Diagnosing the Poor Performance of Self‐worth Protective Students: A product of future outcome uncertainty,evaluative threat,or both?     

Ted Thompson  Cathryn Parker 《教育心理学》2007,27(1):111-134

Self‐worth protective students characteristically perform well on some occasions yet on other occasions they perform poorly. In this study, two accounts of the poor performance of self‐worth protective students are assessed. The first is that their poor performance is an outcome of evaluative threat. The second is that their poor performance is an outcome of future outcome uncertainty: a product of their uncertain global self‐esteem and uncertainty about the causes of achievement outcomes. Students high or low in self‐worth protection were exposed to either noncontingent success (creating future outcome uncertainty), noncontingent failure (evoking evaluative threat), or contingent success. Their ability to solve two tasks that involved a high degree of uncertainty was then assessed. Students high in self‐worth protection performed poorly following both noncontingent failure and noncontingent success, supporting the roles of both evaluative threat and future outcome uncertainty. The implications in terms of enhancing the achievement of students high in self‐worth protection are discussed.  相似文献   

Social support and the relationship between family and community violence exposure and psychopathology among high risk adolescents     

Muller RT  Goebel-Fabbri AE  Diamond T  Dinklage D 《Child abuse & neglect》2000,24(4):449-464

OBJECTIVE: The objective of this study was to examine the protective effect of social support in the relationship between exposure to violence and psychopathology. Exposure to violence in the family and exposure to violence in the community were examined separately. Exposure to violence was further divided according to whether violence was experienced as a victim or as a witness. Internalizing and externalizing forms of psychopathology, as well as post-traumatic stress symptomatology were examined. METHOD: Participants consisted of 65 high-risk adolescents admitted consecutively to psychiatric inpatient units. Data were collected by means of individual interviews, self-report questionnaires, and hospital charts. RESULTS: Social support emerged as a protective factor with respect to the maladaptive effects of family violence, experienced as either a victim or as a witness. In contrast, social support did not appear to buffer the maladaptive effects of community violence, regardless of whether violence was experienced as a victim or as a witness. In fact, the relationship between community violence and psychopathology was found to be generally nonsignificant regardless of social support status. CONCLUSIONS: These findings suggest that exposure to family violence may affect development differently than exposure to community violence, allowing social support to effectively buffer the effects of family, but not community violence. This finding highlights the importance of examining violence exposure that occurs within the family separately from violence exposure that occurs within the community.  相似文献   

Gender,student perceptions,institutional commitments and academic dishonesty: who reports in academic dishonesty cases?   总被引：1，自引：0，他引：1  

Christopher A. Simon  Jim R. Carr  Sesi M. Mccullough  Sally J. Morgan  Ted Oleson  Maggie Ressel 《Assessment & Evaluation in Higher Education》2004,29(1):75-90

The academic dishonesty literature generally focuses on the causes of academic dishonesty, and outlines deterrence strategies, as well as the punishment methods used in formal sanction. Student self-monitoring techniques are becoming a more visible alternative that places greater emphasis on proactive prevention methods as opposed to reactive punishment policies. Increasing the formal level of student responsibility in deterring academic dishonesty assumes that students will actively monitor the behavior of their classmates. Our findings indicate that student perceptions of campus climate and gender differences are important factors when explaining student reporting of suspected academic dishonesty and may illustrate important prerequisite conditions that must exist prior to the establish of a successful student self-monitoring programme.  相似文献   

Increasing Self‐Selection and Self‐Location of Words by Mildly Retarded Children during Story Writing     

Murray G. Wilson  Ted L. Glynn 《International Journal of Disability, Development & Education》1983,30(3):210-220

Sentence‐writing behaviour, including use of words self‐selected and self‐located independently of teacher modelling, was established with eight mildly retarded children in a special class. The procedure comprised three components: 1) provision of word lists; 2) praise for self‐selecting and self‐locating words from supplied word lists; and 3) response cost for responses dependent on teacher modelling. The latter were termed Words Shown and Words Told, while self‐selected and self‐located responses were termed Words Found. In a sequential component design it was found that after baseline, supplying instructions and a word list (Phase 2) and continuing the use of word‐lists together with praise for self‐managed behaviour (Phase 3) decreased the frequency of Words Told, but Words Found and Words Shown were not appreciably affected. Words Shown decreased with the introduction of response cost for responses dependent on teacher modelling (Phase 4). Also, in Phase 4 Words Found increased substantially above levels in all previous phases and Words Shown decreased to zero frequency. These changes within sentence‐writing behaviour are discussed in terms of the need for accurate discrimination of and selective attention to positive and negative instances in the acquisition of self‐regulation.  相似文献   

Edwin Mansfield’s contributions to the economics of technology     

Arthur M Diamond Jr. 《Research Policy》2003,32(9):1607-1617

Edwin Mansfield’s contributions to the economics of technology are summarized from the early 1960s through his death in 1997. Mansfield’s methodology is discussed, as are his contributions on: the diffusion of technical innovation, the effect of firm size on innovation, the role of academic and basic research in increasing innovation and productivity, international technology transfer and the inaccuracy of technological forecasts. The economics profession’s evaluation of the relative importance of Mansfield’s work is presented, using as evidence citation counts of his works collected from the Social Science Citation Index (SSCI). Identified as among Mansfield’s most important contributions are his work on the importance of academic research for industrial innovations, his empirical estimation of the rates of diffusion of different innovations, and his estimation of the private and social returns from investments in industrial innovations. Finally, we present Mansfield’s advice on the future of the economics of technology.  相似文献   

Classroom Writing Environments and Children’s Early Writing Skills: An Observational Study in Head Start Classrooms     

Chenyi Zhang  Jinhee Hur  Karen E. Diamond  Douglas Powell 《Early Childhood Education Journal》2015,43(4):307-315

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Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results     

Brandon S. Diamond  Jaime Maerten‐Rivera  Rose Elizabeth Rohrer  Okhee Lee 《科学教学研究杂志》2014,51(5):635-658

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Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children's writing and understanding of letters     

Karen E. Diamond  Hope K. GerdeDouglas R. Powell 《Early childhood research quarterly》2008

Children's literacy skills are an important predictor of success in the early elementary grades. Education programs for at-risk preschool students target children's acquisition of specific literacy skills, including knowledge of letters of the alphabet, in preparing children for early school success. Writing has been proposed as a complementary approach to other instructional strategies for teaching young children about letters. This study examines relations among preschool children's early writing competence, knowledge of letter names, sensitivity to initial sounds in words and understanding of print concepts in a sample of low-income children enrolled in Head Start. Data were collected from the beginning to the end of the school year, which offered the opportunity to examine concurrent development of these early literacy skills. Results revealed that children whose writing was more sophisticated knew the names of more letters, understood more about print concepts and were more sensitive to initial sounds of words. There was evidence of bidirectional influences of writing on growth in letter knowledge, and of letter knowledge on growth in writing competence.  相似文献   

Continuity and Change in the Collegial Tradition   总被引：1，自引：0，他引：1  

Ted Tapper  & David Palfreyman 《Higher Education Quarterly》1998,52(2):142-161

This article has four main purposes: to explore the meaning of the idea of collegiality, to consider its importance in the governance of British institutions of higher education, to examine the pressures for change that have been exerted upon both the collegiate model of the university as well as upon the idea of collegiality, and to ascertain what relevance – if any – the idea of collegiality has in the context of a system of mass higher education. The article is a report upon ongoing research, of which interviews with some fifty Oxford academics and officials form the core of its empirical base. Naturally we welcome feedback. An important subtheme is our attempt to understand the process of change in British higher education. Our analysis suggests that the change process is best understood through an analysis of the interaction between state pressure for change and developments within the character of the academic profession.  相似文献