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1.
This article reports a study that is based on the framework of personal epistemology proposed by Kuhn, Cheney, and Weinstock (2000). The instrument developed by Kuhn et al. (2000) for assessing the three positions (absolutist, multiplist and evaluativist) of epistemological understanding across five judgements’ domains was translated and administered to 180 Chinese middle and high school students. The data showed that the general trajectory of personal epistemology across different judgement domains proposed by Kuhn et al. (2000) could also be identified in a Chinese cultural context. Analyses by grade level showed no difference, whereas analyses by school curriculum showed that eighth graders from an experimental school hold more sophisticated positions of personal epistemology (less absolutist and more multiplist) than eighth graders from a regular school. These results indicated the importance of a constructive academic environment in the enhancement of personal epistemology. 相似文献
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Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics 总被引：2，自引：0，他引：2
Anne C. Frenzel Reinhard Pekrun Thomas Goetz 《European Journal of Psychology of Education - EJPE》2007,22(4):497-514
This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun’s (2000, 2006)
controlvalue theory of achievement emotions, we hypothesized that there are gender differences in mathematics emotions due
to the students’ different levels of control and value beliefs in mathematics, even when controlling for prior achievement.
The structural relationships between prior achievement, control and value beliefs, and emotions were assumed to be invariant
across girls and boys in spite of hypothesized mean level differences of beliefs and emotions across genders. The emotions
and beliefs of 1,036 male and 1,017 female 5th grade students were assessed by self-report measures, and their prior mathematics
achievement was assessed by academic grades. Even though girls and boys had received similar grades in mathematics, girls
reported significantly less enjoyment and pride than boys, but more anxiety, hopelessness and shame. Findings suggested that
the female emotional pattern was due to the girls’ low competence beliefs and domain value of mathematics, combined with their
high subjective values of achievement in mathematics. Multiple-group comparisons confirmed that the structural relationships
between variables were largely invariant across the genders. 相似文献
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Thérèse Bouffard Lucille Boileau Carole Vezeau 《European Journal of Psychology of Education - EJPE》2001,16(4):589-604
336 students, 186 girls and 150 boys were met at the end of the school year, both at grade six and at Secondary one, in order to examine the impact of the transition from elementary to secondary school on various motivational variables. Analyses showed changes in self-efficacy beliefs and learning goals, whatever students’ level of achievement and gender. However, self-efficacy beliefs appeared as the most powerful predictor of academic performance at both school levels. In addition, the pattern of relations between academic performance and the variables examined was relatively similar at both times of measurement. The discussion focuses on changes in self-efficacy beliefs and learning goals and on their relations to academic performance. 相似文献
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Harkirat S. Dhindsa Khalid Omar Bruce Waldrip 《International Journal of Science Education》2013,35(10):1261-1280
The aims of this study were to evaluate reliability and validity of the Students’ Perception of Assessment Questionnaire (SPAQ), to evaluate students’ perception on assessment, and to evaluate gender‐based, grade‐based, and ethnicity‐based differences in students’ perceptions. The validity and reliability coefficients revealed that the SPAQ was suitable for assessing students’ perceptions on five assessment dimensions. The average scale‐item mean values for all the scales were less than 3.0, which indicates a need to address these dimensions of assessment at classroom level. The mean value for Student Consultation scale was 1.96 out of 4, indicating a need for special attention in this area. The perceptions of students grouped on the basis of gender and of grade level groups were comparable, but on the basis of ethnic groups were statistically significantly different. Assuming these differences to be real, does it mean that teaching approaches will need to be addressed? Future research in this area is warranted. 相似文献
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Kelly N. Clark Nicole B. Dorio Morgan A. Eldridge Christine K. Malecki Michelle K. Demaray 《Psychology in the schools》2020,57(2):204-221
Grit has been defined as passionate perseverance toward long-term challenging goals and it is associated with various positive outcomes for youth, including academic achievement. However, less is known about these associations for the two facets of grit (i.e., perseverance of effort, consistency of interest) and few studies have examined the link between grit and perceived social support. The present study examined the group-level demographic differences (i.e., gender, grade, socioeconomic status, and special education status) of grit in a high school sample (N = 1,077). In addition, direct associations between grit and perceived social support from multiple sources (i.e., teacher, classmate, parent) were examined, as well as a potential enhancing effect of social support as a moderator of the relation between grit and academic achievement. Results indicated positive associations among grit and its facets with social support from parents and classmates. Furthermore, the positive relation between grit and achievement was stronger for students reporting high social support from teachers, but not other sources (i.e., classmates, parents). Practical and theoretical implications for promoting student success are discussed. 相似文献
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Motivation predicts academic achievement beyond cognitive ability. Expectancy value theory (Eccles et al., 1983) is a widely accepted and powerful approach explaining academic achievement as well as educational choices and attainment. Recently, attention to the multiplicative term of expectancy and value beliefs has increased. Trautwein et al. (2012) reported a detrimental effect of high task value when expectancy beliefs were low. We aimed to replicate and extend their study by using a large, representative sample of students attending upper secondary school in the German federal state Schleswig-Holstein (N = 3367). Following Trautwein et al. (2012), we applied latent interaction modelling to test whether the predictive value of expectancy value interactions differs for grades, final examinations, and standardized test scores as measures of achievement in two domains. We took the multi-dimensional structure of task value into consideration, analyzing the four components (attainment, intrinsic value, utility and cost) separately. Both a verbal and a non-verbal domain (English as a foreign language and mathematics) were investigated. Overall, the results supported those of Trautwein et al. (2012). However, our findings suggested measure- and domain-specific differences when using expectancy value beliefs and their interactions to predict academic achievement. Interaction terms predicted final examination results in both English and mathematics. Further, interaction effects were significant for grades in English but not mathematics. In general, effect sizes of multiplicative terms were small, especially in contrast to expectancy beliefs. Findings are discussed regarding the practical and conceptual importance of the multiplicative term in expectancy value theory applied in an educational setting. 相似文献
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Brigitte Maria Schreier Dr. Anna-Lena Dicke Hanna Gaspard Isabelle Häfner Dr. Barbara Flunger Prof. Dr. Oliver Lüdtke Prof. Dr. Benjamin Nagengast Prof. Dr. Ulrich Trautwein 《Zeitschrift für Erziehungswissenschaft》2014,17(2):225-255
The lack of secondary school students’ motivation in mathematics lessons poses a great challenge. According to the Expectancy-Value Model (Eccles et al., Achievement and achievement motives: psychological and sociological approaches, New York, Freeman, S. 75–146, 1983), teacher and classmates influence students’ value beliefs. Using data of 1868 ninth grade students and their 72 math teachers, this study was designed to assess the association of several indicators of relevance-oriented teaching strategies and of perceived classmates’ math valuing with students’ value beliefs in mathematics. Two-level linear regression analyses provided evidence that the student-rated practical focus of math lessons predicted students’ intrinsic, attainment, utility, and cost value mainly at the individual level; student-rated classmates’ math valuing was associated with students’ value perceptions more strongly at the class level. Over the course of six months, these effects increased at the individual but not at the class level. Teacher-reported effort to establish connections between math and other domains was positively associated with students’ attainment and cost value. Teacher-rated use of daily life examples led to a decrease in students’ cost value over the course of six months. 相似文献
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Elizabeth Fulton 《教育心理学》2008,28(5):521-534
In this investigation we assessed the relationships between perceptions of parenting and student’s academic motivation and success. College students completed a series of questionnaires assessing perceptions of parental warmth, autonomy granting, and supervision, and perceptions of academic control. Findings revealed different models for males and females. For females, perception of control was predicted by parental warmth and supervision. For males, only parental warmth was a significant predictor of perceptions of control. Perception of control predicted grade point average for both males and females. Parenting probably influences the development of motivational beliefs during childhood and adolescence and these beliefs continue to be important into the college years. Additionally, our findings of gender differences suggest that the effects of parenting may be moderated by the child’s gender. 相似文献
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The multifaceted nature of writing makes it one of the most challenging school subjects for English-as-a-foreign-language (EFL) students. Despite its importance and wide attention attracted, primary school students’ unsatisfactory writing performance has been little researched. As an optimal way of learning, self-regulated learning (SRL) has gained surging popularity in various academic disciplines but the field of second language (L2) writing is still underexplored. To fill the gap, the study investigated 291 upper-grade (4th-6th grades) Hong Kong primary students’ use of SRL writing strategies, and explored whether the students’ strategy use varied between genders, and across English writing proficiency groups and grade levels. A three-way MANOVA was performed and results showed that the students’ SRL writing strategy use varied significantly between genders, and across different writing proficiency groups and grade levels. Interaction effects of grade level and gender were also discovered. Important implications are drawn. 相似文献
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Loredana R. Diaconu-Gherasim Ana-Maria Tepordei Cornelia Mairean Andrei Rusu 《Educational studies》2019,45(1):95-112
This study evaluated how gender is related to children’s intelligence beliefs, goal orientations and academic achievement and whether there are gender differences in how intelligence beliefs and goal orientations are related to academic achievement. The participants, 362 seventh grade students (55.8% girls; Mage = 13.20, SD = .57 years), completed measures regarding their intelligence beliefs and goal orientations at the beginning of the second semester and the grades were collected at the end of the semester. Girls reported higher scores on incremental belief, mastery goal and higher achievement but lower levels of performance avoidance compared to boys. The relations between intelligence beliefs and academic achievement were fully mediated by both performance goals. Further, there were no gender differences in the associations among intelligence beliefs, goal orientations and achievement. The findings reveal that goal orientations are a mechanism that might explain why intelligence beliefs are linked with academic achievement in early adolescence. 相似文献
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First-generation college students face unique obstacles that can erode their psychological well-being, academic motivation, and educational development during school-to-college transitions. Although research shows attribution-based interventions foster academic attainment among at-risk students (Hamm et al., 2020; Perry & Hamm, 2017), little is known about treatment efficacy for students with socioeconomic risk factors such as first-generation status (Gutiérrez, 2008). In a randomized treatment study, we administered attributional retraining (AR) to first- and continuing-generation college students who differed in academic control beliefs (low, high) in an online two-semester introductory psychology course. For low-control first-generation students, AR recipients outperformed their no-AR peers by a letter-grade (B vs. C+) and were 55% less likely to drop the course. AR-grade efficacy was mediated by causal attributions and control beliefs in a path sequence specified by Weiner’s (1979, 1985, 2018) attribution theory. AR decreased attributions to uncontrollable causes, which negatively predicted final course grade and increased academic control beliefs, and these positively predicted final course grade. These findings advance motivation intervention research by demonstrating that an AR treatment can have salutary benefits for first-generation students mediated by theory-derived cognitive processes. 相似文献
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Students’ expectancy and value beliefs about math influence their academic choices and success in math-intensive study programs. Short-term declines in these motivational beliefs can serve as early warning signs of academic difficulties and dropout. However, such short-term motivational changes are underresearcherd. Based on Eccles et al.’s (2020) situated expectancy-value theory, this study analyzed within-person changes in the associations among students’ course-specific (summative) or week-specific (situated) expectancies and task values in gateway math courses for students in physics, math, or math teacher education majors (N = 773). Random intercept cross-lagged panel models showed increasing within-person alignment between students’ course-specific expected success and intrinsic/utility values (but not costs) over one semester. This alignment was linked to unidirectional spillover (i.e., cross-lagged) effects from expectancy to intrinsic/utility values. Students’ week-specific expectancy-value beliefs, reported at the beginning of the semester, showed no significant alignment and spillover effects. Differences in students’ course- or week-specific expectancy-value beliefs favored male and higher-achieving students and were largely time-invariant. Alignment between course-specific expectancy and value beliefs was higher for students who failed or dropped out of their math courses compared to those who succeeded. Greater motivational alignment can thus indicate greater disengagement from (math) coursework in challenging academic contexts. These findings highlight the importance of differentiating between-person and within-person motivational processes, suggest that summative versus situation-specific assessments of motivational beliefs may show different developmental patterns, and demonstrate that motivational alignment and spillover effects can be a sign of maladaptive motivational processes concerning students’ persistence in challenging STEM contexts. 相似文献
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Students' preferences for learning styles as well as their preferences for communication styles of their teachers are examined to determine if those preferences are related to gender, grade level, and major in college. A total of 327 adolescents in grades eight through twelve completed questionnaires measuring their preferred learning styles (Dependent, Independent, Competitive, Collaborative, and Participative) and their preferences for teacher communicator styles (Open, Attentive, Relaxes, Precise, Impression Leaving, Dramatic, Friendly, Animated, Contentious, and Dominant). Also, 235 college students in various majors were measured. The rank ordering of preferences was generally stable across all grade levels in the adolescent sample. However, the college students exhibited several important differences in preferences from the adolescents and across majors. 相似文献
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The purposes of this study were to validate an instrument of attitudes toward science and to investigate grade level, type of school, and gender differences in Taiwan’s students’ personality traits and attitudes toward science as well as predictors of attitudes toward science. Nine hundred and twenty‐two elementary students and 1,954 secondary students completed the School Student Questionnaire in 2008. Factor analyses, correlation analyses, ANOVAs, and regressions were used to compare the similarities and differences among male and female students in different grade levels. The findings were as follows: female students had higher interest in science and made more contributions in teams than their male counterparts across all grade levels. As students advanced through school, student scores on the personality trait scales of Conscientiousness and Openness sharply declined; students’ scores on Neuroticism dramatically increased. Elementary school and academic high school students had significantly higher total scores on interest in science than those of vocational high and junior high school students. Scores on the scales measuring the traits of Agreeableness, Extraversion, and Conscientiousness were the most significant predictors of students’ attitudes toward science. Implications of these findings for classroom instruction are discussed. 相似文献
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Previous research suggests that it is the department, not the graduate school that bears the greatest responsibility for doctoral
students’ progress and success (Ehrenberg et al., Doctoral education and the faculty of the future (pp. 15–34). Ithaca, NY:
Cornell University Press, 2009) dictating the need to examine and understand how doctoral students experience their education at the department level. In
the present study, we analyzed the NAGPS’ 2000 National Doctoral Program Survey (NDPS) data in an effort to understand the differences in the satisfaction levels of doctoral students (current, recent graduates,
and former) across various academic disciplines (e.g. social sciences, humanities, engineering) and different institutional
types (e.g. research extensive and research intensive). Employing both traditional (ANOVA) and item-level (Rasch Rating Scale
Model) analyses we found that although overall satisfaction with doctoral experiences appears to be equivalent/similar across multiple disciplines, student satisfaction
within disciplines varied significantly and consistently with respect to specific academic experiences. 相似文献
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Weihua Fan 《教育心理学》2011,31(2):157-175
The present study examined the structural relations of social influences, task values, ability beliefs, educational expectation and academic engagement for both boys and girls. The structural equation modelling analyses provided nationally representative evidence of gender differences in: (1) the links from teacher–student relationship and peer friends’ academic value to student task values; and (2) the relations of student values and educational expectation with student academic engagement. Despite the detected gender differences, similar findings across gender groups were also noted. In addition, results from the Multiple Indicator Multiple Cause analyses demonstrated the existence of latent factor mean non‐invariance between boys and girls on multiple school motivational factors and social influences. 相似文献
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Research has been focusing increasingly on measuring students’ prior economic knowledge in higher education. However, in German-speaking countries, valid instruments are rare. A diagnostic study investigated the validity and fairness of an internationally established economic knowledge test (adapted German version of TUCE IV and TEL IV) with a representative sample of 7664 students from 46 universities across Germany. Previous findings with the dataset (Zlatkin-Troitschanskaia et al., 2019a) suggest that native language significantly predicts missing answers in the knowledge test. Similar effects can be found for gender. After coding missing answers as incorrect, students with a native language other than German and females are disadvantaged. Using multiple imputation, group differences are still significant but to a lesser extent. This approach is critically discussed in terms of valid diagnostics and assessment in higher education. 相似文献
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考察不同年级、性别与生源地大学生学业情绪发展特点之间的差异,并进行相关分析。因子分析发现,积极学业情绪与消极学业情绪均由4个维度组成。单因素方差分析表明,积极与消极学业情绪存在显著的年级差异,但不存在显著的生源地差异,并且消极学业情绪还存在显著的性别差异。 相似文献