 1 & 2]. Children's patterns of attention allocation fluctuated over the course of the school year. Female students were found to be more on-task compared to male students. On-task behavior tended to decline as the instructional duration increased. The lowest rates of on-task behavior were observed while children were engaged in whole-group instructional formats. An effect of school type was found with higher proportions of on-task behavior observed in parochial schools. However, the effect of grade-level was equivocal across studies. These findings can begin to form a foundation for the development of research-based guidelines for instructional design aimed to support engagement among students in elementary classrooms. 相似文献
5.
This study examined the heterogeneity in the co-developmental trajectories of reading and math performance (i.e., parallel changes in the initial scores and growth patterns) and identified the number, size and shape of the co-developmental trajectory across elementary and middle schools. In addition, this investigation focused on how an early childhood dysregulation profile (DP; indexed by a high co-occurrence of emotional, behavior, and attention problems) was associated with distinct co-developmental trajectories of reading and math performance. Specifically, we examined whether early childhood DP level can predict (a) membership assignment into each distinct co-development group and (b) variability in initial scores and changes in growth with each distinct co-development group. Participants were 784 academically at-risk students (47 % girls) predominantly from low socioeconomic status families who were recruited in first grade (Mean age = 6.57 years) and followed annually through the final year of middle school (ninth grade). Results revealed two distinct co-developmental trajectories of reading and math performance, including (a) a lower initial reading (higher increasing) and higher initial math (lower increasing) class (85.3 %) and (b) a lower initial math (higher increasing) and higher initial reading (lower increasing) class (14.7 %). Our results provided evidence for the compensatory pattern of co-developmental trajectories, indicating initial lower skills grow at a faster rate than the initial high. Further, early childhood DP was not associated with the membership assignment for these two distinct classes, which means that regardless of children’s early DP level, they have equal chances to be assigned to each of the classes. However, children with higher parent and teacher-reported DP in first grade demonstrated lower initial scores and a slower improvement rate in both classes after controlling for kindergarten literacy skills, gender, ethnicity, intelligence, socioeconomic status, and grade retention. Our study findings demonstrated (a) substantial heterogeneity in the co-developmental trajectories of reading and math performance across elementary and middle school ages; and (b) the importance of promoting self-regulation beginning in early childhood, especially for academically at-risk children in families facing economic challenges. 相似文献
6.
This paper examines stability and change during the elementary-to-middle school transition, focusing on adolescents’ experiences of home–school dissonance because of real or perceived differences between home/self and values within the school context. Relationships were hypothesized between exacerbation and amelioration of dissonance, middle school mastery and performance goal practices, and students’ perceptions thereof. The sample consisted of 274 African-American and 284 European-American (49% female) students. Middle school teachers (N = 236) provided data on school academic practices. Multilevel growth curve analysis indicated significant variance among the 10 middle schools regarding change in dissonance. Both mastery-focused middle school practices and students’ perception of middle school classrooms as more performance and less mastery focused than elementary classrooms were significant predictors of change in dissonance. Path-analyses evidence pointed to the mediational role of school belonging on the relationship between perception of classroom mastery goals and dissonance. Path analyses revealed direct and indirect effects of perception of classroom performance goals on dissonance and school belonging. This paper highlights the importance of creating inclusive learning environments that minimize social comparison saliency and validate students for who they are. 相似文献
7.
This study examined the effects of student and parent goal orientations and perceived classroom goal structures on grades and self-efficacy in mathematics during the high school transition. From a sample of 50 African American families living in a low-income school district, student survey data and open-ended parent interviews were examined. There were three significant findings. First, students who espoused more mastery goals in high school mathematics experienced more positive changes in self-efficacy and grades in mathematics during the high school transition than did their peers. Second, students who perceived more mastery and less performance goal structures in their high school math classrooms experienced more positive changes in mathematics self-efficacy during the transition than did their peers. Third, adolescents whose parents espoused mastery goals had higher grades than did their peers whose parents did not espouse mastery goals. Results indicate that mastery goals may be more influential in determining achievement and motivation in mathematics for African American students than are performance goals during the high school transition. 相似文献
8.
Research Findings: This study investigates contributions of the preschool classroom interpersonal environment to students’ social competence in 1st grade. Participants were 862 ethnically/racially diverse children who attended public preschool classrooms serving low-income families. Systematic observations of 60 classrooms occurred across the preschool year and quantified teacher and student behaviors. Preschool and 1st-grade teachers provided reports of children’s social behavior. First-grade teachers also assessed children’s problem behaviors. Multilevel analyses indicated that at the end of 1st grade, students who experienced preschool settings with teachers who displayed more approving behavior, less disapproving behavior, and more positive emotional tone showed significant gains in positive social behavior and lower rates of problem behavior, even after students’ social skills at preschool entry were controlled. Greater gains in positive social behavior and fewer problem behaviors in 1st grade were also predicted by immersion in preschool classrooms that had more positive and cooperative interactions among peers. Practice or Policy: Universal preschool is a policy under consideration nationally and locally, with social competence often listed as an important goal. This study indicates that even in the absence of a particular social-emotional curriculum, preschool teachers’ behaviors and interactions among their students may have lasting implications for children’s social development. 相似文献
9.
The authors examined the relations between academic cheating and impulsivity in a large sample of adolescents enrolled in high school health education classes. Results indicated that impulsivity predicts academic cheating for students who report extensive involvement in cheating. However, students who engage in extensive cheating are less likely to report cheating when they perceive a mastery goal structure. In addition, both moderate and extensive cheaters report less cheating when they perceive the teacher as being credible. 相似文献
10.
马燕 《和田师范专科学校学报》2009,28(3):38-40
本研究采用陈国鹏等人修订的Marsh等人编制的“自我描述文卷（SOQ-Ⅱ）”,对西安市航天中学的156名学生进行了问卷调查,重点考察了自我概念的年级、性别的特点,以及在不同学业成绩上的差异。结果发现：（1）在自我概念的总量表和分量表上存在显著的年级差异,而未发现性别差异,无年级和性别的交互作用。（2）在自我概念的子量表上,性别差异显著。（3）在言语自我、数学自我、一般学校自我、体能自我等子量表,以及学业自我,非学业自我和总量表上,不同学业水平的学生有显著差异。表明学业成绩与中学生的自我概念有着密切的联系。 相似文献
11.
Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated developmental trajectories in each of these constructs. Mathematics interest and utility value decreased across time, but there was no significant change in self-perceived math ability. Slopes and intercepts of all mathematics motivation variables correlated with one another. Even when controlling for prior mathematics performance, students who self-reported high math ability in 5th grade had higher standardised test scores than their peers in high school five years later. Neither math utility value nor math interest intercepts or slopes predicted later performance. Understanding the predictors of math performance is important for supporting students’ success in science, technology, engineering and mathematics careers. 相似文献
12.
This study examined the longitudinal trajectories of achievement goal profiles in mathematics from third to seventh grade in a sample of 302 German students. Latent profile analyses were conducted separately for each school year and revealed three subgroups of students with distinct goal profiles labeled high multiple goals, moderate multiple goals, and primarily mastery-oriented. Only about one third of the students held the same goal profile across all school years. The amount of students pursuing moderate multiple goals increased over time, which supplements previous findings and theorizing about an ongoing differentiation of achievement goals during early adolescence. There were remarkably few differences in educational outcomes (interest, effort, achievement) between students from distinct goal profile groups. However, high multiple goal students showed the lowest test scores in sixth and seventh grade. Moreover, if students showed low performance during one school year, they were more likely to adopt a high multiple goals profile in the following year. Results are discussed in relation to individual cognitive developments, changes in school environments, and special characteristics of educational systems. 相似文献
13.
《Contemporary educational psychology》2002,27(2):209-228
Academic cheating has become a widespread problem among high school and college students. In this study, 490 students (ages 14 to 23) evaluated the acceptability of an act of academic dishonesty under 19 different circumstances where a person's motive for transgressing differed. Students' evaluations were related to self-reports of cheating behavior, sex, school grade, and psychological variables. Results indicated that high school and college students took motives into account when evaluating the acceptability of academic cheating. Cheating behavior was more common among those who evaluated cheating leniently, among male students, and among high schoolers. Also, acceptance of cheating and cheating behavior were negatively related to self-restraint, but positively related to tolerance of deviance. The results are discussed with reference to biological, cultural, and developmental factors. 相似文献
14.
As part of an overall evaluation of the Global Learning and Observations to Benefit the Environment, (GLOBE) program, we designed a Web-based assessment environment to measure students' environmental awareness and data analysis skill. It was expected that students who were identified as high implementers in the GLOBE program would outperform low implementers in their ability to construct environmental inferences and the degree to which they could analyze environmental data. Seven high and middle school classrooms were identified as either high or low GLOBE implementers depending on the amount of atmospheric data they had collected during the year. Within each classroom students were assigned into smaller learning groups of three students per group. A total of 32 groups participated in this study. Analysis of students' responses to the tasks revealed that the students differed in their performance. Overall, the results showed that students in the high implementing classrooms were more likely to construct higher-level environmental inferences than students in the low implementing classes. Contrary to expectations, middle school students were more likely than high school students to solve the data analysis problem correctly. However, upon further analyses, high school students constructed more data graphs and were more skilled in providing correct evidence to support their decision making than were middle school students in GLOBE. This study confirms the viability of using technology-based assessments for measuring students' environmental awareness and data analysis. 相似文献
15.
Forces which shape the implemented curriculum in high school science and mathematics 总被引：1，自引：0，他引：1
A synthesis of five studies of high school science and mathematics classes indicated that the ability of teachers to manage student behavior effectively was a major driving force on the implemented curriculum. Other factors which influenced what happened in classrooms were tests and examinations, and textbooks. Most teachers endeavored to cover the curriculum in the planned time whether or not learning occurred and the cognitive demands of the work were low. During whole-class activities a few target students dominated interactions with the teacher. These higher ability students, who usually were males, asked most questions, answered most teacher questions, and received most feedback from the teacher. The results suggest that teachers' knowledge and beliefs are the potent forces which influence academic work in science and mathematics classes. 相似文献
16.
The theory of planned behaviour was used to examine academic dishonesty among secondary school students in Hong Kong. Participants were 386 students in Forms 1–3 (Grades 7–9). Attitudes toward cheating, perceived behavioural control, and moral obligation were positively related to the intention to cheat, but only the subjective norm against cheating was significantly related to self-reported cheating behaviour. The subjective norm was both a predictor of self-reported cheating and a moderator of the relationship between the intention to cheat and self-reported cheating: the intention predicted the behaviour only when the subjective norm against cheating was perceived to be weak. 相似文献
17.
The transition to junior high school: a longitudinal study of self-esteem, psychological symptomatology, school life, and social support 总被引：3，自引：0，他引：3
This research examined the psychological well-being of 159 white and black students during the transition to junior high school. Adjustment patterns were found to be complex and highly differentiated. Self-esteem was unchanged from the end of sixth through the middle of seventh grades, rising by the end of seventh grade. Girls reported an increase in depressive and other symptoms over time relative to boys. Perceived quality of school life plunged. Peer social support increased only for blacks of high academic competence. Although there were no race differences on overall self-esteem, multivariate analyses of symptom data revealed that blacks reported greater distrust of the environment than they reported negative internal states, whereas whites reported the opposite pattern. The discussion emphasizes the developmental and ecological context of the transition. 相似文献
18.
The study was conducted to clarify the fact that the effect of attitudes towards school mathematics on mathematical achievement in the classrooms was larger in a group of low intelligence students than in a group of high intelligence students, using the technique of the analysis of covariance. In the study we interpreted the effect as the coefficient of regression of summative test scores on attitudinal scores. The study involved eighth grade students attending three junior high schools in Japan. For the three schools, we obtained the expected inequalities: the regression coefficient of the low intelligence group (> that of the middle intelligence group) > that of the high intelligence group, almost all of which were statistically significant. 相似文献
19.
Jennifer Richards Gary Skolits Janie Burney Ashley Pedigo F. Ann Draughon 《Journal of Food Science Education》2008,7(3):54-61
ABSTRACT: Providing effective food safety education to young consumers is a national health priority to combat the nearly 76 million cases of foodborne illness in the United States annually. With the tremendous pressures on teachers for accountability in core subject areas, the focus of classrooms is on covering concepts that are tested on state performance examinations. As a result, topics such as food safety are rarely addressed in middle school classrooms. Middle school is an ideal time to teach food safety because adolescents are in the process of setting lifelong behaviors; therefore, they are more likely to synthesize new food safety knowledge in a way that will lead to the development of lifelong behaviors. The purpose of this study was to scientifically validate an educational resource that provides a method for classroom teachers to involve young consumers in food safety education while meeting state content area curriculum standards. An interdisciplinary curriculum targeted at middle school students and correlated directly to state content standards was designed to include highly effective instructional strategies that teach food safety concepts through all core subject classes (science, math, social studies, and language arts). The curriculum was pilot tested in 5 schools using a pretest, posttest, and follow-up test assessment model. The results showed that the curriculum was highly effective at raising student knowledge (21% gain) and improving students' food handling behaviors (8.47% gain) from pretests to posttests. In addition, 6 wk after implementation, students retained 86% of their total knowledge gain as measured by a follow-up assessment. 相似文献
20.
Susan Bobbitt Nolen 《科学教学研究杂志》2003,40(4):347-368
In a study of the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement, 377 students in 22 introductory science classrooms completed surveys in the fall and spring of their ninth‐grade year. Hierarchical linear regression was used to model the effects of variables at both the classroom and individual level simultaneously. High intraclass agreement (indicated by high parameter reliability) on all classroom environment measures indicated that students shared perceptions of the classroom learning environment. Controlling for other factors, shared perceptions that only the most able could succeed in science classrooms and that instruction was fast‐paced and focused on correct answers negatively predicted science achievement, as measured on a districtwide curriculum‐linked test. Shared perceptions that classrooms focused on understanding and independent thinking positively predicted students' self‐reported satisfaction with learning. Implications of these results for both teaching and research into classroom environments are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 347–368, 2003 相似文献