Effects of social and individual school self-concepts on school engagement during adolescence     

Bakadorova  Olga  Lazarides  Rebecca  Raufelder  Diana 《European Journal of Psychology of Education - EJPE》2020,35(1):73-91

European Journal of Psychology of Education - While school self-concept is an important facilitator of a student’s school engagement, previous studies rarely investigated whether it may also...  相似文献   

Wie fach(un)abhängig ist bildungswissenschaftliches Wissen?     

Hendrik Lohse-Bossenz  Doris Holzberger  Olga Kunina-Habenicht  Tina Seidel  Mareike Kunter 《Zeitschrift für Erziehungswissenschaft》2018,21(5):991-1019

General pedagogical knowledge (GK) as part of teachers’ professional knowledge has been receiving increasing attention in empirical research. Current results are based on the assumption that GK is conceptualized and acquired during teacher education independent from the subjects being studied. Therefore, we examine whether GK can be measured comparably across subjects and whether differences exist among teachers from different subject specializations concerning their level of GK. Results from 2616 preservice teachers starting their induction phase indicate that knowledge can be invariantly measured across three subject groups, i.?e., science, languages/humanities and a combination of these subjects. However, teachers vary systematically depending on their subject specializations (controlling for gender, language, grade point average, and school track). Science teachers achieve higher test scores for diagnostic/evaluation and lower scores in fields more removed from direct instruction (e.?g., theory of education). There are no differences concerning knowledge directly related to instruction (e.?g., learning/development). Results are discussed with reference to subject-related factors of socialisation, selection and development in the profession.  相似文献   

Cognitive development and theories of mind: towards a contextual approach     

Olga Liverta-Sempio  Antonella Marchetti 《European Journal of Psychology of Education - EJPE》1997,12(1):3-21

This paper suggests both theoretical and empirical reasons for proposing a joint approach to two fast-evolving research areas in developmental psychology: contextual perspective on cognition and learning and studies on children’s theories of mind. We will first review the general assumptions of contextualism and three main contextual approaches; then the more relevant perspectives on theories of mind development will be presented. The two research fields here considered are conceptually organized around two meanings of the concept of other: the “other in interaction” and the “other as culture”, on the basis of which the integration between the two fields will be justified. Finally some directions for future research will be discussed.  相似文献   

Exploring coping and optimism as predictors of academic burnout and performance among university students     

Carmen Vizoso  Olga Arias-Gundín  Celestino Rodríguez 《教育心理学》2019,39(6):768-783

This study examined the relationship between coping strategies, dispositional optimism, academic burnout and academic performance using structural equation modelling. Data were collected from a sample of 532 Spanish undergraduate students. Participants completed a battery of questionnaires including the LOT-R to assess optimism, CSI for the measurement of coping (adaptive and maladaptive coping strategies), and MBI-SS to evaluate academic burnout (exhaustion, cynicism, and efficacy). Academic performance was evaluated by the grade point average (GPA). The results showed that academic burnout was directly and positively associated with maladaptive coping but directly and negatively explained by adaptive coping. In addition, emotional exhaustion was significantly and negatively predicted by optimism. Finally, academic performance was significantly predicted by academic burnout. In conclusion, the findings suggest that both adaptive coping and optimism help to prevent academic burnout and, therefore, positively affect academic performance. Implications for intervention and future research are discussed.  相似文献   

Special educational needs and disability   总被引：1，自引：0，他引：1  

Sue Keil  Olga Miller  Rory Cobb 《British Journal of Special Education》2006,33(4):168-172

Issues relating to the categorisation and labelling of pupils, and, the use of the terms 'special educational needs' and 'disability' in particular, have been the topic of debate in BJSE before. In this article, Sue Keil, a research officer at the Royal National Institute for the Blind (RNIB), Olga Miller, of the Institute of Education, University of London, and Rory Cobb, a development officer at the RNIB, summarise some of the key findings from a review carried out on behalf of the Disability Rights Commission (DRC). The authors highlight confusion over the use of terms that represent differing ideological perspectives. Despite the social focus that characterises much of the discourse about disability, disability is frequently regarded as an aspect of special educational needs, an area in which a medical model is often dominant. These confusions benefit neither children with disabilities nor those with less clearly-defined difficulties. Sue Keil, Olga Miller and Rory Cobb note with interest recent developments in Scotland where a new framework based on the concept of 'additional support needs' separates disability from educational need and is intended to represent a more inclusive approach to children's learning.  相似文献   

Automated summary evaluation with inbuilt rubric method: An alternative to constructed responses and multiple-choice tests assessments     

José Á. Martínez-Huertas  Olga Jastrzebska  Ricardo Olmos  José A. León 《Assessment & Evaluation in Higher Education》2019,44(7):1029-1041

Automated summary evaluation is proposed as an alternative to rubrics and multiple-choice tests in knowledge assessment. Inbuilt rubric is a recent Latent Semantic Analysis (LSA) method that implements rubrics in an artificially-generated semantic space. It was compared with classical LSA’s cosine-based methods assessing knowledge in a within-subjects design regarding two validation sources: a comparison with the results of rubric scores and multiple-choice tests, and the sensitivity of predicting the academic level of the test-taker. Results showed a higher reliability for inbuilt rubric (from Pearson correlation coefficient .81 to .49) over the classical LSA method (from .61 to .34), and a higher sensitivity using binary logistic regressions and effect sizes to predict academic level. It is concluded that inbuilt rubric has a qualitatively higher reliability and validity than classical LSA methods in a way that is complementary to models based on semantic networks. Thus, it is concluded that new automated summary evaluation approaches such as the inbuilt rubric method can be practical in terms of reliability and efficiency, and, thus, they can offer an affordable and valuable form of knowledge assessment in different educational levels.  相似文献   

The Council of Europe’s citizenship conception in ‘Education for Democratic Citizenship’: a critical discourse analysis of two textbooks     

Olga Ververi 《Globalisation, Societies & Education》2017,15(4):518-530

This paper presents a neocommunitarian conception of citizenship identified in two textbooks of the programme ‘Education for Democratic Citizenship’, organised by the Council of Europe. Critical discourse analysis is applied to the key themes of the textbooks T-Kit 7: Under construction: Citizenship Youth and Europe and Compass Manual enclosing citizenship and human rights discourses, respectively. An intra-disciplinary discussion follows drawing on critical political economy. The findings of the analysis are that the textbooks exhibit an abstract representation of social reality as well as moral relativism stemming from neoliberal communitarianism. The identification of the neocommunitarian conception of citizenship reveals the power of citizenship education today.  相似文献   

Individuelle und kontextuelle Prädiktoren des Fachwissenserwerbs zum Internen Rechnungswesen im Hochschulstudium     

Manuel Förster  Sebastian Brückner  Klaus Beck  Olga Zlatkin-Troitschanskaia  Roland Happ 《Zeitschrift für Erziehungswissenschaft》2016,19(2):375-393

In our study, we examine some theoretically relevant personal factors as predictors of students’ acquisition of knowledge of management accounting, a key area of business and economics studies in higher education. We modeled and assessed business and economics students’ knowledge of management accounting in Germany using an internationally proven accounting test that has been translated and adapted and comprehensively validated for higher education in Germany. A review of the international literature showed that potential predictors might include not only learning opportunities students have used during and prior to higher education, but also students’ socio-cultural background and gender. These factors were assessed in a survey of 1012 students studying at 23 institutions of higher education. Not surprisingly, a multilevel analysis confirmed that among the learning opportunities a course in management accounting has the greatest effect on students’ knowledge of management accounting. But when other potential predictors are controlled, completion of a commercial vocation training prior to university studies shows a positive effect, as well.  相似文献   

Valide Erfassung der Kompetenzen von Studierenden in der Hochschulbildung     

Christiane Kuhn  Olga Zlatkin-Troitschanskaia  Hans Anand Pant  Bettina Hannover 《Zeitschrift für Erziehungswissenschaft》2016,19(2):275-298

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Developmental Relations Among Behavioral Inhibition,Anxiety, and Attention Biases to Threat and Positive Information          下载免费PDF全文

Lauren K. White  Kathryn A. Degnan  Heather A. Henderson  Koraly Pérez‐Edgar  Olga L. Walker  Tomer Shechner  Ellen Leibenluft  Yair Bar‐Haim  Daniel S. Pine  Nathan A. Fox 《Child development》2017,88(1):141-155

This study examined relations between behavioral inhibition (BI) assessed in toddlerhood (n = 268) and attention biases (AB) to threat and positive faces and maternal‐reported anxiety assessed when children were 5‐ and 7‐year‐old. Results revealed that BI predicted anxiety at age 7 in children with AB toward threat, away from positive, or with no bias, at age 7; BI did not predict anxiety for children displaying AB away from threat or toward positive. Five‐year AB did not moderate the link between BI and 7‐year anxiety. No direct association between AB and BI or anxiety was detected; moreover, children did not show stable AB across development. These findings extend our understanding of the developmental links among BI, AB, and anxiety.  相似文献