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11.
Tiina Pepita Onatsu-Arvilommi Jari-Erik Nurmi 《European Journal of Psychology of Education - EJPE》1997,12(3):315-330
Three studies were carried out to examine the extent to which family composition, size and atmosphere, parental control, and the level of parental education and socioeconomic status, are associated with young people’s problems at school, and later on in society. In study 1, twenty-four 13- to 14-year-old underachievers, and 24 of their matched-pair controls, and 24 overachievers and 24 of their matchedpair controls, were compared according to their family background. In study 2, sixteen low achieving pupils, 20 vocational school pupils and 21 senior high school pupils, aged between 14 and 19, were examined. In study 3, twenty unemployed young adults, 14 students with health problems, and 23 vocational school students were again compared according to their family background variables. The results showed that underachievers, low achievers and “society drop-outs” typically came from a family in which their biological father was not present, either due to single motherhood or re-marriage. They also reported a lower level of parental control, and a more negative family atmosphere than the students in the control groups. In turn, the overachievers came from intact families with a positive atmosphere. Problems at and after school were not associated with the level of parental education. 相似文献
12.
This study focuses on the communication style of transformational leaders. Seven different communication styles were established and labeled: emotionally intelligent, impatient, controlled, insecure, avoiding, dominating, and transparent. Responses from 216 Finnish CEOs indicate that certain communication styles are connected with transformational leadership, including the emotionally intelligent, the transparent, and the controlled styles. 相似文献
13.
In accord with increasing recognition of the situation specificity of childhood social behaviors, individual and contextual differences in children's responses to potential peer conflict were examined (hostile attribution, behavioral strategies, and affective reactions; N = 367, 9-12 years, 197 girls). Situational cues from 2 sources, the antagonist and a witnessing best friend, were designed to suggest the antagonist's intentions. Multilevel modeling indicated that children's responses generally varied more according to cues from the antagonist than friend, but the latter also affected responses, especially when conflicting with other situational information. Cognitive and affective responses were also influenced by gender, social goals, friendship quality, and self-efficacy for peer interaction. Findings provide theoretical insight on the context of peer conflict. 相似文献
14.
Tiina Annevirta Eero Laakkonen Riitta Kinnunen Marja Vauras 《Metacognition and Learning》2007,2(1):21-39
The aim of this study was, firstly, to explore the development of primary school children’s metacognitive knowledge from preschool
to the 2nd grade and the development of their text comprehension skill from the 1st grade to the 3rd grade. Secondly, the
developmental dynamics between metacognitive knowledge (MCK) and text comprehension skill (CS) across the first three school
years were investigated. The longitudinal sample included 181 children who were tested three times from preschool spring to
the spring term of the 3rd grade using an identical set of measurements: the Metacognitive Knowledge Test and Listening and
Reading Comprehension Tests. In studying developmental change using Latent Growth Curve modelling (LGC), no uni-construct effect for the development of MCK or for text CS was found. However, a slight multi-construct cumulative
development between the children’s MCK and reading CS was identified. Thus, it could be cautiously interpreted that the more
the children’s MCK developed from preschool to the end of the 2nd grade, the better reading CS they showed during the first
three school years.
相似文献
| Tiina AnnevirtaEmail: |
15.
Studying to become a teacher is a highly emotional experience. Nevertheless, little is known about emotional patterns and emotional change. The aim of this study is to enhance the understanding of student teachers’ academic emotions by exploring patterns of emotions experienced in emotionally loaded episodes. A total of 19 primary school student teachers were interviewed. The qualitative content analysis revealed five different emotional patterns: positive, negative, ascending, descending and changing. Most of the emotional patterns were positive or changing in nature. Yet all the emotional patterns were highly focused on studying and learning. Moreover, the patterns were experienced equally in short, medium-length and long episodes. Our study showed that emotional patterns were triggered by various task-related elements of teacher education: most commonly, fulfilled or unfilled expectations, sufficient or insufficient abilities, and experiences of social support received or not received. 相似文献
16.
The present study shows how the mixed-methods approach can be used in capturing and organising learning environment (LE) characteristics for the participatory design of psychosocial and physical LEs involving learners. Theoretical constructs were tested and further elaborated on in the analysis of two similar educational design research studies: one conducted with 7- to 14-year-old learners in Finland (n = 80); and the other in Spain (n = 76). Cross-analysis of the numeric, visuospatial and verbal data collected, combined with theoretical and practical considerations, was used to develop a conceptual framework for LE co-design, which draws attention to the importance of balancing communality with individuality, comfort with health, and novelty with conventionality. In line with other studies, in this conceptualisation, flexibility and functionality are seen as central enablers for quality twenty-first century LEs. The knowledge exchange between two countries and the constructs developed in this cross-cultural analysis contribute to the creation of shared content-related design principles for future learning environments. 相似文献
17.
The purpose of this longitudinal study was to explore the development of metacognitive knowledge in primary grade children (6–9 years, n=196) from pre-school to third grade. Knowledge about cognitive processes was obtained from children’s oral explanations. The results indicated that the average metacognitive knowledge of the primary grade children developed significantly during the first three school years. The children knew much about simple factors and strategies influencing cognitive activities, but after the first three school years, more complex strategies still remained unfamiliar to them. Moreover, the content analyses of children’s oral explanations revealed interesting differences in children’s metacognitive thinking. There appeared to be two groups of children with either non-developing or developing explanations. In addition, the children understood mental processing better in memory and learning activities, whereas comprehension processes were largely unknown to them. 相似文献
18.
This study explores the similarities and differences of relatively newly established tiered intervention models for the support of students with special needs in the United States (response to intervention) and in Finland (learning and schooling support). The current models in both countries consist of several tiers with fairly similar definitions. Despite the similarities, the history and political meaning of the tiered models are different in these countries. However, in both countries, part of the underlying political expectation is that the change to tiered intervention will promote inclusive education, but also diminish the number of special education students, and at the same time decrease the rising costs of special education funding. It is evident that there have been educational as well as political and financial objectives behind the restructuring in both countries. We conclude with a discussion on policy implications. 相似文献
19.
Tiina Onatsu-Arvilommi Jari-Erik Nurmi Kaisa Aunola 《European Journal of Psychology of Education - EJPE》1998,13(4):543-556
One-hundred and five 6- to 7-year-old children were given a test measuring their helplessness, failure expectations, task-irrelevant behaviour, lack of persistence and search for social support in a classroom setting in order to examine the impact of parental well-being and parenting styles on the children’s cognitive and behavioural strategies at school. Both parents were also asked to fill in scales measuring their depression, parenting stress and parenting styles. The results revealed that maternal depressive symptomatology was associated with their children’s use of maladaptive strategies, whereas paternal depression was not. Moreover, maternal authoritative parenting styles and authoritarian control, seemed to decrease their children’s use of maladaptive strategies. On the other hand, the more parenting stress reported by the fathers, the more their children showed the use of maladaptive strategies. 相似文献
20.
Marja Vauras Riitta Kinnunen Tiina Rauhanummi 《European Journal of Psychology of Education - EJPE》1999,14(4):555-569
In the present study, the role of metacognition in the context of integrated strategy intervention was examined. The integrated
strategy training in reading comprehension, mathematics, and metacognition was carried out over a period of seven months with
young 9–10-years-old, 3rd grade elementary school students with learning problems. A pretest-post test design with matched
intervention and control groups was applied. Before the intervention, these students and all their classmates had been followed
up through 1st to 3rd grade, and tested with multiple cognitive and metacognitive tasks each year. The results showed that
early, 1st grade, cognitive-metacognitive differences were strongly associated with later problem solving and reading comprehension
proficiency, thus confirming the importance of reading comprehension strategies and metacognition in mathematical problem
solving. Further, marked training effects were found. The growth of metacognitive awareness, experiences and self-regulation
were observed on the basis of behaviour analyses during the intervention and of post-intervention interviews. However, despite
significant training effects, students who were resistant and those who were responsive to training were identified. The results
showed that early metacognitive proficiency is closely associated with the responsiveness to training efforts. The nature
of metacognitive experiences and the early teaching of metacognitive awareness and self-regulation are emphasised in the conclusions. 相似文献