An empirical analysis of an alternative configuration of the Academic Motivation Scale     

Kenneth J. Smith  Jeanette A. Davy  Donald L. Rosenberg 《Assessment in Education: Principles, Policy & Practice》2012,19(2):231-250

The purpose of this study was to examine an alternative configuration of the Academic Motivation Scale (AMS), a psychometric instrument used as a measure of academic motivation in various academic environments. The analyses utilised data from a convenience sample of 2354 business students, broken into two random subsamples of 1177 cases. Exploratory factor analysis of the 28 AMS scale items was conducted on the estimation sample. The results indicated good model fit for a four-factor configuration consisting of amotivation, external regulation, identified regulation, and intrinsic motivation as indicated by factor loadings, as well as internal consistency and reliability statistics.

Confirmatory factor analysis was conducted on the holdout sample to independently assess the construct validity and internal consistency of the item loadings on the reconfigured scale. Results indicated good model fit for the four-factor configuration and a significant loss of fit for competing three- and one-factor models. The uncovered factor structure advances our understanding of how the items on this scale cluster into theoretically meaningful constructs. This knowledge may be utilised in research designed to further assess the impact of motivational states on educational outcomes such as academic performance, absenteeism, dropout rates, etc.  相似文献   

The Development of Experimentation and Evidence Evaluation Skills at Preschool Age     

Jeanette Piekny  Dietmar Grube  Claudia Maehler 《International Journal of Science Education》2013,35(2):334-354

Researchers taking a domain-general approach to the development of scientific reasoning long thought that the ability to engage in scientific reasoning did not develop until adolescence. However, more recent studies have shown that preschool children already have a basic ability to evaluate evidence and a basic understanding of experimentation. Data providing insights into when exactly in the preschool years significant gains in these abilities occur are scarce. Drawing on a sample of 138 preschool children, this longitudinal study therefore examined how children's ability to evaluate evidence and their understanding of experimentation develop between the ages of four and six. Findings showed that the ability to evaluate evidence was already well developed at age four and increased steadily and significantly over time as long as the pattern of covariation was perfect. In the case of imperfect covariation, the proportion of correct answers was low over the period of observation, but showed a significant increase between the ages of four and five. If the data did not allow relationship between variables to be inferred, the proportion of correct answers was low, with a significant increase between the ages of five and six. The children's understanding of experimentation increased significantly between the ages of five and six. The implications of these findings for age-appropriate science programs in preschool are discussed.  相似文献   

English elsewhere: Glocalization,assessment and ethics   总被引：1，自引：1，他引：0  

Jeanette Rhedding-Jones 《课程研究杂志》2013,45(4):383-404

This paper explores standardized English curriculum practice in a globalizing world. It uses one particular site of formative/summative assessment to show how colonial and modernist trajectories are carried in these times. The argument is that an ethical evaluative practice would allow for local hybridizations. To represent and theorize from a locally-situated account of cultural globalization, a consideration of teaching and assessment of English (in Norway) deals with homogenizing effects. Thus, the paper considers how Englishes elsewhere might vary within given contexts of difference and today's complex immigrations and diasporas. This would call for a reflexive reshaping of the evaluation of English in non-Anglo locations. Specifically, it would request that local differences be recognized by teachers and examiners as concrete manifestations of new forms of globalization or glocalization. In these ways, students and teachers would act more as agents of globalization than as its objects.  相似文献   

Teacher Classroom Management Skills and Pupil Behavior   总被引：1，自引：1，他引：0  

Walter R. Borg  Philip Langer  Jeanette Wilson 《Journal of Experimental Education》2013,81(2):52-58

An experimental group of 20 in service elementary teachers was trained using the Utah State University Classroom Management Protocol Modules, and compared before and after training with a control group of 9 teachers. Although the experimental teachers received more favorable post-training scores on all 13 classroom management behaviors covered in the modules, the differences were generally small and nonsignificant. The level of work involvement and deviant behavior of pupils of the experimental group teachers was also compared before and after the teachers had been trained. In recitation situations, pupil work involvement increased and deviant behavior decreased significantly. In seat work situations, pupil work involvement increased significantly, but no significant changes occurred in deviant behavior.  相似文献   

Overcoming MSW Students' Reluctance to Engage in Research   总被引：2，自引：2，他引：0  

Jeanette Harder 《Journal of Teaching in Social Work》2013,33(2):195-209

Social work students are typically reluctant to engage in research. The research partnership model takes a service-learning approach, allowing students to work with data from a community agency and resulting in a final paper with all the sections of an empirical journal article. Use of this model in teaching social work research enhances student motivation, learning, and skills through hands-on activities within an authentic context, and by using group support with individual accountability, structured and incremental learning opportunities, and teaching from a strengths-based perspective.  相似文献   

Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten     

Brooke Soden-Hensler  Jeanette Taylor  Christopher Schatschneider 《Scientific Studies of Reading》2013,17(5):457-474

Understanding how the etiology of print awareness and phonological awareness are related to the etiology of decoding can provide insights into the development of word reading. To address this issue, we examined the degree of overlap among etiological influences of prereading skills in 1,252 twin pairs in kindergarten. Genetic, shared environmental, and nonshared environmental factors were significant for all three literacy phenotypes. The majority of genetic and shared environmental influence on decoding was due to common factors that included print awareness and phonological awareness. Notably, only a single genetic factor contributed to all three literacy phenotypes, but there was additional shared environmental influence common to phonological awareness and decoding. Findings suggest commonalities in the etiology of prereading literacy skills that could inform work on the development of reading skill.  相似文献   

Visual orienting in college athletes: explorations of athlete type and gender     

Lum J  Enns JT  Pratt J 《Research quarterly for exercise and sport》2002,73(2):156-167

Covert orienting was measured in 50 college athletes and 51 nonathletes of both genders. Visual environments of the sports were both static (swimming, track) and dynamic (soccer, volleyball). Participants made speeded responses in a task measuring vigilance, alerting, automatic orienting, voluntary orienting, modulation of automatic orienting, and modulation of inhibition of return. Gender differences werefound in the overall response times of nonathletes and in the alerting measures for all participants. However, all participants were similar in their automatic orienting. Sport-specific effects were seen in voluntary orienting and in the modulation of automatic orienting. These gender and sports-related findings are interpreted in light of the experience athletes have in the dynamic control of spatial attention.  相似文献   

One Thing Behind Another: a school based study of children's drawing abilities     

Leslie Smith  Jeanette Campbell 《教育心理学》1987,7(4):283-293

Abstract Young children do not typically represent in their drawings the occlusion of a farther object by a nearer one. In response to such arrays, they frequently show either a horizontal or a vertical bias, i.e. either depicting the two objects side by side or one above the other. Though there seems to be a strong bias towards depicting array‐ rather than view‐specific information, this tendency does not seem to indicate any limitation in graphic skills. This experiment attempts to assess the differences in drawing response across two conditions—one which seems to demand view specificity, i.e. a games condition, and one which apparently does not. In a communication game, the drawings were produced by one child, designated as ‘Artist’, so that the other child, assigned to the role of ‘Detective’, could identify the chair which the ‘Artist’ had sat on. It is suggested that instructional effects, together with initial decisions to communicate with peers or adults, may be implicated in the relatively greater incidence of occlusion output in the standard over the games condition, particularly in the middle age ranges.  相似文献   

When will the Internet be connected? Digital worlds and belonging in the lives of globally mobile children          下载免费PDF全文

Jeanette Hannaford  Catherine Beavis 《Literacy》2018,52(1):47-54

Increasing numbers of children are caught up in global flows of moving peoples. This movement may be voluntary or forced and is experienced within a range of settings. Coming from diverse linguistic and cultural backgrounds, and moving around the world due to their parents' employment, the children found in traditional International Schools are a case in point. This paper focuses on the experiences of two sisters in the first year of their family's global relocation. In the midst of change, the digital world Club Penguin? offered these two globally mobile children a familiar and welcome site of continuity and belonging. This exploration of the role of digital worlds and digital literacies in these girls' experience contributes to an understanding of connections between global movement and digital literacy practices. Greater awareness of the significance of digital literacies in globally mobile children's lives provides fresh insights into how children participate in digital spaces and has implications for literacy educators supporting young people in contemporary times.  相似文献   

Singapore's learning sciences lab: Seeking transformations in ICT-Enabled Pedagogy     

Abbas Johari  Chee-Kit Looi  David Hung  Jeanette Bopry  Thiam-Seng Koh 《Educational technology research and development : ETR & D》2004,52(4):91-99

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