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41.
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
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Seven hundred and sixty-eight adolescents from five countries and regions (USA, Spain, Hong Kong, Qatar, and Malaysia), aged 13–19 (M?=?15.78; SD?=?1.28) years, responded to a questionnaire designed to determine who was their most admired famous adult or hero. Male heroes clearly outnumbered admired females (73.3% vs. 26.7%). There was a pattern of same-sex choices, but it was more likely for girls to choose male heroes than for boys to choose females. Over half of the admired adults were athletes, and movie, television, and music stars. Regarding the personally known adults, there was a more balanced choice of males and females, with parents as the most frequent choice. Results suggest that society continues to fail in providing an adequate supply of female role models. 相似文献
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González Ramos Ana M. Fernández Palacín Fernando Muñoz Márquez Manuel 《Tertiary Education and Management》2015,21(4):263-276
Tertiary Education and Management - Why is the gender gap so large in researchers’ career progression? Do men and women have different priorities in their academic careers? This study... 相似文献
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Gilbert Dueñas 《Journal of Latinos & Education》2015,14(4):291-300
Within the everyday space of their modest trailer homes, I observed compelling environments in the households of 5 Mexican families. In their homes, there existed los padres con sus hijos (parents with their children) who intuitively expressed cariño, or love, for one another, conversed in multiple languages, practiced cultural traditions, and inculcated hope in their children’s minds and hearts. As I listened to their steadfast voices and felt their innermost emotions, a clearer understanding came to mind about ways in which educators and families might construct new alliances for the benefit of children’s future in America. 相似文献
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Vicente Santiago Verschaffel Lieven Sánchez Rosario Múñez David 《Educational Studies in Mathematics》2022,111(3):375-397
Educational Studies in Mathematics - The success or failure of education systems in promoting student problem-solving skills depends on attitudinal, political, and pedagogical variables. Among... 相似文献
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Higher Education - Undergraduate internships have gained popularity among students, universities, governments and firms since the creation of the European Higher Education Area. However, empirical... 相似文献
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Yolanda Muñoz Martínez Cecilia Simón Rueda Mª José de Dios Pérez 《British Journal of Special Education》2023,50(1):104-126
This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed. 相似文献