Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects     

Weipeng Yang  Jesus Alfonso D. Datu  Xunyi Lin  Michelle Marie Lau  Hui Li 《Early education and development》2019,30(1):36-59

Research Findings: This meta-analysis examined 29 (quasi-)experimental studies that involved low-income children ages 3 to 5 who might be subject to risks of academic failure and other negative outcomes. Compared to the controls, children who learned with social-emotional learning (SEL) curricula demonstrated significantly improved social-emotional competence, with an effect size or standardized mean difference of 0.241 (95% confidence interval [0.194, 0.287]). However, the use of other curricula that lacked an intensive focus on SEL yielded nonsignificant effects on the social-emotional competence of low-income children. Type of curriculum, fidelity of curriculum implementation, and duration of intervention were found to moderate the educational effects. Practice or Policy: The findings of this meta-analysis contribute to the growing body of empirical evidence on the positive effects of early SEL curricula and explain how curricula can produce social-emotional benefits for low-income children in their early years.  相似文献   

‘Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning   总被引：1，自引：0，他引：1  

Marton  Ference  Wen  Qiufang  Wong  Kam Cheung 《Higher Education》2005,49(3):291-318

It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: When you learn you memorize first and understand subsequently or When you learn you understand first and memorize later. This sequential ordering is expressed both through the students account of their theory of learning and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.  相似文献   

Voting for Change: an International Study of Students’ Willingness to Support Measures to Ameliorate Climate Change     

Skamp  Keith  Boyes  Eddie  Stanisstreet  Martin  Rodriguez  Manuel  Malandrakis  George  Fortner  Rosanne  Kilinc  Ahmet  Taylor  Neil  Choker  Kiran  Shweta  Dua  Ambusaidi  Abdullah  Cheong  Irene  Kim  Mijung  Yoon  Hye-Gyoung 《Research in Science Education》2021,51(3):861-887

Research in Science Education - Voting for various pro-environmental governmental policies is an indirect, but potentially effective, action that citizens can take to reduce global warming (GW) and...  相似文献   

Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments     

Zhu  Xinhua  Li  Guan Ying  Cheong  Choo Mui  Yu  Guoxing  Liao  Xian 《Reading and writing》2021,34(1):49-78

Reading and Writing - This study investigates the relationship between three discourse synthesis skills (i.e., quotation, summarization, and connection) and students’ overall integrated...  相似文献   

The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome   总被引：4，自引：0，他引：4  

Arief Darmanegara Liem  Shun Lau  Youyan Nie 《Contemporary educational psychology》2008,33(4):486-512

Adopting a combination of expectancy-value and achievement goal theories, this study examined the role of self-efficacy, task value, and achievement goals in students’ learning strategies, task disengagement, peer relationship, and English achievement outcome. A sample of 1475 Year-9 students participated in the study. A structural equation model showed that while task value predicted only mastery goals, self-efficacy predicted each of the three types of achievement goal. Mastery and performance-approach goals were both positive predictors of deep learning and peer relationship. Mastery goals were also negatively associated with task disengagement and positively associated with surface learning. In contrast, performance-avoidance goals were a positive predictor of surface learning and task disengagement but a negative predictor of peer relationship. On the whole, these findings suggest that, like mastery goals, performance-approach goals can generate adaptive outcomes.  相似文献   

From “chalk and talk” to “guide on the side”: A cross‐cultural analysis of pedagogy that drives customised teaching for personalised learning     

Mohammad Reza Sarkar Arani  Bruce Lander  Yoshiaki Shibata  Christine Kim‐Eng Lee  Hiroyuki Kuno  Andrew Lau 《European Journal of Education》2019,54(2):233-249

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Educational Usage of Mobile Devices: Differences Between Postgraduate and Undergraduate Students     

Ka Po Lau  Dickson K.W. Chiu  Kevin K.W. Ho  Patrick Lo  Eric W.K. See-To 《The Journal of Academic Librarianship》2017,43(3):201-208

The rapid increase of smartphone usage in recent years has provided students the opportunity to participate in mobile learning (m-learning) anywhere, anytime. Academic institutions are also following this trend to launch many m-learning services. This article investigates the differences of the user needs between undergraduate (UG) and postgraduate (PG) students though an online survey with 140 Library Information Systems (LIS) subjects in a Japanese university in order to provide solid foundations for future m-learning studies. We find that UG and PG students do not show significant differences in adopting m-learning by smartphones despite the fact that they have different learning patterns. The m-learning frequencies of smartphones generally range from weekly to monthly, where using search engines is the most frequent, and reading academic resources is the least frequent. They tend to use these services for handling their daily routines (such as search engine, social networks) rather than their academic activities (such as using online databases to search for academic materials). Further, the results also show that content displaying issues (e.g., small display screen, text unable to enlarge) are barriers for most subjects in using these m-learning services.  相似文献   

E-government implementation: A macro analysis of Singapore's e-government initiatives     

Calvin M.L. Chan  YiMeng Lau  Shan L. Pan 《Government Information Quarterly》2008

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The Influences of Sports Viewing Conditions on Enjoyment from Watching Televised Sports: An Analysis of the FIFA World Cup Audiences in Theater vs. Home     

Kihan Kim  Yunjae Cheong  Hyuksoo Kim 《广播与电子媒介杂志》2016,60(3):389-409

This study investigates how experiences of viewing sports content in a movie theater differ from typical television viewing conditions in a home. The results of analyses showed that the viewing condition (theater vs. home) influenced audiences’ sense of presence when watching mediated sports, which, combined with the attractiveness of the game, would determine the suspenseful nature of the media experience, as well as the subsequent enjoyment.  相似文献   

Assessing the Personal-Social Development of Hong Kong Chinese Adolescents     

Mantak Yuen  Eadaoin K. P. Hui  Patrick S. Y. Lau  Norman C. Gysbers  Thomas K. M. Leung  Raymond M. C. Chan  Peter M. K. Shea 《International journal for the advancement of counseling》2006,28(4):317-330

A 60-item measure, the Personal-Social Development Self-Efficacy Inventory (PSD-SEI) was developed to assess personal-social development self-efficacy among adolescents in Hong Kong. The PSD-SEI was administered to 6,776 Grade 10–13 students in Hong Kong. Principal components analysis with varimax solutions yielded seven meaningful factors: 1. Self-Realization, 2. Leadership and Teamwork, 3. Emotional, Physical and Social Wellness, 4. Interests and Life Goals 5. Relationships, 6. Avoiding Drugs, Excessive Drinking and Smoking, and 7. Finance and Self-Care. Reliability analyses showed that the total scale and subscales were internally consistent. The data suggested that Hong Kong adolescents had some but not strong confidence in their personal-social development. Boys were more confident in self-realization and maintaining wellness; girls were more confident in leadership and teamwork, relationship with the opposite sex, and avoiding drugs, excessive drinking, and smoking. This study is the first attempt to develop and validate a personal-social development self-efficacy measure for Chinese adolescents. Further research and applications of the PSD-SEI for the quality enhancement of personal-social development programmes in schools are discussed.  相似文献