INTERNATIONALISM AND FINNISH HIGHER EDUCATION     

Timo Kyllönen 《Higher Education in Europe》1984,9(2):50-56

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The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction     

Timo Gnambs  Barbara Hanfstingl 《教育心理学》2016,36(9):1691-1705

Adolescents typically exhibit a marked decline in academic intrinsic motivation throughout their school careers. Following self-determination theory, it is hypothesised that traditional school environments insufficiently satisfy three basic psychological needs of youths during maturation, namely the needs for autonomy, competence and relatedness. As a consequence, insufficient need satisfaction might account for the decline in intrinsic academic motivation during adolescence. This hypothesis was tested in an accelerated longitudinal cohort design on N = 600 students (286 girls) between 11 and 16 years of age. The results showed that students exhibited a marked decline in intrinsic motivation during adolescence. Moreover, differences in need satisfaction predicted the decline in motivations. These results support the notion that an adequate satisfaction of three basic psychological needs in school is crucial for the maintenance of intrinsic academic motivation during adolescence.  相似文献   

Recent Explorations Into the Etiology of Reading Difficulties: Insights from Language and Cognition     

Pekka Niemi 《International Journal of Disability, Development & Education》1990,37(1):17-28

MODERN COGNITIVE psychology provides conceptual and empirical tools for a process analysis of reading acquisition and the development of reading towards a sophisticated skill. The present review is aimed to give such an analysis as it stands now. Key concepts are phonological and linguistic awareness, schemata, learning strategies, metacognition and learning as a social interaction. These concepts and empirical results clarifying their function are discussed from the point of view of their mutual interplay and pedagogical application.  相似文献   

The role of phonological memory,word recognition,and comprehension skills in reading development: from preschool to grade 2     

Dufva  Mia  Niemi  Pekka  Voeten  Marinus J.M. 《Reading and writing》2001,14(1-2):91-117

We examined the relationships among phonologicalawareness, phonological memory, and development ofreading skills in a longitudinal study, by following222 Finnish preschoolers through the grade 2.The main focus was on the role of phonological memoryin word recognition and comprehension. The skillsassessed were verbal abilities, phonological memory,phonological awareness, word recognition, listeningand reading comprehension, altogether comprising themost extensive set of variables so far used in thestudy of phonological memory and reading. We proposeda structural equation model for the developmentalrelationships among the variables. This model waslargely confirmed by the data. The most significantpredictor of word recognition was phonologicalawareness. Phonological memory had only a weak effecton phonological awareness at preschool age, andvia this connection, a weak indirect effect on grade 1 word recognition. Contrary toexpectations, phonological memory also had asignificant, albeit weak effect on grade 2word recognition. Phonological memory did notdirectly affect reading comprehension. However,it was strongly related to listeningcomprehension at preschool, and via the strongeffects of both listening comprehension and wordrecognition on reading comprehension, there weresignificant indirect effects of phonological memory onreading comprehension. The results also underline thestability of development of phonological memory, wordrecognition, and comprehension from preschool to theend of grade 2.  相似文献   

Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading     

Leinonen  Seija  Müller  Kurt  Leppänen  Paavo H.T.  Aro  Mikko  Ahonen  Timo  Lyytinen  Heikki 《Reading and writing》2001,14(3-4):265-296

Subgroups of Finnish dyslexic adults (N = 84)displaying, relative to each other, a distinctivecombination of accuracy and speed of oral text readingwere compared in phonological and orthographicprocessing, verbal short-term memory and readinghabits. Inaccurate phonological decoding appeared todetermine the number of errors made in text reading,while inability to utilize effectively rapid lexicalaccess of words manifested as slow text reading speed.Phonological and orthographic word recognitionprocesses were less tightly integrated among dyslexicthan normal readers. Our results indicate thatadvanced orthographic processing skills might help anumber of the dyslexic readers to compensate for theirserious phonological deficits. The subgroups alsodiffered from each other in reading habits. Arelatively fast reading speed, even with numerouserrors, appears to be more rewarding in everydayreading than a slower but more accurate readingstyle.  相似文献   

Teacher attitudes towards the inclusion of students with support needs     

Timo Saloviita 《Journal of Research in Special Educational Needs》2020,20(1):64-73

Teachers’ positive attitudes towards inclusive education are a prerequisite for its successful implementation. This study surveyed the attitudes of Finnish classroom, subject, resource room and special education class teachers (N = 4567) towards inclusive education. The results indicated very low support for the concept. Its acceptance was strongly associated with the specific teacher categories and the concern that inclusive placements would cause extra work for teachers. Teachers who were confident in their support networks and had sufficient access to educational resources, such as an in‐classroom teaching assistant, were more positive towards inclusion than other teachers. Attitudinal variables, including self‐efficacy and child‐centredness, and demographic variables, including age and gender, were also associated with attitudes towards inclusion. It is argued that vicious circle exists between resources and teacher attitudes. The negative climate towards inclusion prevents the legislation that would guarantee adequate resources for mainstream teachers who have students with support needs in their classrooms. The lack of legal guarantees, in turn, prevents negative teacher attitudes towards inclusive education from changing. Although the overall progress in inclusive education is tied to the development of cultural values, the promise of more inclusion in schools goes hand‐in‐hand with the availability of adequate resources.  相似文献   

Make it relevant! How prior instructions foster the integration of teacher knowledge     

Zeeb  Helene  Biwer  Felicitas  Brunner  Georg  Leuders  Timo  Renkl  Alexander 《Instructional Science》2019,47(6):711-739

Instructional Science - Preservice teachers face the challenge of integrating multiple types of knowledge, such as pedagogical–psychological knowledge and subject-specific pedagogical...  相似文献   

The development of first graders' reading skill as a function of pre-school motivational orientation and phonemic awareness     

Pekka Salonen  Janne Lepola  Pekka Niemi 《European Journal of Psychology of Education - EJPE》1998,13(2):155-174

This study examined the development of reading skill during the first school year. The predictors were pre-school motivational orientations, coping tendencies, knowledge of the alphabet and phonemic awareness. From 151 pre-school children (6 years of age) rated by pre-school teachers on motivational orientations, 32 non-readers were allocated according to their dominating motivational disposition to one of the following extreme groups: task orientation, social dependence, ego-defensive, and multiple non-task-oriented. Each group included 8 children. The subjects' phonemic awareness and knowledge of the alphabet were assessed. Coping strategies were observed in pre-school during a play-like construction task comprising three induced pressure episodes. At the end of the first grade the children were assessed on word reading skill and again on motivational orientation. Both group comparisons and idiographic analyses were made. Results indicated that pre-school phonemic awareness was associated with first grade word reading skill. Rated task orientation in pre-school enhanced significantly the prediction of fluent word reading. Task-oriented children showed significantly better word reading skill than ego-defensive or multiple non-task-oriented children. Ego-defensive and multiple non-task-oriented subjects showed significantly less task oriented, and more ego-defensive, coping behaviour under pressure than task-oriented subjects. This finding suggests greater vulnerability of ego-defensive and multiple non-task-oriented children which may contribute to diverging reading careers. Idiographic analyses indicated parallel developmental changes in reading skill, motivational orientations and coping patterns confirming the role of motivation in the formation of an individual's reading career.  相似文献   

Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9     

Minna Torppa  Pekka Niemi  Kati Vasalampi  Marja-Kristiina Lerkkanen  Asko Tolvanen  Anna-Maija Poikkeus 《Child development》2020,91(3):876-900

This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1–3 poorer comprehension and fluency predicted less leisure reading. In later grades more frequent leisure reading, particularly of books, predicted better reading comprehension. Negative associations were found between digital reading and reading skills. The findings specify earlier findings of correlations between individuals by showing that reading comprehension improvement, in particular, is predicted by within-individual increases in book reading.  相似文献   

Does Childhood Reading Disability or Its Continuance Into Adulthood Underlie Problems in Adult-Age Psychosocial Well-Being? A Follow-Up Study     

Anna-Kaija Eloranta  Vesa Närhi  Timo Ahonen  Tuija Aro 《Scientific Studies of Reading》2013,17(4):273-286

ABSTRACT

This follow-up study aimed at a better understanding of the associations of reading disability (RD) with adult-age psychosocial well-being. We compared adult-age psychosocial well-being in 48 individuals (20–39 years) with documented childhood RD but without comorbid disabilities to 37 matched controls. The associations of psychosocial well-being with childhood and adult-age reading fluency were studied in the RD group, controlling for IQ, gender and unemployment. Psychosocial well-being was assessed with commonly used self-report questionnaires. No group differences were found in psychosocial well-being. In the RD group, lower adult-age reading fluency was associated with symptoms of depression, lower self-esteem, and social functioning. Severity of childhood RD was not associated with psychosocial well-being. Thus, reading fluency problems continuing into adulthood appear to be related to adult-age psychosocial well-being. A more holistic approach to studying how RD impacts adult-age well-being is needed, including both the individual’s developmental history and current functioning in various domains.  相似文献