Motivational profiles as a combination of academic goals in higher education     

Antonio Valle  José Carlos Núñez  Ramón G. Cabanach  Susana Rodríguez  Pedro Rosário  Cándido J. Inglés 《教育心理学》2015,35(5):634-650

The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each motivational profile was explored to explain conditions closely related to the academic engagement. The sample consisted of 2556 students from five Spanish universities. Motivational profiles were obtained by using cluster analysis followed by a relevance analysis of each goal within each motivational profile. The results support the hypothesis concerning motivational profiles, and further suggest for motivational profiles with a predominance of LG to be more adaptive. According to our findings, high level of LG in one’s motivational profile appear to be a powerful protective factor in maintaining high interest in academic work, as well as high control beliefs and self-efficacy.  相似文献   

Developmental Trajectories of Acculturation: Links With Family Functioning and Mental Health in Recent‐Immigrant Hispanic Adolescents          下载免费PDF全文

Seth J. Schwartz  Jennifer B. Unger  Byron L. Zamboanga  David Córdova  Craig A. Mason  Shi Huang  Lourdes Baezconde‐Garbanati  Elma I. Lorenzo‐Blanco  Sabrina E. Des Rosiers  Daniel W. Soto  Juan A. Villamar  Monica Pattarroyo  Karina M. Lizzi  José Szapocznik 《Child development》2015,86(3):726-748

The present study was designed to examine acculturative changes, and their effects on mental health and family functioning, in recent‐immigrant Hispanic adolescents. A sample of 302 Hispanic adolescents was assessed five times over a 2½‐year period. Participants completed measures of Hispanic and U.S. practices, collectivist and individualist values, and ethnic and U.S. identity at each time point. Baseline and Time 5 levels of mental health and family functioning were also assessed. Latent class growth analyses produced two‐class solutions for practices, values, and identifications. Adolescents who increased over time in practices and values reported the most adaptive mental health and family functioning. Adolescents who did not change in any acculturation domain reported the least favorable mental health and family functioning.  相似文献   

Development of word reading fluency along primary education: a six-year follow-up / El desarrollo de la fluidez en la lectura de palabras en educación primaria: un seguimiento longitudinal de seis años     

Luis Castejón  Soledad González-Pumariega  Fernando Cuetos 《Infancia y Aprendizaje》2015,38(4):842-871

Word reading fluency is a key component in the process of reading. In order to understand its acquisition it is crucial to conduct longitudinal studies. The aim of this work was to describe the development of word recognition in Spanish, considering accuracy and speed, from a longitudinal perspective. A group of 31 children were followed for six years. Reading performance was assessed with a list of 72 stimuli in which lexicality, frequency and length were manipulated. Results show that initial gains in reading accuracy occurred very rapidly. However, the growth of reading speed was found to be more difficult and complex, and automatic word recognition remains low at the end of Grade 6. Low frequency, long words were the most difficult stimuli. High stability in reading speed was observed and it was a relevant indicator that differentiates between good and poor readers. The findings also highlighted the need to develop training programs with the specific aim of improving word reading fluency throughout primary education.  相似文献   

Analysing a management model for competence-based university teaching: the lecturer’s perspective / Análisis de un modelo de gestión de la docencia basado en competencias en la universidad: la perspectiva del profesor     

María-Luisa Pérez-Cabaní  Josep Juandó  Esther Argelagós 《Infancia y Aprendizaje》2015,38(4):872-908

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Professional development for design-based learning in engineering education: a case study     

Sonia M. Gómez Puente  Michiel van Eijck  Wim Jochems 《European Journal of Engineering Education》2015,40(1):14-31

Design-based learning (DBL) is an educational approach in which students gather and apply theoretical knowledge to solve design problems. In this study, we examined how critical DBL dimensions (project characteristics, design elements, the teacher's role, assessment, and social context) are applied by teachers in the redesign of DBL projects. We conducted an intervention for the professional development of the DBL teachers in the Mechanical Engineering and the Electrical Engineering departments. We used the Experiential Learning Cycle as an educational model for the professionalisation programme. The findings show that the programme encouraged teachers to apply the DBL theoretical framework. However, there are some limitations with regard to specific project characteristics. Further research into supporting teachers to develop open-ended and multidisciplinary activities in the projects that support learning is recommended.  相似文献   

Student retention of the information transmitted by the teacher in physical education classes depending on the characteristics of the information / Retención de la información transmitida por el profesor en las clases de educación física en función de las características de la información     

Nuno Januário  António Rosado  Isabel Mesquita  José Gallego 《Infancia y Aprendizaje》2015,38(1):212-242

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Relationship between measures of academic quality and undergraduate student attrition: the case of higher education institutions in the Colombian Caribbean region     

Anabella Martínez  Mónica Borjas  Mariela Herrera  Jorge Valencia 《高等教育研究与发展》2015,34(6):1192-1206

Undergraduate student attrition is a major concern in higher education. It is usually explained by the impact of student attributes; however, recent developments in student success literature point to the need of exploring institutional practices that may impact a student's decision to abandon their studies. The current weight of academic quality assurance for Colombian higher education institutions (HEI) and what such measures may mean for how HEI fulfill their missions indicates the need to consider a possible relation between such quality measures and undergraduate student attrition. Using official databases from the Colombian Ministry of Education for the year 2009, this study explores through analysis of variance the relationship between attrition and three measures of academic quality: accreditation status, professional test scores required to graduate (Saber Pro Exam) and the number of research groups at HEI. The scope of the study is the Colombian Caribbean region and the sample includes 19 HEI. Study results demonstrate that the percentage of accredited undergraduate programs at HEI was the only measure of quality assurance, out of the three explored, that showed a statistically significant relationship with undergraduate student attrition rates.  相似文献   

Young children’s communication and expression of values during play sessions in preschool     

Hrönn Pálmadóttir  Eva Marianne Johansson 《Early Years: An International Journal of Research and Development》2015,35(3):289-302

The article explores how young children between one and three years old communicate and prioritise values in order to create and be a part of a community during play sessions in an Icelandic preschool. Furthermore, it aims to investigate the value conflicts that might occur and how the children resolve such conflicts. The study adopts the phenomenological approach of Merleau-Ponty emphasising human bodily existence. Data consist mainly of video recordings. The findings show three main categories that illustrate the values that the children prioritised and found meaningful to their interaction in their play: the value of ownership of toys, the value of others’ well-being and the value of belonging to the community. The values could also be in opposition to values that were either prioritised within the group of children or emphasised by the educators. The study implies that play situations are a valuable arena for children’s learning of values. The value conflicts appeared to be especially important, including children’s confrontations with each other’s perspectives and requiring the children to clarify their views. Thus, children’s positions and possibilities within the group became visible and influenced the resolution of the conflicts.  相似文献   

Felt or False Smiles? Volitional Regulation of Emotional Expression in 4‐, 6‐, and 8‐Year‐Old Children          下载免费PDF全文

Helena Kromm  Mechthild Färber  Manfred Holodynski 《Child development》2015,86(2):579-597

The development of volitional emotion regulation of expression was examined with a modified disappointing gift paradigm and strategy for coding children's expressions. Forty‐nine boys and 49 girls aged 4, 6, and 8 were motivated to volitionally deceive an observer by false smiling, regardless of whether they received an attractive, unattractive, or no gift. Ten naïve observers watched children's videotaped behavior in random order and judged the quality of emotion and type of gift. This impression analysis indicated that children's competence to volitionally regulate their expressions increased with age. In addition, this ability was positively associated with children's emotion understanding of how to differentiate between emotion and expression. Unexpectedly, girls did not display a superior volitional regulation of expression than boys.  相似文献   

Exploring socio-ecological factors influencing active and inactive Spanish students in years 12 and 13     

José Devís-Devís  Vicente J. Beltrán-Carrillo  Carmen Peiró-Velert 《Sport, Education and Society》2015,20(3):361-380

This paper explores socio-ecological factors and their interplay that emerge from a qualitative study and influence adolescents' physical activity and sport participation. A total of 13 boys and 7 girls active and inactive adolescents, from years 12 and 13 and different types of school (state and private), participated in semi-structured interviews. It followed a purposeful sampling selection from participants who participated in a previous larger study on physical activity levels. Findings highlight the influence of personal and social interplay, such as perceived competence, obesity and teasing from peers, and new social demands and personal preferences in adolescents' (dis)engagement in physical activity and sport. They also stand out how social and environmental factors affect their participation, such as family, boy/girlfriends, physical education and rural/urban places of residence. These factors appear to have an important impact on the construction of (in)active identities during late adolescence. Policy makers, exercise professionals and educators should be aware of these factors in order to improve health promotion strategies and social policies. Some recommendations are also indicated in the paper.  相似文献