INTERNATIONALISM AND FINNISH HIGHER EDUCATION     

Timo Kyllönen 《Higher Education in Europe》1984,9(2):50-56

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The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction     

Timo Gnambs  Barbara Hanfstingl 《教育心理学》2016,36(9):1691-1705

Adolescents typically exhibit a marked decline in academic intrinsic motivation throughout their school careers. Following self-determination theory, it is hypothesised that traditional school environments insufficiently satisfy three basic psychological needs of youths during maturation, namely the needs for autonomy, competence and relatedness. As a consequence, insufficient need satisfaction might account for the decline in intrinsic academic motivation during adolescence. This hypothesis was tested in an accelerated longitudinal cohort design on N = 600 students (286 girls) between 11 and 16 years of age. The results showed that students exhibited a marked decline in intrinsic motivation during adolescence. Moreover, differences in need satisfaction predicted the decline in motivations. These results support the notion that an adequate satisfaction of three basic psychological needs in school is crucial for the maintenance of intrinsic academic motivation during adolescence.  相似文献   

Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading     

Leinonen  Seija  Müller  Kurt  Leppänen  Paavo H.T.  Aro  Mikko  Ahonen  Timo  Lyytinen  Heikki 《Reading and writing》2001,14(3-4):265-296

Subgroups of Finnish dyslexic adults (N = 84)displaying, relative to each other, a distinctivecombination of accuracy and speed of oral text readingwere compared in phonological and orthographicprocessing, verbal short-term memory and readinghabits. Inaccurate phonological decoding appeared todetermine the number of errors made in text reading,while inability to utilize effectively rapid lexicalaccess of words manifested as slow text reading speed.Phonological and orthographic word recognitionprocesses were less tightly integrated among dyslexicthan normal readers. Our results indicate thatadvanced orthographic processing skills might help anumber of the dyslexic readers to compensate for theirserious phonological deficits. The subgroups alsodiffered from each other in reading habits. Arelatively fast reading speed, even with numerouserrors, appears to be more rewarding in everydayreading than a slower but more accurate readingstyle.  相似文献   

Teacher attitudes towards the inclusion of students with support needs     

Timo Saloviita 《Journal of Research in Special Educational Needs》2020,20(1):64-73

Teachers’ positive attitudes towards inclusive education are a prerequisite for its successful implementation. This study surveyed the attitudes of Finnish classroom, subject, resource room and special education class teachers (N = 4567) towards inclusive education. The results indicated very low support for the concept. Its acceptance was strongly associated with the specific teacher categories and the concern that inclusive placements would cause extra work for teachers. Teachers who were confident in their support networks and had sufficient access to educational resources, such as an in‐classroom teaching assistant, were more positive towards inclusion than other teachers. Attitudinal variables, including self‐efficacy and child‐centredness, and demographic variables, including age and gender, were also associated with attitudes towards inclusion. It is argued that vicious circle exists between resources and teacher attitudes. The negative climate towards inclusion prevents the legislation that would guarantee adequate resources for mainstream teachers who have students with support needs in their classrooms. The lack of legal guarantees, in turn, prevents negative teacher attitudes towards inclusive education from changing. Although the overall progress in inclusive education is tied to the development of cultural values, the promise of more inclusion in schools goes hand‐in‐hand with the availability of adequate resources.  相似文献   

Make it relevant! How prior instructions foster the integration of teacher knowledge     

Zeeb  Helene  Biwer  Felicitas  Brunner  Georg  Leuders  Timo  Renkl  Alexander 《Instructional Science》2019,47(6):711-739

Instructional Science - Preservice teachers face the challenge of integrating multiple types of knowledge, such as pedagogical–psychological knowledge and subject-specific pedagogical...  相似文献   

Does Childhood Reading Disability or Its Continuance Into Adulthood Underlie Problems in Adult-Age Psychosocial Well-Being? A Follow-Up Study     

Anna-Kaija Eloranta  Vesa Närhi  Timo Ahonen  Tuija Aro 《Scientific Studies of Reading》2013,17(4):273-286

ABSTRACT

This follow-up study aimed at a better understanding of the associations of reading disability (RD) with adult-age psychosocial well-being. We compared adult-age psychosocial well-being in 48 individuals (20–39 years) with documented childhood RD but without comorbid disabilities to 37 matched controls. The associations of psychosocial well-being with childhood and adult-age reading fluency were studied in the RD group, controlling for IQ, gender and unemployment. Psychosocial well-being was assessed with commonly used self-report questionnaires. No group differences were found in psychosocial well-being. In the RD group, lower adult-age reading fluency was associated with symptoms of depression, lower self-esteem, and social functioning. Severity of childhood RD was not associated with psychosocial well-being. Thus, reading fluency problems continuing into adulthood appear to be related to adult-age psychosocial well-being. A more holistic approach to studying how RD impacts adult-age well-being is needed, including both the individual’s developmental history and current functioning in various domains.  相似文献   

Maximum Likelihood Dynamic Factor Modeling for Arbitrary N and T Using SEM     

Manuel C. Voelkle  Johan H. L. Oud  Timo von Oertzen  Ulman Lindenberger 《Structural equation modeling》2013,20(3):329-350

This article has 3 objectives that build on each other. First, we demonstrate how to obtain maximum likelihood estimates for dynamic factor models (the direct autoregressive factor score model) with arbitrary T and N by means of structural equation modeling (SEM) and compare the approach to existing methods. Second, we go beyond standard time series analysis (T large and N = 1) and conventional SEM (N large and T = 1 or small) by integrating both approaches. The resulting combined model offers a variety of new modeling options including a direct test of the ergodicity hypothesis, according to which the factorial structure of an individual observed at many time points is identical to the factorial structure of a group of individuals observed at a single point in time. Third, we illustrate the flexibility of SEM time series modeling by extending the approach to account for complex error structures. We end with a discussion of current limitations and future applications of SEM-based time series modeling for arbitrary T and N.  相似文献   

The Analysis of Multivariate Group Differences Using Common Principal Components     

Timo M. Bechger  María J. Blanca  Gunter Maris 《Structural equation modeling》2013,20(4):577-587

Although it is simple to determine whether multivariate group differences are statistically significant or not, such differences are often difficult to interpret. This article is about common principal components analysis as a tool for the exploratory investigation of multivariate group differences and its relation to traditional statistical methods and structural equation modeling. Real data are used for illustration.  相似文献   

Farmers’ Perceptions of Necessary Management Skills in Finland     

Tiina E.A. Mattila  Kim O. Kaustell  Jarkko Leppälä  Timo Hurme  Juha Suutarinen 《The Journal of Agricultural Education and Extension》2013,19(4):287-300

Abstract

The main aim of this pre-study was to provide a preliminary overview of Finnish farmers’ motivation and capacity prerequisites for adopting and improving their management skills. Motivation was studied by asking farmers what farm management tasks and skills they consider important. Capacity was evaluated by asking farmers to rank management tasks and skills according to their perceived difficulty. Data (n=130) were collected by means of a questionnaire that was sent to a selected group of insured of the Finnish Farmers’ Social Insurance Institution. The most challenging management tasks and topics, that is, those to which most farmers gave high ratings in terms of both importance and difficulty, consisted of applying for subsidies and getting information on them, of the investment decision process, and of maintaining safety, health, and the ability and motivation to work. These are the main areas that should receive more attention in full-time education curriculums and extension initiatives.  相似文献   

Inwiefern sind Kompetenzmodelle dazu geeignet kognitive Prozesse von Lernenden zu beschreiben?     

Timo Leuders  Beate Sodian 《Zeitschrift für Erziehungswissenschaft》2013,16(1):27-33

The increasing use of competence models for modelling domain specific knowledge in school raises the question to what extent such models can represent cognitive processes. The article analyses the recent development of models for competence scales, competence stages, competence structures and so-called cognitive diagnostic models and taxes their value in the context of subject specific educational sciences and developmental psychology.  相似文献