College students’ homework and academic achievement: The mediating role of self-regulatory beliefs     

Anastasia Kitsantas  Barry J. Zimmerman 《Metacognition and Learning》2009,4(2):97-110

The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning, although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable. No gender differences were found for any of the variables, a finding that extends prior research based on high school girls. Educational implications about the importance of students’ homework completion and its relationship to college students’ development of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective.  相似文献   

How research funders can finance APCs in full OA and hybrid journals     

Bo‐Christer BJÖRK  David SOLOMON 《Learned Publishing》2014,27(2):93-103

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Editor's Notes     

Susan M. Land  Heather T. Zimmerman 《TechTrends》2014,58(1):2-5

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Connecting out-of-school learning to home: Digital postcards from summer camp     

Heather Toomey Zimmerman  Christopher Gamrat  Simon Hooper 《TechTrends》2014,58(2):87-92

Parents and children are rapidly adopting mobile technologies, yet designs for mobile devices that serve a communication function to connect parents to children’s out-of-school time activities are limited. As a result, our team designed the Digital Postcard Maker so that children attending summer camps can create digital photographs to send home to their parents. These digital postcards help to connect children’s home life with out-of-school learning experiences and also support 21st Century Skills’ media literacy practices. The research design included two iterations of a design-based research project with 58 children from 55 families. Design implications related to supporting informal science learning with mobile computing relying on digital photography are shared, including (i) the need for additional support to transform an out-of-school recreational activity into an out-of-school learning activity, and (ii) the utility of photographs as a means to connect parents and children to talk about environmental sciences topics.  相似文献   

Modification of young children's grouping strategies: the effects of modeling, verbalization, incentives, and age     

B J Zimmerman 《Child development》1974,45(4):1032-1041

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Independence and Non-Independence of True Scores and Error Scores in Mental Tests     

Donald W. Zimmerman  Richard H. Williams 《Journal of Experimental Education》2013,81(3):59-64

A comparison of animism in college males and females was made. The test instrument was the Crowell-Dole Information Scale, a self-report questionnaire of common objects. A total of 59. 8 percent of all Ss indicated animistic tendencies. Chi-square analysis of the raw data indicated no significant difference in incidents of animism for males and females. No significant difference was found between those students having one or more college biology courses and those with no formal training in biology.  相似文献   

Management issues in information management     

Zimmerman J 《Information management (PTN Publishing Corporation)》1984,18(2):16-9, 33

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Toward a theory of teaching: A social learning view     

Barry J. Zimmerman  Cheryl Fuss Kleefeld 《Contemporary educational psychology》1977,2(2):158-171

Two hypotheses were investigated: Do teachers spontaneously use modeling techniques during instruction, and are teachers who are trained to use these procedures more effective? Twenty-four teachers attempted to instruct a like number of 5-year-olds to seriate length. Twelve additional youngsters served as uninstructed controls. Untrained teachers made little use of modeling techniques and were generally ineffective. Trained teachers were significantly more effective than their untrained counterparts. Teacher use of specific modeling behaviors correlated with teaching success. The results were discussed from a Social Learning Theory view of teaching.  相似文献   

Replies to Harry Beilin     

Grover J. Whitehurst  Barry J. Zimmerman  Gene H. Brody 《Contemporary educational psychology》1978,3(1):32-36

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Pricing principles used by scholarly open access publishers     

Bo‐Christer BJÖRK  David SOLOMON 《Learned Publishing》2012,25(2):132-137

The article processing charge (APC) is currently the primary method of funding professionally published open access (OA) peer‐reviewed journals. The pricing principles of 77 OA publishers publishing over 1,000 journals using APCs were studied and classified. The most commonly used pricing method is a single fixed fee, which can either be the same for all of a publisher's journals or individually determined for each journal. Fees are usually only levied for publication of accepted papers, but there are some journals that also charge submission fees. Instead of fixed prices, many publishers charge by the page or have multi‐tiered fees depending on the length of articles. The country of origin of the author can also influence the pricing, in order to facilitate publishing for authors from developing countries.  相似文献