Assessment and examinations in Armenia     

George Bethell  Karine Harutyunyan 《Assessment in Education: Principles, Policy & Practice》2008,15(1):107-119

This profile describes traditional assessment practices in Armenia – many of which are typical of those formerly practised throughout the Soviet Union – and the ongoing efforts to reform formal examinations and school‐based evaluation techniques. The extraordinarily high stakes associated with the examination currently used to select applicants for university places are discussed, as are the consequences for teaching and learning of having entrance tests based on published, rather than unseen, item banks. Progress towards introducing a new, dual‐purpose school‐leaving/university selection examination is outlined and the remaining hurdles described.  相似文献   

Transactional Links Between Teacher–Child Relationship Quality and Perceived Versus Sociometric Popularity: A Three‐Wave Longitudinal Study     

Steven De Laet  Sarah Doumen  Eleonora Vervoort  Hilde Colpin  Karla Van Leeuwen  Luc Goossens  Karine Verschueren 《Child development》2014,85(4):1647-1662

This study examined how peer relationships (i.e., sociometric and perceived popularity) and teacher–child relationships (i.e., support and conflict) impact one another throughout late childhood. The sample included 586 children (46% boys), followed annually from Grades 4 to 6 (M_age.wave1 = 9.26 years). Autoregressive cross‐lagged modeling was applied. Results stress the importance of peer relationships in shaping teacher–child relationships and vice versa. Higher sociometric popularity predicted more teacher–child support, which in turn predicted higher sociometric popularity, beyond changes in children's prosocial behavior. Higher perceived popularity predicted more teacher–child conflict (driven by children's aggressive behavior), which, in turn and in itself, predicted higher perceived popularity. The influence of the “invisible hand” of both teachers and peers in classrooms has been made visible.  相似文献   

Sociocognitive self-regulatory mechanisms governing judgments of the acceptability and likelihood of sport cheating     

d'Arripe-Longueville F  Corrion K  Scoffier S  Roussel P  Chalabaev A 《运动与训练心理学杂志》2010,32(5):595-618

This study extends previous psychosocial literature (Bandura et al., 2001, 2003) by examining a structural model of the self-regulatory mechanisms governing the acceptability and likelihood of cheating in a sport context. Male and female adolescents (N = 804), aged 15-20 years, took part in this study. Negative affective self-regulatory efficacy influenced the acceptability and likelihood of cheating through the mediating role of moral disengagement, in females and males. Affective efficacy positively influenced prosocial behavior through moral disengagement or through resistive self-regulatory efficacy and social efficacy, in both groups. The direct effects of affective efficacy on beliefs about cheating were only evident in females. These results extend the findings of Bandura et al. (2001, 2003) to the sport context and suggest that affective and resistive self-regulatory efficacy operate in concert in governing adolescents' moral disengagement and transgressive behaviors in sport.  相似文献   

Correction to: Identifying exploration profiles for higher education and their relationship with different student variables and outcomes     

Demulder  Lien  Verschueren  Karine  Lacante  Marlies  Donche  Vincent 《European Journal of Psychology of Education - EJPE》2023,38(3):1145-1163

European Journal of Psychology of Education - This study aims to better understand differences in the decision-making process behind study choices for higher education by investigating the presence...  相似文献