Lack of knowledge and fear of automation as factors in teachers’ attitudes toward programed instruction and other media     

Sigmund Tobias 《Educational technology research and development : ETR & D》1966,14(1):99-109

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Examining Differences in Predictors of African American,Caucasian, and Latino Young Adults’ Intentions to Register as an Organ Donor     

Tobias Reynolds-Tylus  Brian L. Quick 《广播与电子媒介杂志》2017,61(2):368-392

To date, African Americans and Latinos consent to organ donation at lower rates than Caucasians and are disproportionately represented on transplant waiting lists. However, limited work has investigated racial differences in predictors of organ donation registration. In this study, we examined racial differences in the antecedents of African American, Caucasian, and Latino young adults’ registration intentions using the theory of planned behavior, the noncognitive model, and perceived realism. Non-donors (N = 307) were recruited in a stratified random telephone survey. Results indicate that for African Americans, subjective norm, bodily integrity, and medical mistrust were the strongest predictors of registration intention. For Caucasians, attitude and subjective norm arose as key determinants of registration intention. For Latinos, attitude, subjective norm, and medical mistrust were the strongest predictors of registration intention. Consistent evidence for the independent predictive validity of perceived realism was also documented. The theoretical and practical implications of these findings are discussed, as well as avenues for future research.  相似文献   

Taming Test Anxiety: The Activation of Failure-Related Concepts Enhances Cognitive Test Performance of Test-Anxious Students     

Tobias Tempel  Roland Neumann 《Journal of Experimental Education》2016,84(4):702-722

We investigated processes underlying performance decrements of highly test-anxious persons. Three experiments contrasted conditions that differed in the degree of activation of concepts related to failure. Participants memorized a list of words either containing words related to failure or containing no words related to failure in Experiment 1. In Experiment 2, all participants initially memorized words related to failure, but one experimental condition subsequently required the intentional forgetting of these words, thereby, decreasing the words’ activation in memory. The performance of highly test-anxious participants in unannounced cognitive ability tests following the memorizing phase profited from the activation of failure-related concepts. Experiment 3 replicated this finding by contrasting a condition priming failure–related concepts with a neutral control condition. The results point to a mechanism of suppressing worrying thoughts that is detrimental to test performances of highly test-anxious persons. Bringing the feared threat of failure to their awareness prevents that suppression.  相似文献   

Perhaps the Decision of Some Students not to Engage in Learning Mathematics in School is Deliberate     

Peter Sullivan  Steve Tobias  Andrea McDonough 《Educational Studies in Mathematics》2006,62(1):81-99

A perceived lack of engagement of many students in middle years mathematics classes provides a challenge for educators. In this article we report a project that investigated students' perceptions of the extent to which their own efforts influence their achievement at mathematics and their life opportunities. We conducted 2 hour interviews with over 50 students, as well as collecting other data. The results suggest that a student's orientation to learning mathematics is not predicted by their achievement. Even students who were confident, successful and persistent exhibited short-term goals. It seems that classroom culture may be an important determinant of under-participation in schooling.  相似文献   

Effects of Cognitive Activation in Biology Lessons on Students’ Situational Interest and Achievement     

Christian Förtsch  Sonja Werner  Tobias Dorfner  Lena von Kotzebue  Birgit J. Neuhaus 《Research in Science Education》2017,47(3):559-578

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Validating the proposed structure of the relationships among test anxiety and its predictors based on control-value theory: evidence for gender-specific patterns     

Tobias Ringeisen  Diana Raufelder  Kerstin Schnell  Sonja Rohrmann 《教育心理学》2016,36(10):1826-1844

Control-value theory (CVT) proposes a framework for the structure of the relationships between the various predictors of achievement-related emotions, particularly anxiety. Despite existing evidence for the role of anxiety predictors, research has not yet justified their proposed structure. Hence, the current study validated the structure of test anxiety (TA) predictors as proposed by CVT. A sample of German adolescent students (N = 845) completed questionnaires that measured their school-related self-efficacy, test-related cognitions (expected grades and their perceived relevance) and the two major facets of TA: worry and emotionality. Multi-group structural equation modelling was used to test for gender differences in the interplay of the variables. Findings supported the assumptions of CVT for girls and boys, in that the proposed structure of relationships among the various predictors of TA was largely equivalent for both genders. However, emotionality was not related to subjective relevance for boys. Implications for further research on predictors of anxiety and its application to the school context are discussed.  相似文献   

Personality similarity between teachers and their students influences teacher judgement of student achievement     

Tobias Rausch  Constance Karing  Tobias Dörfler  Cordula Artelt 《教育心理学》2016,36(5):863-878

This study examined personality similarity between teachers and their students and its impact on teacher judgement of student achievement in the domains of reading comprehension and mathematics. Personality similarity was quantified through intraclass correlations between personality characteristics of 409 dyads of German teachers and their students. This similarity index was combined with teachers’ global and task-specific judgements of student achievement. Personality similarity has a significant effect on global judgement in both domains under study. Students who are similar to their teacher are judged more positively than students who are dissimilar, even when students’ test performance is controlled. This effect could not be verified for task-specific judgements. Results indicate that impact of potential sympathy bias in social judgements differs between different types of judgement. That is, global judgements are more likely to be biased than more specific judgements. Theoretical and educational relevance of the findings are discussed.  相似文献   

Evaluation of School Administrators’ Brand and Crisis Management Skills on Disability Services     

Orkun Altınbas  Aytac Tokel  Gokmen Dagli 《International Journal of Disability, Development & Education》2019,66(6):590-597

ABSTRACT

The aim of this study is to enable teachers to evaluate the crisis management skills of the administrators in terms of school development. The study has been carried out on a sample group consisting of 376 teachers (sample) working in 10 secondary schools and high schools. The study is a survey research based on the use of a quantitative method. In this survey, the scale of “the evaluation of the crisis management skills of the school administrators by teachers in terms of school development (OGAÖTDÖ)” developed by Tokel has been used. In addition, it has been analysed with the independent ANOVA test to determine whether or not it differs according to the factor of professional branches. When the research findings are examined, it has been determined that teachers answer positively to the question directed about crisis management skills of school administrators (X ? = 3.52) on disability services. As a result, it has been concluded that school administrators have adequate crisis management skills and they need a reputation for the quality.  相似文献   

Führen verschiedene Inspektionskonzepte zu unterschiedlicher Akzeptanz und Verwendung der Ergebnisse durch Schulleitungen und Lehrkräfte?     

Sebastian Wurster  Tobias Feldhoff  Holger Gärtner 《Zeitschrift für Erziehungswissenschaft》2016,19(3):557-575

In the past decade, variant inspection procedures have been implemented in the German federal states, setting different priorities in terms of objectives. For example, while Bremen focused only on school improvement, Berlin and Brandenburg focused equally on school improvement and control. Considering the differences in the inspection procedures, we investigate whether the variant designs lead to differing attitudes among school principals and teachers (N = 1589) towards the inspection procedure as well as to different school improvement activities. The results show more positive attitudes towards the inspection in Bremen. In all three federal states, cooperation and participation of students and parents increased after inspection. In Berlin and Brandenburg, schools’ self-evaluations increased. In the same two federal states, school documents and curricula were updated before the inspection, while in Bremen this occurred after the inspection. Teachers’ attitudes towards the inspection are slightly more critical in comparison with school principals.  相似文献   

Measuring Halliwick Foundation course students' perceptions of case-based learning,assessment and transfer of learning     

Alt  Dorit  Alt  Nir  Hadar-Frumer  Merav 《Learning Environments Research》2020,23(1):59-85

Learning Environments Research - Case-based Learning (CBL) is perceived as an effective pedagogical approach to improving students’ ability to transfer knowledge, concepts and skills learned...  相似文献