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11.
Stelios N. Georgiou 《教育心理学》1999,19(4):399-412
The present study examines the achievement attributions of Greek Cypriot students and their parents. Its aim was to investigate the role of parental and child achievement attributions as parameters of the child's actual school achievement and to examine the existing differences between attributions made by children and their parents. A total of 477 Sixth Grade Greek Cypriot students and their parents participated in the study. A structural equation model was constructed and its ability to fit the data was tested. It was found that child attributions of achievement to effort, ability and other internal factors are positively related to actual achievement, while attributions to luck and external factors are negatively related to achievement. This is in line with earlier findings. Parental and child attributions are not strongly and reliably related. Thus, claims that children develop their own attributions on the basis of their parents’ attributions were not supported. Gender differences were found, with females attributing their achievement to effort more than males did. Finally, underachievers tended to attribute their school performance to external factors (luck, role of others such as parents and teachers), while highly achieving students tended to attribute their performance to their own effort and other internal factors. 相似文献
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Stelios N. Georgiou Constantinos Christou Panayiotis Stavrinides Georgia Panaoura 《Psychology in the schools》2002,39(5):583-595
The aim of this study was to examine the relation between teacher attributions of student school failure and teacher behavior toward the failing student. A structural equation model was proposed and its ability to fit the data was tested. It was found that teachers tend to behave in ways that indicate more pity and less anger when they attribute a student's low achievement to her or his low abilities, whereas they express more anger when attributing low achievement to the student's low effort. In contrast to previous research that argues in favor of anger as a high ability cue, this study has found that the presence of anger was associated with a teacher tendency to give‐up efforts to help the student improve. This giving‐up behavior was negatively related to the tendency of the teachers to accept some responsibility for the student failure. © 2002 Wiley Periodicals, Inc. 相似文献
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The aim of this study was to test the direction of effect in the relationship between bullying and empathy. The participants were 205 sixth‐grade students, randomly selected from urban and rural schools in Cyprus. A six‐month, two‐time‐point longitudinal design was used in which the participants completed the bullying subscale of the Revised Bullying and Victimisation Questionnaire (BVQ‐R) and the Basic Empathy Scale. The results of this study showed that bullying at Time 1 negatively predicted the affective component of empathy at Time 2. Moreover, children’s affective empathy at Time 1 negatively predicted bullying at Time 2. The results of this study indicate towards a reciprocal model of understanding the relationship between bullying and empathy. 相似文献
14.
Stelios N. Georgiou Constantinos Christou 《European Journal of Psychology of Education - EJPE》2000,15(3):297-311
The aim of the present study was to investigate the effects of several structural and functional characteristics of the family on the child’s actual school achievement. A structural equation model was constructed and its ability to fit the data was tested. It was found that the child’s achievement is directly influenced by the socio-economic status of the family, which is a structural characteristic. The child’s achievement is also directly influenced by the child self-image and by various indications of the family function, such as parental involvement activities and expectations. Furthermore, the results show that the child’s self image is the strongest factor that explains school achievement. Among the many implications that this study offers for educational policy and practice is that children’s achievement may be significantly influenced by altering factors that are outside of school and outside of the students themselves; namely, parental behavior and family functioning. 相似文献
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The purpose of the present study was to investigate the existing transactional associations between mother–child conflict and the child’s internalising and externalising problems. To this end, longitudinal data were used, covering ages 7–15. The sample consisted of 1,136 mothers and their children who participated in the National Institute of Child Health and Human Development longitudinal study. The current analysis employs the Autoregressive Latent Trajectory (ALT) model that enables the simultaneous investigation of (1) the developmental stability, (2) the developmental change, (3) the longitudinal inter-relations, (4) the time-specific associations and (5) the directionality of the relations among the variables under examination. It was found that mother–child conflict increased across time and externalising problems decreased from childhood to adolescence, while internalising problems showed intra-individual stability. Further, mother–daughter conflict increased at a higher rate than mother–son conflict. The cross-lagged regressions suggested that the association between conflict and externalising problems is bi-directional from age 7 to age 9. However, a child effect was found from age 9 to age 15, in that the child’s externalising problems continually influenced mother–child conflict but not the other way around. In contrast, the association between internalising problems and conflict was limited to cross-sectional and overtime associations suggesting that the association between internalising problems and conflict is mostly due to the co-variation between them. 相似文献
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We investigated the rotational effect of buoyant force around the body’s transverse axis, termed buoyant torque, during a 200m front crawl maximal swim. Eleven male swimmers of national or international level participated. One stroke cycle (SC) for each 50m was recorded with two above and four below water cameras. The following variables were analysed: swimming velocity; absolute and normalised buoyant force; minimum, average and maximum buoyant torque; SC and arm recovery times. The average value of buoyant torque was higher in the first 50m (14.2 ± 4.5Nm) than in the following 150m (9.3 ± 4.1Nm~10.9 ± 4.5Nm) and was directed to raise the legs and lower the head throughout the race. The change in its magnitude seemed to be linked to the shorter time spent proportionally in arm recovery (first 50m: 27.6% of SC time; next 150m: 23.3–24.4% of SC time). Most swimmers had periods of the SC where buoyant torque was directed to sink the legs, which accounted to 10% of SC time in the first 50m and about twice this duration in the next 150m. These periods were observed exclusively at some instances when the recovering arm had entered the water while the opposite arm was still underwater. 相似文献
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Stelios Xinogalos Tomáš Pitner Mirjana Ivanović Miloš Savić 《Education and Information Technologies》2018,23(1):287-302
The choice of the first programming language (FPL) has been a controversial issue for several decades. Nearly everyone agrees that the FPL is important and affects students’ subsequent education on programming. The study presented in this article investigates the suitability of various C-like and Pascal-like programming languages as a FPL. Students from three Universities express their perceptions on the FPL through a specially designed questionnaire. The students had been introduced to programming using different FPLs and having experience on more than one language and formulated two distinct groups: a group introduced to programming with a C-like and another with a Pascal-like language. The statistical analysis of the data collected showed that the choice of the FPL does not have a deep impact on difficulties that novices may experience when learning the basics of programming. However, this result was recorded in the context of three distinct programming courses that were positively evaluated by students in relation to their content, organization and quality. Consequently, this study indicates that the overall quality of the course and the instructors have a great impact on a smooth introduction to programming no matter what the FPL is. 相似文献
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Educational games are increasingly used in informal and formal educational settings for promoting active learning and gaining students’ interest in cognitively demanding subjects, such as programming. However, empirical studies that investigate the true impact of educational games on teaching and learning programming, especially to small aged students, are limited. This article presents the results of a pilot study that utilized the educational game Run Marco for teaching basic programming concepts to primary school students. Students’ performance was studied through specially designed worksheets, while their acceptance of the intervention was evaluated through a questionnaire that was based on the principles of the Technology Acceptance Model (TAM). The results of the pilot study showed that the educational game supported students in comprehending basic programming concepts, while the results regarding the acceptance of its usage in the learning process were quite positive. However, the game did not succeed in raising students’ interest as expected and further research is necessary in order to study the reasons for this fact and make informed choices on designing and utilizing such games. 相似文献
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Mirjana Ivanović Stelios Xinogalos Tomáš Pitner Miloš Savić 《Education and Information Technologies》2017,22(6):2981-3003
Technology enhanced learning (TEL) is increasingly influencing university education, mainly in overcoming disadvantages of direct instruction teaching approaches, and encouraging creativity, problem solving and critical thinking in student-centered, interactive learning environments. In this paper, experiences from object-oriented programming (OOP) courses that are taught in three institutions from three different European countries are presented and compared. The courses are based on Java and are delivered in the second year of studies, after students have attended an introductory programming course. The emphasis is given on TEL approaches and accompanying tools and services, focusing mainly on Learning Management Systems (LMS). Our students completed an appropriate questionnaire to evaluate the importance and utilization of TEL services that are used or planned to be used at the programming courses. The results of statistical analysis of collected data show that students from all three institutional groups consider organizational services provided by TEL tools as much or very much important in their education, while communicational services are rarely used. Using non-parametric statistical tests we studied the similarities and differences in perceived importance of TEL services among students from different institutional groups. 相似文献