The Effect of Achievement Goals: Does Level of Perceived Academic Competence Make a Difference?     

Avi Kaplan  Carol Midgley 《Contemporary educational psychology》1997,22(4):415-435

Researchers using a goal orientation framework have hypothesized that learning goals are associated with adaptive patterns of behavior, regardless of the level of perceived ability. In contrast, perceived ability is hypothesized to moderate the relation between performance goals and patterns of adaptive or maladaptive behavior. We examined this hypothesis in two samples of seventh grade middle school students, focusing on the math domain in one sample and on the English domain in the other. Using two different statistical methods, median split and multiple regression, we found only little support for the role of perceived competence as a moderator between performance goals and patterns of behavior. Contrary to what has been suggested, we found some evidence that perceived competence moderated the relation between learning goals and behavior. Implications of these findings for recent efforts to use goal theory to reform classrooms and schools are discussed.  相似文献   

The Effect of Coaching on the Predictive Validity of Scholastic Aptitude Tests     

Avi Allalouf  Gershon Ben-Shakhar 《Journal of Educational Measurement》1998,35(1):31-47

The present study was designed to examine whether coaching affects the predictive validity and fairness of scholastic aptitude tests. Two randomly allocated groups, coached and uncoached, were compared, and the results revealed that although coaching enhanced scores on the Israeli Psychometric Entrance Test by about 25% of a standard deviation, it did not affect predictive validity and did not create a prediction bias. These results refute claims that coaching reduces predictive validity and creates a bias against the uncoached examinees in predicting the criterion. The results are consistent with the idea that score improvement due to coaching does not result strictly from learning specific skills that are irrelevant to the criterion.  相似文献   

Identifying the Causes of DIF in Translated Verbal Items   总被引：1，自引：0，他引：1  

Avi Allalouf  Ronald K. Hambleton  Stephen G. Sireci 《Journal of Educational Measurement》1999,36(3):185-198

Translated tests are being used increasingly for assessing the knowledge and skills of individuals who speak different languages. There is little research exploring why translated items sometimes function differently across languages. If the sources of differential item functioning (DIF) across languages could be predicted, it could have important implications on test development, scoring and equating. This study focuses on two questions: “Is DIF related to item type?”, “What are the causes of DIF?” The data were taken from the Israeli Psychometric Entrance Test in Hebrew (source) and Russian (translated). The results indicated that 34% of the items functioned differentially across languages. The analogy items were the most problematic with 65% showing DIF, mostly in favor of the Russian-speaking examinees. The sentence completion items were also a problem (45% D1F). The main reasons for DIF were changes in word difficulty, changes in item format, differences in cultural relevance, and changes in content.  相似文献   

Assessment of the laboratory learning environment in an inquiry-oriented chemistry laboratory in Arab and Jewish high schools in Israel     

Iyad Dkeidek  Rachel Mamlok-Naaman  Avi Hofstein 《Learning Environments Research》2012,15(2):141-169

An inquiry-oriented laboratory in chemistry was integrated into the chemistry curriculum in Jewish high schools in Israel, and after a short period was also implemented in Arab sector. In this study, we investigated the effect of culture on the perceptions of laboratory classroom learning environments by comparing the perceptions of Arab and Jewish high school students who learned the inquiry-oriented chemistry laboratory. The learning environment is influenced by student-teacher relationship and we thought that this relation is an important issue in the inquiry laboratory and is different between the Arab and Jewish populations. However, until recently, the Arab teachers have remained in the centre of the learning process and their students perceived them as the main source of knowledge and information. In this study, we used both quantitative and qualitative methods to determine whether the laboratory learning environment was different in Arab and Jewish classes that learned in the inquiry-oriented laboratory in chemistry. A statistical comparison of Arab and Jewish inquiry groups revealed significant differences in their actual and preferred perceptions. From the qualitative part of the study, we found that the teachers and students from the Arab and Jewish sectors were statistically similar in the categories that we measured during the inquiry phase, but they were statistically different during the pre-inquiry phase of the laboratory. From the interviews with the teachers and the students, we found that there were differences in the student-teacher relationship between the two sectors.  相似文献   

Students’ Needs,Teachers’ Support,and Motivation for Doing Homework: A Cross-Sectional Study     

Idit Katz  Avi Kaplan  Gila Gueta 《Journal of Experimental Education》2013,81(2):246-267

Self-determination theory provided the theoretical framework for a cross-sectional investigation of elementary and junior high school students’ autonomous motivation for homework. More specifically, the study focused on the role of teachers’ support of students’ psychological needs in students’ motivation for homework in the two school systems. The study also investigated the contribution of a match between teachers’ support and students’ expressed level of psychological needs to autonomous motivation for homework. The findings indicated that teacher support partially mediated the difference in autonomous motivation for homework between students in the two school systems. In addition, the findings suggested that whereas students’ with different level of expressed needs may perceive different levels of teachers’ support, and that teachers’ support might be more important for students who express higher level of needs, perceived teachers’ support of psychological needs was important for students’ adaptive motivation for homework, irrespective of their expressed level of needs.  相似文献   

Achievement Goals and Persistence Across Tasks: The Roles of Failure and Success     

Georgios D. Sideridis  Avi Kaplan 《Journal of Experimental Education》2013,81(4):429-451

The focus of this study is on the role of achievement goals in students’ persistence. The authors administered 5 puzzles to 96 college students: 4 unsolvable and 1 relatively easy (acting as a hope probe). They examined whether and how persistence may deteriorate as a function of failing the puzzles, as well as whether and how persistence may rebound after an event of success. Time spent engaging in the task comprised the dependent variable persistence (representing a behavioral aspect of engagement). Results suggested that mastery-oriented students persisted significantly longer compared with performance approach–oriented, performance avoidance–oriented, and amotivated students across failure trials. However, performance approach–oriented students were more likely to rebound after experiencing success. Qualitative data provided insights into the affective processes that accompanied engagement with the task.  相似文献   

Learning Science through a Historical Approach: Does It Affect the Attitudes of Non-Science-Oriented Students towards Science?     

Rachel?Mamlok-NaamanEmail author  Ruth?Ben-Zvi  Avi?Hofstein  Joseph?Menis  Sibel?Erduran 《International Journal of Science and Mathematics Education》2005,3(3):485-507

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The Inquiry Laboratory as a Source for Development of Metacognitive Skills     

Mira Kipnis  Avi Hofstein 《International Journal of Science and Mathematics Education》2008,6(3):601-627

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Teaching and learning the concept of chemical bonding     

Tami Levy Nahum  Rachel Mamlok‐Naaman  Avi Hofstein 《Studies in Science Education》2013,49(2):179-207

Chemical bonding is one of the key and basic concepts in chemistry. The learning of many of the concepts taught in chemistry, in both secondary schools as well as in the colleges, is dependent upon understanding fundamental ideas related to chemical bonding. Nevertheless, the concept is perceived by teachers, as well as by learners, as difficult, with teaching commonly leading to students developing misconceptions. Many of these misconceptions result from over‐simplified models used in text books, by the use of traditional pedagogy that presents a rather limited and sometimes incorrect picture of the issues related to chemical bonding and by assessments of students' achievement that influence the way the topic is taught. In addition, there are discrepancies between scientists regarding key definitions in the topic and the most appropriate models to teach it. In particular, teaching models that are intended to have transitional epistemological value in introducing abstract ideas are often instead understood by students as accounts of ontological reality. In this review paper we provide science educators, curricula developers and pre‐service and in‐service professional development providers an up‐to‐date picture regarding research and developments in teaching about chemical bonding. We review the external and internal variables that might lead to misconceptions and the problematic issue of using limited teaching/learning models. Finally, we review the approaches to teaching the concept that might overcome some of these misconceptions.  相似文献   

IV. REACTIVITY AND SLEEP IN INFANTS: A LONGITUDINAL OBJECTIVE ASSESSMENT          下载免费PDF全文

Gali S. De Marcas  Nirit Soffer‐Dudek  Shaul Dollberg  Yair Bar‐Haim  Avi Sadeh 《Monographs of the Society for Research in Child Development》2015,80(1):49-69

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