排序方式： 共有79条查询结果，搜索用时 15 毫秒
51.
Rolf Sandell Marie Andersson Mattias Elg Linus Fhärm Niklas Gustafsson 《Educational Psychology in Practice》2012,28(4):395-410
This is a psychometric analysis of an instrument to assess the socio-emotional development of school students, How I Feel (HIF), developed as a situational judgment test, with scoring based on expert judgments. The HIF test was administered in grades 4–9, 1999–2005. Internal consistency, retest reliability, and year-to-year stability were satisfactory, and the HIF instrument appears sensitive to intervention effects. Sex differences and associations with substance use and other instruments support construct validity. A significant negative trend was found across grades, attenuated in a group receiving socio-emotional training. The HIF test has limited discriminatory power among individuals with high socio-emotional maturity. 相似文献
52.
Paul A. Winter Michael R. Harris Craig H. Ziegler 《Community College Journal of Research & Practice》2013,37(4):271-282
Reverse transfer students (i.e., students transferring from a baccalaureate institution to a community college) are either completers (i.e., earned a bachelor's degree) or noncompleters (i.e., did not earn a bachelor's degree). The investigation reported in this article included a procedure to construct-validate an instrument that captures data about why reverse transfer occurs and a discriminant-analysis profile that highlights differences among completers and noncompleters. The findings have implications for student recruitment, student services, and future research. 相似文献
53.
Liliane Sprenger-Charolles Linda S. Siegel Juan E. Jiménez Johannes C. Ziegler 《Scientific Studies of Reading》2013,17(6):498-521
The influence of orthographic transparency on the prevalence of dyslexia subtypes was examined in a review of multiple-case studies conducted in languages differing in orthographic depth (English, French, and Spanish). Cross-language differences are found in the proportion of dissociated profiles as a function of the dependent variables (speed or accuracy), the classification method (classical vs. regression-based methods), and the control sample (chronological age vs. reading level controls). The classical method results in a majority of mixed profiles, whereas the regression-based method results in a majority of dissociated profiles. However, the regression-based method appears to result in less reliable subtypes within and between languages. Finally, reading-level comparisons revealed that the phonological subtype reflects a deviant developmental trajectory across all languages, whereas the surface subtype corresponds to a delayed developmental trajectory. The results also indicate that reading speed should be considered to correctly classify dyslexics into subtypes, at least in transparent orthographies. 相似文献
54.
Previous research on Western college samples has identified a number of personality traits associated with scholastic cheating. Based on these findings, we suggest a model integrating personality predictors of cheating. However, it remains unclear whether the proposed model can be generalised to the Chinese culture, which has different norms and societal values. We filled this gap by estimating the associations between scholastic cheating and key personality constructs (i.e. the Big Five and the Dark Triad) in a sample of Chinese university students (N?=?634). Our results indicated that older and male students were more likely to engage in scholastic cheating than other students. After controlling for the constructs’ overlap, only extraversion and psychopathy remained significant correlates. We discuss the implications of our findings for both research and practice. 相似文献
55.
A study on classroom based training of self-regulated learning was conducted with fourth grade pupils attending German public
schools. The participating classes were assigned randomly to either a training group or a control group. The pupils in the
training group received 5 weeks of training, as depicted by Zimmerman, Bonner, & Kovach (American Educational Research Journal
31:845-862 1996), during normal classroom instruction and homework activities. Training effects were confirmed for various skills associated
with self-regulation, motivation and performance. By reviewing the solution rates to daily assignments with the help of hierarchical
linear models, a linear growth in the solution rates over the course of the 5 weeks was proven, which weakened towards the
end of the training. Significant differences in the growth rates among the students were also confirmed. Skills in time management,
learning goal orientation and self-efficacy that were evidenced by the students prior to the training proved to be able to
explain variances among the growth curves.
相似文献
| Heidrun StoegerEmail: |
56.
57.
58.
During their socialisation process, many girls gifted in physics acquire a reality construction inconsistent with their objectively measurable competencies. In comparison to boys they rate their action and problem solving competencies unrealistically low, which results, for example, in extremely low participation rates in scientific and technical studies and professions. For this reason differences in motivation and self‐related cognitions become the focus of interest in explaining achievement differences. The present study was carried out prior to initial physics instruction. Students in the 7th grade of the German Gymnasium (243 girls and 282 boys) were divided according to their KFT 4‐13+ results into “average”, “gifted” or “highly gifted groups”. Prior to commencement of physics instruction, boys in general, as well as gifted male and female students, already possessed more knowledge of physics and more favourable motivation for the subject than girls or male and female students of average ability. In addition, domain specific measures and self‐related cognitions were evaluated in accordance with Dweck's model of achievement motivation. 相似文献
59.
A historical tension between a more general and a more specific focus in post-compulsory education is made visible in some educational systems by the division into more academic and more vocational programmes. Embedded in this tension are questions of social justice and the purposes of education. In addition, division into academic and vocational programmes has class dimensions since youth with working class backgrounds are often over-represented in vocational programmes. This study investigates how this tension is handled in the Swedish upper secondary curriculum, which reflects an international neoliberal policy trend in promoting competition, employability and employer influence over the curriculum. By analysing how the educational content of vocational educational and training (VET) programmes and higher educational preparatory (HEP) programmes is contextualised, we found that the two programme types were based on very different logics. In VET programmes, knowledge is strongly context-bound and often related to regulating behaviours. This contrasts sharply with the way knowledge is contextualised in HEP programmes in which less context-bound knowledge and skills such as using concepts, models and critical thinking are dominant. Students in VET programmes are trained to ‘do’ and to ‘adapt’, while the students in HEP programmes are trained to ‘think’ and to ‘imagine possibilities’. Thus, students from different social classes are prepared for very different roles in society. 相似文献
60.
Mattias Nilsson Sjöberg 《International Journal of Inclusive Education》2017,21(6):602-615
Various neuropsychiatric disorders are a common feature today, not least in educational contexts where Attention Deficit Hyperactivity Disorder (ADHD) is a common diagnosis. The dominant perspective regarding ADHD is biomedical. This perspective has been questioned and challenged in various ways. The aim of this article is to think ADHD through quantum physicist and philosopher Karen Barad’s [Barad, K. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press.] theory of agential realism. According to Barad, what we perceive as singular entities do not exist in advance. Barad pays attention to the world’s entanglements, and what we perceive as singular objects and subjects are effects of specific and various material-discursive practices acting as agential cuts. The theory of agential realism assigns performativity to matter, which highlights that ADHD is something that continuously comes into being together with human and non-human bodies. The material dimension has not previously been emphasised as a causal factor in studies on ADHD. In this article, the focus is on the agency of the book. As a conclusion, the importance of taking responsibility for every material-discursive practice with which we are always entangled is emphasised. 相似文献