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61.
Self-Efficacy: An Essential Motive to Learn 总被引:9,自引:0,他引:9
Zimmerman BJ 《Contemporary educational psychology》2000,25(1):82-91
During the past two decades, self-efficacy has emerged as a highly effective predictor of students' motivation and learning. As a performance-based measure of perceived capability, self-efficacy differs conceptually and psychometrically from related motivational constructs, such as outcome expectations, self-concept, or locus of control. Researchers have succeeded in verifying its discriminant validity as well as convergent validity in predicting common motivational outcomes, such as students' activity choices, effort, persistence, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement. Copyright 2000 Academic Press. 相似文献
62.
Betsy?L.?L.?NgEmail author W.?C.?Liu John?C.?K.?Wang 《International Journal of Science and Mathematics Education》2016,14(7):1359-1376
The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students’ self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students’ psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science. 相似文献
63.
Infants of depressed mothers show "depressed" behavior even with nondepressed adults 总被引:4,自引:0,他引:4
T Field B Healy S Goldstein S Perry D Bendell S Schanberg E A Zimmerman C Kuhn 《Child development》1988,59(6):1569-1579
To determine whether the "depressed" behavior (e.g., less positive affect and lower activity level) of infants noted during interactions with their "depressed" mothers generalizes to their interactions with nondepressed adults, 74 3-6-month-old infants of "depressed" and nondepressed mothers were videotaped in face-to-face interactions with their mothers and with nondepressed female strangers. "Depressed" mothers and their infants received lower ratings on all behaviors than nondepressed mothers and infants. Although the infants of "depressed" versus nondepressed mothers also received lower ratings with the stranger adult, very few differences were noted between those infants' ratings when interacting with their mother versus the stranger, suggesting that their "depressed" style of interacting is not specific to their interactions with depressed mothers but generalizes to their interactions with nondepressed adults as early as 3 months of age. 相似文献
64.
Over the past two years, Florida State University's Science Education Program and Sabal Palm Elementary have collaborated
to develop a PPS. The formation of the Sabal Palm PPS was not based upon a predetermined design nor has one group served as
an authority to direct how the PPS ought to operate. The success of this model relies on PPS participants working collaboratively
to establish goals and plans for actions to be taken to support teacher-learning. The Sabal Palm PPS continues to evolve as
dynamic model for creating a center for teacher and student learning. The purpose of this paper is to discuss our involvement
in the formation a PPS and implications for enhancing teacher education programs.
Specializations: professional practice school development, teacher research, primary science education
Specializations: environmental science, primary science education. 相似文献
65.
OBJECTIVE: According to mandatory reporting laws for professionals, the relationship between initial recognition that a child may have been abused and the subsequent reporting of that suspected case of child abuse to the responsible agency would, at first glance, appear to be clear. However, this relationship has developed into one of the major social policy controversies of the recent past. Our major goal is to present research findings that address this social policy debate concerning the problems of underreporting and overreporting, focusing specifically on teachers. METHOD: A factorial survey design, that combines the advantages of the factorial experiment with those of surveys, was employed in a probability sample of teachers (N=480) who responded to vignettes in which case characteristics were systematically manipulated. Teachers responded with judgments about whether the vignette was child abuse and the likelihood that they would report this suspected case. Characteristics of the teachers and their work setting (school) were also measured. RESULTS: When comparing the teachers' recognition and reporting scores, we found that they gave the same score for 63% of the vignettes they judged, gave higher reporting than recognition scores (overreporting) for 4% of the vignettes, and gave higher recognition than reporting scores (underreporting) for 33% of the vignettes. Discrepancies between recognition and reporting (over and under reporting) were related to characteristics of the case, teacher, and school where the teacher was employed. CONCLUSIONS: Teachers in our Ohio sample evidence the use of professional discretion in making judgments about the recognition and reporting of child abuse and do not appear to make these judgments with equal certainty. Their use of discretion is more likely to result in underreporting than overreporting. 相似文献
66.
Betsy Busch 《Annals of dyslexia》1993,43(1):5-25
This article reviews the current criteria for diagnosis of Attention-Deficit Hyperactivity Disorder and Undifferentiated Attention-Deficit
Disorder, according to the American Psychiatric Association, and describes other typical presenting features of children with
attentional disorders. The current theories of the biological basis of attentional disorders are reviewed. Treatments of attentional
disorders are discussed, including medical treatments with stimulants and tricyclic antidepressants, and non-medical treatments,
such as behavior modification, psychotherapy, diets, and specific educational modifications that are felt to be helpful. Finally,
our current thinking about the long-term outlook for children with attentional disorders is summarized.
This work received support from a Clinical Investigator Development Award, NS 01212, from the NINDS. 相似文献
67.
68.
A qualitative study of faculty members participating in a campus-wide problem-based learning initiative examined the process
of transforming faculty pedagogical content knowledge. Researchers found that faculty existing knowledge and the institutional
intervention influenced new knowledge of faculty roles, student roles, disciplinary structures, and pedagogy. Communicating
new knowledge solidified the transformation. 相似文献
69.
Susan Jane Heron Betsy Simpson Amy K. Weiss Jean Phillips 《Cataloging & classification quarterly》2013,51(1-3):139-155
The eleven state universities of Florida have long shared an integrated library system architecture, but maintained separate databases. In 2009 the deans and directors of the eleven state university libraries tasked the three largest libraries to investigate the feasibility of combining all catalogs into a single bibliographic entity. With the help of a central automation group, the three successfully negotiated the fine line between sharing data and retaining the unique work created by each of the three libraries. The groundwork laid in this initiative should prove valuable to other libraries seeking to centralize functions and pool resources. 相似文献
70.
This article—based on personal observations, a survey, and modified Nominal Group Techniques—reports students' perceptions of learning desktop publishing systems (DTP). Students learned the foundations of DTP in less than 60 hours of hands‐on experience; the incremental introduction of DTP functions and practice sessions before the assignments were more effective than alternative teaching strategies tried; and the use of DTP encouraged non‐artistic students to use artwork to enhance their publications. 相似文献