Gender differences in motivation and strategy use in science: Are girls rote learners?     

Judith L. Meece  M. Gail Jones 《科学教学研究杂志》1996,33(4):393-406

This study explored Ridley and Novak's (1983) hypothesis that gender differences in science achievement are due to differences in rote and meaningful learning modes. To test this hypothesis, we examined gender differences in fifth- and sixth-grade students' (N = 213) self-reports of confidence, motivation goals (task mastery, ego, and work avoidance), and learning strategies (active and superficial) in whole-class and small-group science lessons. Overall, the results revealed few gender differences. Compared with girls, boys reported greater confidence in their science abilities. Average-achieving girls reported greater use of meaningful learning strategies than did their male counterparts, whereas low-ability boys reported a stronger mastery orientation than did low-ability girls. The results further showed that students report greater confidence and mastery motivation in small-group than whole-class lessons. In contrast, students reported greater work avoidance in whole-class than small-group lessons. In general, the findings provide little support for Ridley and Novak's hypothesis that girls tend to engage in rote-level learning in science classes. Differences in self-reports of motivation and strategy-use patterns were more strongly related to the student's ability level and to the structure of learning activities (small group vs. whole class) than to gender. © 1996 John Wiley & Sons, Inc.  相似文献   

Do Babies Matter?: Gender and Family in the Ivory Tower Mary Ann Mason,Nicholas H. Wolfinger,and Marc Goulden. New Brunswick,NJ: Rutgers University Press, 2013.          下载免费PDF全文

Judith Lakämper 《Journal of American culture (Malden, Mass. : 2003)》2015,38(2):160-161

  相似文献   

Curious effects produced by lightning     

J.G. Fischer 《Journal of The Franklin Institute》1870,90(6):384

  相似文献   

Enhancing motivation for learning and work     

Judith Kirkhorn 《Performance Improvement》1988,27(8):21-25

  相似文献   

A message from the leadership development task force     

Judith B. Kirkhorn 《Performance Improvement》1988,27(8):1-1

  相似文献   

Factors affecting educators' comprehension of psychological reports     

Judith Wiener 《Psychology in the schools》1987,24(2):116-126

  相似文献   

Complicity and control in the workplace: a critical case study of TQM,learning, and the management of knowledge     

Fred M. Schied  Vicki K. Carter  Judith A. Preston  Sharon L. Howell 《International Journal of Lifelong Education》2013,32(3):157-172

This article analyses how a Total Quality Management process with an embedded workplace literacy programme was implemented in an industrial manufacturing plant. Designed as an insider/outsider team research project, data were collected through interviews with management personnel, education and training providers, and hourly workers. Findings reveal that the Total Quality Management process and the literacy programme were implemented under the guise of providing education and training for workers, but were driven by corporate policy to reduce labour costs. The study also examines the way in which adult education was complicit in controlling workplace knowledge.  相似文献   

Language, literature and history: An inter-disciplinary exercise     

Judith Sproxton 《Higher Education Quarterly》1982,37(1):39-45

  相似文献   

Association of parent and peer support with adolescent physical activity     

Prochaska JJ  Rodgers MW  Sallis JF 《Research quarterly for exercise and sport》2002,73(2):206-210

  相似文献   

Social and Emotional Functioning of Children with Learning Disabilities: Does Special Education Placement Make a Difference?     

Judith Wiener  Christine Y. Tardif 《Learning disabilities research & practice》2004,19(1):20-32

Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self‐concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In‐Class Support and Resource Room) were for children with mild to moderate learning disabilities and involved between 30 and 90 minutes of special education per school day. The other two placements (Inclusion Class and Self‐Contained Special Education Class) were designated for children with severe learning disabilities and involved at least a half‐day of special education. Children in the more inclusive placements had more positive social and emotional functioning. Children receiving In‐Class Support were more accepted by peers, had higher self‐perceptions of mathematics competence, and fewer problem behaviors than children receiving Resource Room Support. Children in Inclusion Classes had more satisfying relationships with their best school friends, were less lonely, and had fewer problem behaviors than children in Self‐Contained Special Education Classes.  相似文献