Domain-specific Self-concept and Achievement Motivation in the Transition from Primary to Low Middle School     

Mirella Zanobini  M. Carmen Usai 《教育心理学》2002,22(2):203-217

A longitudinal study was carried out to investigate changes in specific aspects of self-concept, motivation and school achievement, and to explore the influence of specific aspects of self-concept on other facets of the self-system after the transition from the fifth grade of primary school to the first year of lower middle school. Ninety-two pupils participated to the study. Each child was required to complete questionnaires to assess domain-specific self-concepts and motivational orientation. Results show areas of both stability and change in the transition from primary to lower middle school. A dynamic model explains relationships among domainspecific self-concepts, motivation and school grades: after the transition the role of competence self-concept increases in importance on influencing the other components of self-system.  相似文献   

Resisting Erasure and Developing Networks of Solidarity: Testimonios of Two Puerto Rican Scholars in the Academy     

Carmen M. Martínez-Roldán  Sandra Quiñones 《Journal of Language, Identity & Education》2016,15(3):151-164

In this article, we share findings from a critical qualitative study aimed at better understanding the ways that language, history, and geography mediate our work and identities as educational researchers. As scholars whose particular sociocultural and political histories are often absent in scholarly discussions about language and education, we use the intergenerational sharing of testimonios as both methodology and narrative development to gain a deeper understanding of experiences involving the learning and use of English that influence our academic careers. We theorize our experiences as resisting erasure and contribute to Latina epistemology scholarship and critical educational research about Puerto Ricans in the United States. Moreover, we forward the concept of funds of knowledge as a professional practice. Telling our stories and developing mentoring networks is necessary for our individual and collective functioning and well-being as scholars; it cultivates solidarity as a means of thriving in the academy.  相似文献   

Immigration,motherhood and parental involvement: narratives of communal agency in the face of power asymmetry     

Giselle Del Carmen Martinez Negrette 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):967-969

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Effects of segmenting,signalling, and weeding on learning from educational video     

Mohamed Ibrahim  Carmen M. Greenwood  Denna Wheeler 《Learning, Media and Technology》2012,37(3):220-235

Informed by the cognitive theory of multimedia learning, this study examined the effects of three multimedia design principles on undergraduate students' learning outcomes and perceived learning difficulty in the context of learning entomology from an educational video. These principles included segmenting the video into smaller units, signalling to direct students' attention to relevant information, and weeding to remove any non-essential content (SSW). It was hypothesized that the SSW treatment would decrease perceived learning difficulty and facilitate the transfer of knowledge and the structural knowledge acquisition. Results of the study demonstrate that participants in the SSW group outperformed the non-SSW group on the tests of knowledge transfer and structural knowledge acquisition and reported lower levels of learning difficulty. These findings support the use of SSW to help novice learners organize and integrate knowledge from complex, dynamic audio-visual media like video.  相似文献   

Emotional intelligence and academic attainment of British secondary school children: a cross-sectional survey     

Carmen L. Vidal Rodeiro  Joanne L. Emery  John F. Bell 《Educational studies》2012,38(5):521-539

Trait emotional intelligence (trait EI) covers a wide range of self-perceived skills and personality dispositions such as motivation, confidence, optimism, peer relations and coping with stress. In the last few years, there has been a growing awareness that social and emotional factors play an important part in students’ academic success and it has been claimed that those with high scores on a trait EI measure perform better. This research investigated whether scores on a questionnaire measure of trait EI were related to school performance in a sample of British pupils. Results showed that high performing students had higher trait EI scores than low performing students and that some aspects of trait EI (motivation and low impulsivity) as well as total trait EI were significant predictors of academic achievement after controlling for prior attainment at school. Therefore, initiatives to develop the emotional and social abilities of schoolchildren might be worthwhile and more effective than concentrating solely on teaching and curriculum activities.  相似文献   

Students’ conception of infinite series     

Rafael Martínez-Planell  Ana Carmen Gonzalez  Gladys DiCristina  Vanessa Acevedo 《Educational Studies in Mathematics》2012,81(2):235-249

This is a report of a study of students’ understanding of infinite series. It has a three-fold purpose: to show that students may construct two essentially different notions of infinite series, to show that one of the constructions is particularly difficult for students, and to examine the way in which these two different constructions may be built so that we may uncover ways to help students improve their understanding. The theoretical framework consists of action–process–object–schema theory and the specific model of conceptions in Balacheff’s theory of conception, knowing, and concept. Approaching the problem from these two different theoretical perspectives allows us to provide different and at the same time complementary explanations of observed phenomena. The two different infinite series constructions are, briefly stated, series as an infinite unending process of addition and series as a sequence of partial sums. Students are found to have difficulty building an understanding of series as a sequence of partial sums and thus tend to have difficulty in problem situations that require this interpretation. The study uses semi-structured interviews with 10 graduate students. The interviews explore situations that might give insight into students’ notion of the sequence of partial sums.  相似文献   

Does TV Viewing Cultivate Meritocratic Beliefs? Implications for Life Satisfaction     

Carmen D. Stavrositu 《Mass Communication and Society》2014,17(1):148-171

The purpose of this article was to explore the cultivation effects of television viewing on meritocratic belief systems (particularly, system justification) and ultimately on perceived life satisfaction. Results of a cross-sectional survey (N = 276) reveal that genre-specific TV viewing cultivates system-justifying beliefs. More specifically, findings suggest that heavy viewing of competition-based reality TV viewing shapes viewers' economic system-justifying beliefs (i.e., the belief that the economic system is fair and legitimate, rewarding those who put in the effort and hard work). Economic system justifying beliefs, in turn, were shown to enhance viewers' perceived life satisfaction.  相似文献   

Marking and feedback provision on essay-based coursework: a process perspective     

Carmen Tomas 《Assessment & Evaluation in Higher Education》2014,39(5):611-624

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Training Planning and Working Memory in Third Graders     

Andrea Paula Goldin  María Soledad Segretin  María Julia Hermida  Luciano Paz  Sebastián Javier Lipina  Mariano Sigman 《Mind, Brain, and Education》2013,7(2):136-146

Working memory and planning are fundamental cognitive skills supporting fluid reasoning. We show that 2 games that train working memory and planning skills in school‐aged children promote transfer to 2 different tasks: an attentional test and a fluid reasoning test. We also show long‐term improvement of planning and memory capacities in 8‐year‐old children after playing adaptive computer games specifically tailored to entrain these cognitive functions. Working memory capacity expanded from 5 to 7 items by using our games. Furthermore, steady progression in the task indicates that this capacity can be trained rapidly. Planning abilities persisted in a nonmarkovian form of play, where a move is highly influenced by previous moves, avoiding back‐ups. Here, we introduce a public and growing platform ( http://www.matemarote.com.ar/ ) developed for this research which has the potential for wide use in educational research.  相似文献   

Planning as action research     

Carmen Beatriz de Gonzalez  Teresa Hernandez  Jim Kusch 《Educational Action Research》2013,21(1):59-76

Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.  相似文献