排序方式： 共有14条查询结果，搜索用时 0 毫秒
11.
Koumoula A Tsironi V Stamouli V Bardani I Siapati S Annika G Kafantaris I Charalambidou I Dellatolas G von Aster M 《Journal of learning disabilities》2004,37(5):377-388
The aim of this study was to validate and standardize an instrument for the diagnosis of developmental dyscalculia (mathematics disorder) in a Greek population and to obtain relevant epidemiological data. We used the Neuropsychological Test Battery for Number Processing and Calculation in Children (NUCALC) in a community sample of 240 students ages 7 to 11 years from urban and rural schools. There were no differences between genders in arithmetical performance; however, the effects of grade and socioeconomic level were significant. Prevalence was higher in the rural than in the urban area. A cross-cultural comparison of the Greek data with those obtained with the same instrument in other countries in schoolchildren of the same age was performed. 相似文献
12.
Athanasios Kolovelonis Marios Goudas Irini Dermitzaki Anastasia Kitsantas 《European Journal of Psychology of Education - EJPE》2013,28(3):685-701
This study examined the effectiveness of a social-cognitive training model of self-regulation on students’ dribbling performance, calibration accuracy, and motivational beliefs. Participants were 120 fifth and sixth graders. Students who sequentially experienced emulative and self-control practice setting either process or performance goals at the emulation or at the self-control level improved their dribbling performance and motivational beliefs from pre- to post-test. Students overestimated their performance except for those in the process goal condition who underestimated it. These findings support the effectiveness of this training model and are discussed with reference to the self-regulation and performance calibration development in physical education. 相似文献
13.
ABSTRACTThe present research tested the hypothesis that the reading of science text can create new misconceptions in students with incongruent prior knowledge, and that these new misconceptions will be similar to the fragmented and synthetic conceptions obtained in prior developmental research. Ninety-nine third- and fifth-grade children read and recalled one of two texts that provided scientific or phenomenal explanations of the day/night cycle. All the participants gave explanations of the phenomenon in question prior to reading one of the texts and after they read it. The results showed that the participants who provided explanations of the day/night cycle at pretest incongruent with the scientific explanation recalled less information and generated more invalid inferences. An analysis of the participants’ posttest explanations indicated that these readers formed new misconceptions similar to the fragmented and synthetic conceptions obtained in developmental research. The implications of the above for text comprehension and science education research are discussed. 相似文献
14.
Marios Goudas Irini Dermitzaki Aggeliki Leondari Steven Danish 《European Journal of Psychology of Education - EJPE》2006,21(4):429-438
The purpose of the present study was to examine the effectiveness of a life skills training program taught as part of physical
education lessons. Seventy three, seventh grade students were assigned either in an experimental or in a wait-list control
replication group and received an abbreviated version of GOAL, a school-based intervention designed by Danish and colleagues
to teach life skills. The program focused on setting goals, making plans for achieving goals and on positive thinking. Students
were assessed on physical fitness tests, knowledge about life skills, and beliefs about effective use of life skills. Results
showed gains and retention on physical fitness, knowledge and self-beliefs regarding goal setting. These results show that
life skills training can be effectively implemented within a school physical education context. 相似文献