Adolescents’ preparedness and motivation across the transition to post-comprehensive education     

《Contemporary educational psychology》2017

This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents’ transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents’ school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students’ transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age M_T1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents’ self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents’ adaptive motivational development across educational transitions.  相似文献   

Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgments     

《Learning and Instruction》2017

Sensible self-regulated study decisions are largely based on monitoring learning and using this information to control learning processes, but research has found that such processes may not be initiated automatically. To support learners, we adopted prompting and visualisation methods by asking learners to assign confidence ratings to learning tasks and visualising them during re-study, and tested the effects on metacognitive and cognitive measures in an experimental study (N = 95). Results show that prompting monitoring increased study efforts while visualising monitoring outcomes during learning focussed these efforts on uncertain answers. Due to low monitoring accuracy, metacognitively sensible regulation did not lead to cognitive learning gains. While the results support the idea of using visualisation techniques to implicitly guide self-regulated learning, more needs to be done to increase monitoring accuracy. Further, our study suggests that researchers should be aware of the effect that assessing confidence judgments has on subsequent learning behaviour.  相似文献   

Teachers’ beliefs about cues to deception and the ability to detect deceit     

Joanna Ulatowska 《教育心理学》2017,37(3):251-260

This study aimed to test beliefs about cues to deception and the ability to detect lies in a group of teachers with different teaching experience. Their results were compared with the results of non-teachers matched in age and with the results of educational studies and psychology students. Both the beliefs of deception indicators and overall truthfulness assessment did not differ between groups. Teaching experience had no effect on any of the skills tested. In accordance with expectations, the truth bias appeared in both the control group and in the group of teachers.  相似文献   

The impact of science content and professional learning communities on science teaching efficacy and standards‐based instruction     

Aruna Lakshmanan  Barbara P. Heath  Aaron Perlmutter  Michael Elder 《科学教学研究杂志》2011,48(5):534-551

This study examines the impact of standards‐based professional development on teacher efficacy and instructional practice of elementary and middle school science teachers. Professional development activities were conducted over a period of 3 years and included content courses as well as teacher involvement in professional learning communities. Teacher efficacy was assessed at five time points using the Science Teacher Efficacy Beliefs Instrument (STEBI), and instructional practice was evaluated at four time points with classroom observations using the Reformed Teaching Observation Protocol (RTOP). Results indicate that there was significant growth in teacher self‐efficacy but not in outcome expectancy. There was also significant growth in the extent to which teachers implemented inquiry‐based instruction in the classroom. Additionally, a positive correlation was observed between changes in self‐efficacy and changes in the use of inquiry‐based instructional practice. These results are discussed in terms of a model of teacher learning wherein changes in teacher beliefs and changes in classroom practice mutually influence each other, and also in terms of the impact of collaboration on teacher efficacy and practice. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 534–551, 2011  相似文献   

Beginning secondary science teacher induction: A two‐year mixed methods study     

Julie A. Luft  Jonah B. Firestone  Sissy S. Wong  Ira Ortega  Krista Adams  EunJin Bang 《科学教学研究杂志》2011,48(10):1199-1224

Those who study secondary science teachers are often concerned with preservice or in‐service teacher development. Science teacher educators have acknowledged that this focus is limited, as the induction years of beginning teachers are an important component of teacher development. This mixed methods study focuses on the induction years of beginning content specialists, with the intention of adding to the literature in this underexamined area. The secondary science teachers in this study were followed during their first and second year of teaching in order to understand the changes in their beliefs, pedagogical content knowledge (PCK) and practices as a group, and as they participated in different induction programs. Analysis by induction program revealed that first year teachers who participated in science specific induction programs strengthened their beliefs, PCK, and practices. By the end of the second year, regardless of program, most of the teachers shared similar beliefs and PCK. However, the teachers in the science specific induction programs continued to enact more interactive learning environments that had more investigations and laboratories than did their peers in the other induction programs. For those who work with beginning science teachers, this study suggests that the induction of science specialists is an important area of work. It also explores the complex process of induction, and calls for more research into how beginning secondary science teachers learn and what types of induction experiences can best support beginning science teachers. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1199–1224, 2011  相似文献   

Elementary students' views of explanation,argumentation, and evidence,and their abilities to construct arguments over the school year     

Katherine L. McNeill 《科学教学研究杂志》2011,48(7):793-823

Science includes more than just concepts and facts, but also encompasses scientific ways of thinking and reasoning. Students' cultural and linguistic backgrounds influence the knowledge they bring to the classroom, which impacts their degree of comfort with scientific practices. Consequently, the goal of this study was to investigate 5th grade students' views of explanation, argument, and evidence across three contexts—what scientists do, what happens in science classrooms, and what happens in everyday life. The study also focused on how students' abilities to engage in one practice, argumentation, changed over the school year. Multiple data sources were analyzed: pre‐ and post‐student interviews, videotapes of classroom instruction, and student writing. The results from the beginning of the school year suggest that students' views of explanation, argument, and evidence, varied across the three contexts with students most likely to respond “I don't know” when talking about their science classroom. Students had resources to draw from both in their everyday knowledge and knowledge of scientists, but were unclear how to use those resources in their science classroom. Students' understandings of explanation, argument, and evidence for scientists and for science class changed over the course of the school year, while their everyday meanings remained more constant. This suggests that instruction can support students in developing stronger understanding of these scientific practices, while still maintaining distinct understandings for their everyday lives. Finally, the students wrote stronger scientific arguments by the end of the school year in terms of the structure of an argument, though the accuracy, appropriateness, and sufficiency of the arguments varied depending on the specific learning or assessment task. This indicates that elementary students are able to write scientific arguments, yet they need support to apply this practice to new and more complex contexts and content areas. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 793–823, 2011  相似文献   

当代大学生政治信仰现状调查与对策探析     

杨茹玮 《佳木斯教育学院学报》2011,(2):33+35-33,35

当代大学生的政治信仰主流健康积极,大多数的大学生政治认识比较正确、政治态度比较明确,但由思想理论教育不到位、党内腐败现象及市场经济负面因素的原因造成当代大学生政治意识趋向私利化,政治信仰的选择趋向现实化的问题。通过加强高校思想政治理论教育、加强发挥大学生党员模范带头作用和加大政治体制改革力度的作用来引导当代大学生树立正确政治信仰。  相似文献   

一类三阶两点边值问题解的存在唯一性     

姚晓斌 《宁夏师范学院学报》2011,32(3):90-92

研究了一类三阶隐式微分方程两点边值问题解存在的唯一性,利用压缩映像原理获得了解的存在性结果.  相似文献   

隐喻:教师信念研究的重要途径   总被引：1，自引：0，他引：1  

梁婧玉 《山西师大学报(社会科学版)》2011,38(1)

教师信念是教师素质的重要组成部分。教师信念不仅影响其教育教学行为和学生的自我信念以及发展质量,而且对于教师自我专业化发展有着重要影响。优秀教师往往以教育叙事的方式来表达其教育信念以及教育教学行为的变化。隐喻是教师教育叙事中强有力的风格策略。通过对教师教育叙事中显性和隐性隐喻的分析,能够很好地揭示教师信念。  相似文献   

Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students     

Chin-Chung Tsai  Hsin Ning Jessie Ho  Jyh-Chong Liang  Hung-Ming Lin 《Learning and Instruction》2011,21(6):757-769

This study examined the relationships among Taiwanese high school students’ scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model revealed that students’ absolutist scientific epistemic beliefs led to lower-level conceptions of learning science (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated scientific epistemic beliefs might trigger higher-level conceptions of learning science (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students’ lower-level conceptions of learning science were also found to negatively associate with their self-efficacy of learning science, while the higher-level conceptions of learning science fostered students’ self-efficacy. However, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess lower self-efficacy toward learning science.  相似文献