Age differences explain social class differences in students’ friendship at university: implications for transition and retention     

Mark Rubin  Chrysalis L. Wright 《Higher Education》2015,70(3):427-439

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Aspects of first year statistics students’ reasoning when performing intuitive analysis of variance: effects of within- and between-group variability     

David L. Trumpower 《Educational Studies in Mathematics》2015,88(1):115-136

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Graphicacy in biology textbooks: analysis of activities with images / Alfabetización gráfica en libros de texto de biología: análisis de las actividades con imágenes     

Yolanda Postigo  Asunción López-Manjón 《Infancia y Aprendizaje》2015,38(3):509-541

The aim of this study is to analyse how graphicacy is promoted through activities with images of the human body in third to sixth year primary school textbooks from three different publishers. The analysis was based on categories related to type of image, type of task, procedures, cognitive processing level required and whether there are explicit instructions on how to use the image. The results show that illustrations and visual diagrams are the most frequent images. The main task is image interpretation, whereas production tasks are scarce. Moreover, the tasks are not evenly distributed among the different procedures. The processing level required is low and requires superficial processing of the images, resulting in a learning process based on copy and repetition. There is some evidence of activities being sequenced according to educational level. We conclude that the kind of graphicacy found in the textbook activities is insufficient for acquiring competence in the use of images.  相似文献   

Pride as moral motive: moral pride and prosocial behaviour / El orgullo como motivación moral: orgullo moral y conducta prosocial     

Itziar Etxebarria  María-José Ortiz  Pedro Apodaca  Aitziber Pascual  Susana Conejero 《Infancia y Aprendizaje》2015,38(4):746-774

Moral pride, namely the pride generated by morally positive behaviour, can foster prosocial behaviour. To demonstrate this, two quasi-experimental studies were conducted with nine- to 11-year-old children. Study 1 analysed the effect of the pride felt after engaging in prosocial behaviour, in four classrooms from two different schools (N = 94). Study 2 analysed the effect of the pride generated by the evocation of a past example of one’s own prosocial behaviour, in four classrooms from another school (N = 77). The hypothesis was supported in Study 1 but not in Study 2. Interesting correlations were found between dispositional moral pride (measured using a scale designed ad hoc) and other relevant variables in the moral field: intention to engage in prosocial behaviour, habitual prosocial behaviour and dispositional empathy. In general, these studies attest to the importance of moral pride, both dispositional and that felt in a specific situation, in moral life.  相似文献   

Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique,Chile, Portugal,and Spain     

Pedro Rosário  José Carlos Núñez  Luisa Trigo  Carina Guimarães  Estrella Fernández  Rebeca Cerezo 《高等教育研究与发展》2015,34(1):173-187

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.  相似文献   

Instrument adaptation in cross-cultural studies of students’ mathematics-related beliefs: learning from healthcare research     

Paul Andrews  Jose Diego-Mantecón 《Compare》2015,45(4):545-567

Much comparative research into education-related beliefs has exploited questionnaires developed in one culture for use in another. This has been particularly the case in mathematics education, the focus of this paper. In so doing, researchers have tended to assume that translation alone is sufficient to warrant a reliable and valid instrument for cross-cultural research, prompting concerns that a number of necessary equivalences are unlikely to have been addressed. In this paper, we consider the nature of these equivalences before examining the literature of a different field, healthcare research, to synthesise an approach to instrument adaptation that is pragmatic but rigorous. Finally, we demonstrate how this pragmatic approach, incorporating extensive cognitive interviews, enabled us to adapt and refine a mathematics-related beliefs questionnaire, developed in Flanders, for use with students aged 14–15 in England and Spain. Analyses indicate that the instrument so developed is multidimensional, reliable and cross-culturally valid. Some implications are discussed.  相似文献   

Examining the Enactment of Web GIS on Students' Geospatial Thinking and Reasoning and Tectonics Understandings     

Alec M. Bodzin  Qiong Fu  Denise Bressler  Farah L. Vallera 《学校用计算机》2015,32(1):63-81

Geospatially enabled learning technologies may enhance Earth science learning by placing emphasis on geographic space, visualization, scale, representation, and geospatial thinking and reasoning (GTR) skills. This study examined if and how a series of Web geographic information system investigations that the researchers developed improved urban middle-school learners’ GTR skills and their understanding of tectonics concepts. Paired-sample t tests for analyses of tectonics content knowledge and GTR achievement measures revealed statistically significant gains from pretest to posttest (p <.001) with large effect sizes. The findings provide support that GTR related to tectonics can be learned with appropriately designed learning activities using Web-based geographic information systems.  相似文献   

University–preschool partnership and workplace-based learning: a collaborative ‘third space’ or no space at all?     

Arna H. Jónsdóttir 《Early Years: An International Journal of Research and Development》2015,35(2):184-196

The article examines the aims of the workplace-based learning of prospective preschool teachers in Iceland and associated cooperative practices between the University of Iceland and preschools. A ‘third space’ of collaboration between these two sites is considered necessary if the education of preschool student teachers is to be effective. Collaboration between the university and preschools as presented in the university’s policy documents and as implemented in practice will be investigated and compared to the literature on collective third space. Implications for both policy and practice are discussed.  相似文献   

SPECIFIC COGNITIVE PREDICTORS OF EARLY MATH PROBLEM SOLVING     

Scott L. Decker  Alycia M. Roberts 《Psychology in the schools》2015,52(5):477-488

Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the specific cognitive correlates of math problem solving across early grade levels (1–4) while controlling for basic calculation skills. As expected, basic calculation skill was a significant predictor of math problem solving across the entire sample. However, the addition of cognitive measures almost doubled the variance explained (R² = .61). Additionally, only select cognitive variables contributed to the prediction of math problem solving, and these variables change in importance as children develop higher‐level math skills. Results are discussed within a developmental model, which emphasizes the increasing importance of abstract code representations required in higher levels of math performance.  相似文献   

High school boys’ and girls’ writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?     

Ruth Villalón  Mar Mateos  Isabel Cuevas 《教育心理学》2015,35(6):653-674

This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students’ writing conceptions. Educational implications and further research are discussed.  相似文献