Enhancing achievement motivation and performance in college students: An attributional retraining perspective     

Raymond P. Perry  Frank J. Hechter  Verena H. Menec  Leah E. Weinberg 《Research in higher education》1993,34(6):687-723

Academic performance in higher education ultimately involves a complex interplay of student attributes and the educational environment. Although instruction is regarded as the major environmental factor affecting scholastic success, other factors can become more important when teaching does not produce the desired results. Attributional retraining is one alternative that shows considerable promise for enhancing students' motivation and achievement striving by changing how students think about their successes and failures. This paper reviews attributional retraining studies published since 1985 having a higher education focus. Their conceptual and methodological strengths and weaknesses are discussed in relation to Weiner's attribution theory. Within this context, attributional retraining is presented as a potentially viable and important intervention for improving college students' academic development, especially those students deemed to be at risk. In particular, attributional retraining is considered as an adjunct to, and possible aspect of, effective teaching.Support for this research was provided to Raymond P. Perry by Franz E. Weinert, Max Planck Institute, Munich, and by the Social Sciences and Humanities Research Council of Canada (#410-91-1296). The junior authors contributed equally to the article and are listed alphabetically.  相似文献   

Meaning of parental involvement among Korean immigrant parents: A mixed-methods approach     

Yanghee Anna Kim  Sohyun An  Hyun Chu Leah Kim  Jihye Kim 《The Journal of educational research》2018,111(2):127-138

The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were analyzed. Qualitative analysis resulted in four distinct categories: (a) support at home (68.8%), (b) home–school connection (17.7%), (c) participation in school (5.0%), and (d) duty (8.5%). The category of support at home was divided into three subcategories: Support of nonacademic development (31.9%), support of emotional psychological development (29.1%), and support of academic success (7.8%). A correlational analysis indicated that support of emotional psychological development was negatively correlated with home–school connection and support of academic success. The parents who considered parental involvement to be their duty did not perceive their roles as participating in home–school connections and supporting nonacademic development activities.  相似文献   

An analysis of conditions and trends in student teaching in the United States     

Leah Wasburn-Moses 《Teacher Development》2018,22(5):703-716

Arguably, the student teaching experience is the single most powerful learning experience in preservice teacher education in the United States. Although influenced by the current and past policy context, it is perhaps the oldest as well as the most common partnership between K-12 schools and teacher preparation programs. Despite the centrality of this experience to learning to teach, limited research has been conducted on the nature or characteristics of student teaching in our institutions of higher education or how it has changed over the years. This analysis examines two national samples assessing the status of student teaching experiences in the United States, taken 40 years apart. Its purpose was to analyze conditions and trends in student teaching partnerships. Results indicate that although the experience is now more uniform and intense, fewer supervisor visits are required. Based on the comparison of themes, additional recommendations for narrowing the research-to-practice gap in student teaching practices are proposed.  相似文献   

Learning in Stereo: The Relationship Between Spatial Ability and 3D Digital Anatomy Models     

Leah Labranche  Timothy D. Wilson  Mark Terrell  Randy J. Kulesza 《Anatomical sciences education》2022,15(2):291-303

Three-dimensional (3D) digital anatomical models show potential to demonstrate complex anatomical relationships; however, the literature is inconsistent as to whether they are effective in improving the anatomy performance, particularly for students with low spatial visualization ability (Vz). This study investigated the educational effectiveness of a 3D stereoscopic model of the pelvis, and the relationship between learning with 3D models and Vz. It was hypothesized that participants learning with a 3D pelvis model would outperform participants learning with a two-dimensional (2D) visualization or cadaveric specimen on a spatial anatomy test, particularly when comparing those with low Vz. Participants (n = 64) were stratified into three experimental groups, who each attended a learning session with either a 3D stereoscopic model (n = 21), 2D visualization (n = 21), or cadaveric specimen (n = 22) of the pelvis. Medical and pre-medical student participants completed a multiple-choice pre-test and post-test during their respective learning session, and a long-term retention (LTR) test 2 months later. Results showed no difference in anatomy test improvement or LTR performance between the experimental groups. A simple linear regression analysis showed that within the 3D group, participants with high Vz tended to retain more than those with low Vz on the LTR test (R² = 0.31, P = 0.01). The low Vz participants may be cognitively overloaded by the complex spatial cues from the 3D stereoscopic model. Results of this study should inform resource selection and curriculum design for health professional students, with attention to the impact of Vz on learning.  相似文献