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Katrin Rentzsch Astrid Schütz Michela Schröder-Abé 《Journal of Experimental Education》2013,81(2):143-168
The present investigation addresses the question of whether certain factors can protect high-achieving students at risk for being labeled a nerd against devaluation. In 2 studies, 125 and 317 students from Grade 8 evaluated vignettes describing average students and students who were called “nerds.” Results indicate that being modest about good grades, being engaged in sports, and being sociable led to higher liking. In students who were labeled nerds, but not in average students, display of effort led to less favorable evaluations. The effects of the aforementioned factors were moderated by the gender of the perceivers and targets. Findings are discussed with respect to gender-role stereotypes and the self presentation of high-achieving students. 相似文献
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A. Katrin Arens Alexander Seeshing Yeung Marcus Hasselhorn 《Journal of Experimental Education》2013,81(2):229-252
In assessing verbal academic self-concept with preadolescents, researchers have used scales for students’ self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different constructs. Compared with other facets of academic self-concept, reading self-concept was more highly related to reading test scores (Study 1) and German self-concept to German grades (Study 2). In Study 3, reading and general school self-concepts demonstrated similar relations to German grades. The findings of the 3 studies, albeit indirect, supported the specificity matching principle and caution researchers against applying reading and native language self-concept scales uncritically to infer verbal self-concept. 相似文献
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We focus on assessing whether newly qualified teachers’ professional outcome expectations and their beliefs about students’ intellectual potential are associated with teachers’ self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during their first years as full-time teachers. Results attest to a salient association between teachers’ more optimistic views of the malleability of students’ intellectual potential and teachers’ confidence in themselves as positive change agents in student outcomes. Also, teachers’ belief-set in the beginning of their career was shown to be associated with significant differences in the level of using instructional practices promoting mastery goal orientation in the classroom as well as offering students emotional support during the learning process. In the light of the significant belief–behaviour links demonstrated, more explicit attention to the sophistication of teachers’ ability beliefs in teacher education programmes is recommended. 相似文献
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This study investigated the influence of first language (L1) phonology on second language (L2) early reading skills in Sylheti-English bilinguals (N = 58; 48% girls; British Bangladeshi) and their monolingual-English peers (N = 43; 45% girls; 96% White British, 4% multiethnic British) in a diaspora context. Language-specific phonological awareness and nonword repetition were tested at two time points (6;2–7;8 years-old). At Time 1, the bilinguals had lower productive accuracy for phonological sequences that violated their L1 phonology (d = .56; .84), and these skills accounted for a significant amount of variance in their reading accuracy. At Time 2, the language-specific effects were no longer present. These findings highlight the importance of considering language structure in multilingual early literacy development. 相似文献
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Inter-departmental innovation collaboration facilitates innovation performance. At the same time, it has been identified as a source of increased coordination costs. Using organizational information processing theory, this paper builds and tests hypotheses on the costs and benefits of innovation-related collaboration within firms. Based on a sample of 433 German manufacturing firms we show inter-departmental innovation collaboration to increase process innovation performance, but also to produce costs in terms of project delay and project termination. These costs, however, do not affect innovation performance at the firm level. This finding suggests firms to be well able to balance the costs and benefits of inter-departmental collaboration across their innovation project portfolio. Theoretical and managerial implications are discussed. 相似文献
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SCHARLACH Katrin KAMINSKY Walter 《浙江大学学报(A卷英文版)》2007,8(7):987-990
Polyethylene-nanocomposites with CaCO3-weight fractions from 0 to 15 wt.% were prepared by in-situ polymeriza- tion with Me2Si(Ind)2ZrCl2/MAO metallocene catalysts. A high activity especially in the presence of TIBA was observed. The morphology was investigated by using raster electron microscopy (REM) showing that the CaCO3-nanoparticles are uniformly distributed. The melting temperatures and the crystallization temperatures are not much influenced by increasing filler content. 相似文献
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This study investigated teachers’ professional identity development. Using Dialogical Self Theory and a socio-cultural semiotic mediational perspective, we focused on pre- and in-service teachers’ communication of professional role expectations and related feelings when solving pedagogical dilemmas to reveal aspects of their professional identity construction. Data were collected from 102 pre- and 90 in-service teachers by asking them to solve seven pedagogical dilemmas. We report: (1) how pre- and in-service teachers solved pedagogical dilemmas in terms of communicating professional role expectations and related feelings; (2) how pre- and in-service teachers differed in the feelings they reported and the solutions they gave when solving pedagogical dilemmas; and (3) how the communication of professional role expectations and feelings was related to pre- and in-service teachers’ work experience. Finally, we discuss the implications of our study for initial and continuing teacher education programmes. 相似文献