Effects of a Value-Reappraisal Intervention on Statistics Students’ Motivation and Performance     

Taylor W. Acee  Claire Ellen Weinstein 《Journal of Experimental Education》2013,81(4):487-512

The authors investigated the effects of an exploratory value-reappraisal intervention on students’ motivation and performance in an undergraduate introductory statistics course. They sampled 82 students from 2 instructors’ sections during both the fall and spring semesters. Students were randomly assigned within each section to either the Value-Reappraisal (VR) or Control condition (C). VR presented messages about the importance of statistics and guided students in exploring potential values of learning statistics. Results showed positive effects of VR on task value, endogenous instrumentality, and a choice-behavior measure of interest. The authors found VR to affect exam performance, but only for students who had a particular instructor. This research helps broaden literature on self-regulation and expectancy-value models of motivation by focusing on the regulation of value perceptions.  相似文献   

A comparative case-study of school-LEA-NGO interactions across different socio-economic strata in Israel     

Miri Yemini  Ariel Cegla  Netta Sagie 《教育政策杂志》2018,33(2):243-261

This study examines the interaction between non-governmental organization (NGO), the Local Education Authority (LEA), and public schools in communities of different socioeconomic backgrounds in Israel. We characterize how schools serving more and less affluent communities create, cultivate, and preserve interactions with NGOs; how NGOs form, and sustain interactions with schools serving communities of different socioeconomic backgrounds; and how this process is maintained through LEA regulation. We show how school–NGO–LEA interaction is largely shaped by the affluence of respective schools’ communities within given educational settings. Analysis of interviews conducted with different stakeholders exposed two main themes: (1) the differing capabilities of various actors in this interaction to express agency; (2) the power relations between involved parties, whereby NGO and LEA impose a global agenda on local schools (particularly those serving less affluent communities) – occasionally in contrast to the needs as perceived by schools’ leaders. Our conclusions offer some insights into the nature and possible consequences of the interaction between third sector organizations and schools serving communities of diverse socioeconomic backgrounds.  相似文献   

Training versus instruction in the acquisition of cognitive learning strategies     

Claire E. Weinstein  Walter E. Cubberly  Frank W. Wicker  Vicki L. Underwood  Lynn K. Roney  David C. Duty 《Contemporary educational psychology》1981,6(2):159-166

As various cognitive learning strategies have been identified and shown to be useful, the question of how best to teach an individual to use these techniques becomes important. Two studies compared simple instruction to more extended training. In Experiment 1 training was found superior to simple instructions with the method of loci for serial recall learning. Training in generalizable strategies involving imagery, verbal elaboration, and grouping was compared to simple instruction for a reading comprehension task in Experiment 2. Training was found to be more effective than instruction with a short-answer test over easy reading material, but not with difficult readings or multiple-choice tests.  相似文献   

Absolute Quantum Mechanics     

Weinstein  Steven 《The British journal for the philosophy of science》2001,52(1):67-73

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Perceived competence and autonomy as moderators of the effects of achievement goal orientations     

YoonJung Cho  Claire Ellen Weinstein  Frank Wicker 《教育心理学》2011,31(4):393-411

The primary purpose of this study was to investigate the roles of two moderators – perceived competence and perceived autonomy – in the relationships of achievement goal orientations with a broad range of learning‐related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played roles as moderators by strengthening the positive effects of a mastery goal pursuit on outcome measures of adaptive use of learning strategies and effort, respectively. However, no moderating role of either perceived competence or perceived autonomy was found for the effect of a performance‐approach and performance‐avoidance goal pursuit. In addition, perceived competence played a significant role in determining the level of academic achievement in the context of multiple‐goal pursuit. For students with high perceived competence, the adoption of high performance‐approach goals resulted in a higher level of achievement regardless of the levels of mastery goals. In contrast, students with low perceived competence showed the highest achievement when high performance‐approach goals are paired with low mastery goals.  相似文献   

Digital Screen Time Limits and Young Children's Psychological Well-Being: Evidence From a Population-Based Study     

Andrew K. Przybylski  Netta Weinstein 《Child development》2019,90(1):e56-e65

There is little empirical understanding of how young children's screen engagement links to their well-being. Data from 19,957 telephone interviews with parents of 2- to 5-year-olds assessed their children's digital screen use and psychological well-being in terms of caregiver attachment, resilience, curiosity, and positive affect in the past month. Evidence did not support implementing limits (< 1 or < 2 hr/day) as recommended by the American Academy of Pediatrics, once variability in child ethnicity, age, gender, household income, and caregiver educational attainment were considered. Yet, small parabolic functions linked screen time to attachment and positive affect. Results suggest a critical cost–benefit analysis is needed to determine whether setting firm limits constitutes a judicious use of caregiver and professional resources.  相似文献   

Science curriculum effects in high school: A quantitative synthesis     

Thomas Weinstein  F. David Boulanger  Herbert J. Walberg 《科学教学研究杂志》1982,19(6):511-522

To assess the impact of the innovative precollege science curricula of the past twenty years on learning, a search was conducted using the computer-assisted Bibliographic Retrieval System (BRS), the ERIC Annual Summaries of Research in Science Education, and Dissertation Abstracts International. A total of 151 effect sizes were obtained from 33 studies representing 19,149 junior and senior high school students in the United States, Great Britain, and Israel. Study-weighted analysis yielded an overall mean effect size of 0.31 significantly favorable to the innovative curricula [t(25) = 2.183, p < 0.05] on all outcomes. Student performance in innovative curricula averaged in the 62nd percentile relative to the control norm. Tabulation of signed comparisons indicated that sixty-four out of eighty-one unweighted outcomes were favorable to the innovative curricula. Separate analyses for test content bias, methodological rigor, type of learning, and student characteristics showed no significant differences across these categories.  相似文献   

College Counselor Attitudes Toward Spiritual and Religious Issues and Practices in Counseling     

Carri M. Weinstein  Jessica Parker  James Archer 《Journal of College Counseling》2002,5(2):164-174

In this study, 86 mental health professionals employed in university counseling centers in the United States were surveyed on their attitudes toward discussing religious and spiritual topics and toward using religious and spiritual practices in counseling. These participants viewed the use and discussion of spiritual topics/practices more favorably than the use and discussion of religious topics/practices. Differences in attitudes toward specific topics and practices are reported, as are implications for practice.  相似文献   

Christenson,S.L. & Sheridan,S.M. (2001). School and families: Creating essential connections for learning. New York: The Guilford Press. 246 pp. $32.00.     

Kristen S. Weinstein  Sandra M. Chafouleas 《Psychology in the schools》2003,40(4):444-445

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Graphic girlhoods: visualizing education and violence     

Netta Chachamu 《Gender and education》2019,31(6):788-789

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