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1.
Cindy Chateignier Marion Dutrévis Armelle Nugier Peggy Chekroun 《European Journal of Psychology of Education - EJPE》2009,24(2):219-234
Stigmatized group membership leads to deleterious consequences for individuals. More specifically, according to stereotype
threat literature, the awareness of negative intellectual stereotypes can impair stereotyped group members’ performance. Based
on this framework, two studies were designed to explain the lower grades obtained by French-Arab students, compared to French
students. An Implicit Association Test (Study 1) revealed that native French students automatically expressed a negative stereotype
regarding French-Arab students’ intellectual abilities. The second study (Study 2) examined whether this negative stereotype
could alter French-Arab students’ intellectual performance in a threatening context. As expected, French-Arab students underperformed
when the verbal task was presented as a measure of intellectual ability, compared to French students. When the task was presented
as non-diagnostic, their performance equaled that of French students. The discussion herein addressed implications of these
results in terms of discrimination against the French-Arab population. 相似文献
2.
D Mac Iver 《Child development》1987,58(5):1258-1271
The literature suggests that upper-elementary-school students have a strong inclination to conclude that they are competent in mathematics. How do students of widely varying abilities reach this conclusion? Do task structures, grading practices, and grouping patterns influence the achievement standards that students use in reaching a positive evaluation of their ability? Findings from analyses of 1,570 upper-elementary students who believe that they are good at math include the following. (1) The combination of differentiated task structures and infrequent grades is associated with students' low reliance on adults' assessments and across-domain comparisons as bases for their positive self-concepts, but the combination of differentiated task structures and frequent grades is associated with heavy reliance on these 2 standards. (2) Students' use of social comparison and task mastery is stratified according to students' talent levels when grades are frequent, but when grades are infrequent even untalented students decide on the basis of (selective?) social comparisons and (exaggerated?) estimates of task mastery that they are good at math. 相似文献
3.
George E. Deboer 《科学教学研究杂志》1984,21(3):325-329
The purpose of this study was to determine the importance of the transition between a student's initial collegiate science experience and the decision to continue in science, and whether the reasons students give to explain their success or failure in their first course are related to that decision. Attribution theory provided the framework for investigating these factors. The results showed that for unsuccessful students, the plan to continue in science was unrelated to gender, mathematical aptitude, performance in the first science course, or attributions to luck, effort, ability, or task difficulty. For successful students, the plan to continue in science was directly related to attributions to ability, and inversely related to task difficulty. The results demonstrate the importance of a sense of competence for students who continue in science. 相似文献
4.
Two studies examined students' intuitive physics ability and characteristics associated with physics competence. In Study 1, although many students did well on a physics quiz, more than 25% of students performed below levels predicted by chance. Better performance on the physics quiz was related to physics grades, highest level of math taken, and students' perceived scholastic competence, but was not related to a number of other hypothesized personality variables. Study 2 further explored personality and academic variables and also examined students' awareness of their own physics ability. Results indicate that the personality variables were again unrelated to ability, but narcissism may be related to subjects' estimates of knowledge. Also, academic variables and how important students think it is to understand the physical world are related to both measured and estimated physics proficiency. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 394–409, 2002 相似文献
5.
Based on different language systems and educational practices of their respective countries, hypotheses were made regarding how 15-year-old students from Shanghai-China and the US might differ in the 5 reading subskills designated in the Programme for International Student Assessment (PISA) when they have the same overall reading ability (i.e., when their overall reading ability is controlled for). A multilevel analysis was conducted to test the hypotheses using the PISA 2009 reading dataset. When we controlled for students' overall reading ability, individual socioeconomic status (SES), and school mean SES, Shanghai-Chinese students performed significantly better in integrating and interpreting than US students. Further, when we controlled for students' overall reading ability and school mean SES, US students showed significantly higher performance in reading non-continuous texts than Shanghai-Chinese students, whereas US students showed significantly lower performance in reading continuous texts. The results of this study can inform reading instruction and learning in the 2 countries. 相似文献
6.
FU Quan-xin 《课程.教材.教法》2008,(9)
在高中化学教学中注重培养学生的探究能力,是新课程标准中明确规定的高中化学教学的重要任务。对学生探究能力的评价,一是从学生解决富含探究性质化学问题过程中的表现及结果来评价;二是找到直接影响或决定学生探究能力的一些基本素质,如:问题意识、主体精神、灵感捕捉等,并科学地设置出明确指向上述基本素质的"问卷",用以评价学生的探究能力。 相似文献
7.
In recent years, students’ test scores have been used to evaluate teachers’ performance. The assumption underlying this practice is that students’ test performance reflects teachers’ instruction. However, this assumption is generally not empirically tested. In this study, we examine the effect of teachers’ instruction on test performance at the item level using a hierarchical differential item functioning approach. The items are from the U.S. TIMSS 2011 4th-grade math test. Specifically, we tested whether students who had received instruction on a given item performed significantly better on that item compared with students who had not received such instruction when their overall math ability was controlled for, whether with or without controlling for student-level and class-level covariates. This study provides preliminary findings regarding why some items show instructional sensitivity and sheds light on how to develop instructionally sensitive items. Implications and directions for further research are also discussed. 相似文献
8.
Researchers have suggested that the self-affirmation intervention may motivate students to approach a challenging task and improve their performance. However, we posited that self-affirmation may not be beneficial for students whose self-esteem is based more on others’ approval (i.e., having high others’ approval contingencies of self-worth; OACSW). This is because the main motive for undertaking a challenging task among high OACSW students may be to obtain others’ approval and increase self-esteem. Being self-affirmed may increase high OACSW students’ sense of self-integrity, satisfying this motive, and thus cause them to perceive a lower value in undertaking the task. Consequently, high OACSW students would be less inclined to undertake the task and would not perform more favorably on it after being self-affirmed. In support of this hypothesis, the results of Experiment 1 (value affirmation) and Experiment 2 (attribute affirmation) showed that for high school students who did not receive self-affirmation, OACSW tended to be positively associated with their tendencies to confront a challenging task and their performance. However, for self-affirmed participants, the positive relationships between OACSW and both their tendencies to confront the task and performance flattened, and even went negative, mainly through a reduction of perceived value in confronting the task. Potential underlying mechanisms and implications are discussed. 相似文献
9.
Two studies were conducted to assess the effects of teacher training in analogical reasoning on students' performance of analogy tasks. Study One focused on elementary school teachers and students, while Study Two involved early childhood teachers. In Study One, 25 fourth-grade teachers were assigned either to Control, or to Level I or Level II treatment conditions. The Level I condition involved the receipt of detailed analogy lessons. The Level II condition encompassed both the receipt of instructional materials and explicit training for teachers in their underlying theory and use. Further, 19 of the 25 treatment and control teachers were observed during the course of the study to determine the influence of observation of teachers on students' analogical reasoning. Students' performance of an analogy task was compared prior to and following teacher-delivered instruction by means of an analysis of covariance procedure. Results indicated that students in Level II classrooms significantly outperformed Level I students, who significantly outperformed students in Control classrooms. Teacher observation was found to be a significant factor in the performance of Level I, but not Level II or Control, students. In Study Two, teachers participating in two summer programs for gifted preschoolers were taught how to deliver instruction in analogical reasoning to young children, ages three to six. Results demonstrated that children receiving explicit instruction in analogical reasoning scored significantly better on an analogy task than the children assigned to control. No effect for age, race, gender, or Socioeconomic studies were found. Implications of the results of these two studies for educational practice are discussed. 相似文献
10.
Our aim was to study students’ beliefs about passion and its influence on academic performance and experiences, and determine whether these beliefs depend on harmonious or obsessive passion. In Study 1, participants estimated passion scores for the most successful, average and least successful students in university. In Study 2, participants viewed completed questionnaires that depicted students as having varying levels of passion, and then predicted the students’ performance and experiences in university. Across both studies, students expected that having passion for academics, regardless of predominant passion type, was related to substantially higher levels of performance compared to those who were not passionate. Participants also believed that students with strong levels of harmonious passion experienced more positive academic experiences than those without any harmonious passion. Although students likely overestimate the role that passion plays in determining academic performance, they distinguish between passion types when estimating one’s academic experiences. 相似文献
11.
We examined how self-monitoring (i.e., regulating one’s behaviors; Snyder, 1987) relates to Latino male achievement. In Study 1, college students (N = 413) completed self-monitoring items and reported SAT math scores. As hypothesized, self-monitoring was positively correlated with achievement for Latino male students but was unrelated to achievement for Latina and White male and female students. Study 2 used a high school sample (N = 174) and observed math performance. Analyses revealed that, again, self-monitoring was positively related to achievement for Latino male students but unrelated to achievement for Latinas. These findings demonstrate the unique effects of self-monitoring on Latino male student achievement. 相似文献
12.
《Learning and individual differences》2004,14(2):91-105
The purpose of this study was to examine the effects of actively categorizing math problems on the math problem solving performance of students with and without attention deficit disorder (ADD). To this purpose, 52 fifth and sixth grade students were involved in actively categorizing or noncategorizing (control) tasks followed by two problem solving activities. The results of this study indicated that students more frequently organize math problems by categories based on deeper structures (i.e., concepts or operations) when they were informed of the features to look for than students who organized math problems on their own. However, those students who actively organized the math problems and formed categories on their own had higher accuracy in an assessment of generality in a subsequent problem solving task than students who were earlier given categories. These effects were similar for both groups and provided generality to prior research on recall performance to assessing problem solving. 相似文献
13.
刘美荣 《桂林师范高等专科学校学报》2011,25(2):90-92
大学生英语自主学习能力的强弱直接影响学习效果。文章通过对某医学专业大学生英语自主学习能力的调查。在分析原因的基础上,就如何在当前的教学环境下鼓励和促进学生自主性英语学习提出了尝试性建议。 相似文献
14.
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
15.
Much of the research on bilingualism and math learning focuses on the potential challenges that bilinguals and language learners may face. The current line of research took an alternative approach and explored whether a bilingual advantage may emerge for a novel algebraic problem solving task that requires symbolic thought, the Symbol Math task. No differences were seen between bilingual and monolingual samples on basic math or executive control tasks; however, a bilingual advantage was seen in performance on the Symbol Math task across two experiments. The results suggest that bilingualism may improve the ability to engage in more abstract or symbolic thought processes, which may have important implications for algebra learning. 相似文献
16.
Manu Kapur 《学习科学杂志》2013,22(4):651-677
A total of 136 eighth-grade math students from 2 Singapore schools learned from either productive failure (PF) or vicarious failure (VF). PF students generated solutions to a complex problem targeting the concept of variance that they had not learned yet before receiving instruction on the targeted concept. VF students evaluated the solutions generated by PF students before receiving the same instruction. Student-generated solutions were either suboptimal or incorrect, and in this sense can be conceived as failed problem-solving attempts. Although there was no difference on self-reported engagement, PF students reported significantly greater mental effort and interest in knowing the canonical solution to the problem than VF students. When preexisting differences in general ability, math ability, and prior knowledge were controlled, PF students outperformed VF students on conceptual understanding and transfer without compromising procedural fluency. These results suggest that when learning a new math concept, people learn better from their own failed solutions than those of others provided appropriate instruction on the targeted concept is given after the generation or evaluation activity. 相似文献
17.
This study used a two-part task format to (a) describe the vocabulary knowledge of 10- and 12-year-old students with learning disabilities and (b) assess the effect of task alternatives on their vocabulary knowledge. We addressed these research objectives by comparing the performance of 24 students with learning disabilities to an equal number of their normally achieving peers. Vocabulary knowledge was first assessed through a production task. In the even the student's response was inaccurate or incomplete, an identification task assessing the same vocabulary term was presented. Results revealed that, compared to normally achieving students, students with learning disabilities are (a) significantly less able to construct fully specified responses to production tasks, (b) comparable in their ability to use pictorial responses to demonstrate vocabulary knowledge not accessible in production tasks, and, (c) when equated in reading achievement, only 10-year-olds are significantly poorer in composite vocabulary knowledge. 相似文献
18.
Engagement in Academic Work: The Role of Learning Goals, Future Consequences, Pleasing Others, and Perceived Ability 总被引：2，自引：0，他引：2
Raymond B. Miller Barbara A. Greene Gregory P. Montalvo Bhuvaneswari Ravindran Joe D. Nichols 《Contemporary educational psychology》1996,21(4):388-422
Engagement in academic work was viewed from a multiple goals perspective. Two studies were conducted in which high school math students completed an instrument measuring five goals students might have for doing academic work (learning goals, performance goals, obtaining future consequences, pleasing the teacher, and pleasing the family), perceived math ability, self-regulatory activities, strategies (deep or shallow) used when studying for math, and the amount of effort and persistence expended on the class. Factor analysis indicated that the five goals scales and the perceived ability scale represented unique factors. The correlations among the variables revealed theoretically consistent interrelationships. Multiple regression analyses indicated that various goals (e.g., learning goals, obtaining future consequences, and pleasing the teacher), perceived ability, and some interactions accounted for significant amounts of variance in the task engagement measures (self-regulation, strategy use, effort, and persistence) and achievement. Results are discussed in relation to current theory and their practical implications. 相似文献
19.
Advocates of modality preference posit that individuals have a dominant sense and that when new material is presented in this preferred modality, learning is enhanced. Despite the widespread belief in this position, there is little supporting evidence. In the present study, the authors implemented a Morse code–like recall task to examine whether visual and auditory recall is moderated by modality preference. When the perceptual discriminability of visual and auditory stimuli was controlled for, there was no significant relation between (a) modality preference and (b) visual and auditory recall. The nature of the task did however effect performance. When a temporal discrimination between stimuli was required, recall for auditory stimuli was superior to recall of visual stimuli. In contrast, when the task involved a spatial discrimination, the opposite effect was observed. It is not surprising that in each recall task, sequences with a discernible pattern were recalled more accurately than were sequences that lacked any obvious pattern. The authors concluded that the ability to recall simple material is determined more by the type of stimulus than by the preferences of the individual. 相似文献
20.
Véronique Leroy Jacques Grégoire Eran Magen James J. Gross Moïra Mikolajczak 《Learning and individual differences》2012,22(2):263-268
One of the major obstacles in the learning process is temptation, which has the power to divert students from even their most important goals (e.g. getting a degree). In two studies, we tested the hypothesis that cognitive reappraisal could be used to successfully resist temptation. Participants had to memorize tedious material while being tempted by pictures pasted on the wall (Study 1) or by funny clips on the television (Study 2). In Study 1, compared to a control group, participants who were instructed to reappraise the task as an opportunity to improve their memory (1) were less tempted by the pictures, (2) maintained their enthusiasm for the task, and (3) showed better performance in a subsequent memory test. Study 2 replicated and extended the findings from Study 1, showing that cognitive reappraisal is effective whether the target of reappraisal is the temptation itself, or the longer term goal. Taken together, our findings provide compelling evidence that cognitive reappraisal (of either the task or the temptation) may be a useful tool for increasing students' task performance and enthusiasm. 相似文献