Stereotype threat (ST) is a potential explanation for inequalities in language competencies observed between students from different language backgrounds. Language competencies are an important prerequisite for educational success, wherefore the significance for investigation arises. While ST effects on achievement are empirically well documented, little is known about whether ST also impairs learning. Thus, we investigated vocabulary learning in language minority elementary school students, also searching for potential moderators. In a pre-post design, 240 fourth-grade students in Germany who were on average 10 years old (MAge = 9.92, SD = 0.64; 49.8% female) were randomly assigned to one of four experimental conditions: implicit ST, explicit ST without threat removal before posttest, explicit ST with threat removal before posttest, and a control group. Results showed that learning difficult vocabulary from reading two narrative texts was unaffected by ST. Neither students’ identification with their culture of residence and culture of origin nor stereotyped domain of reading were moderators. The findings are discussed with regard to content and methodological aspects such that a motivation effect might have undermined a possible ST effect. Implications for future research include examining the question at what age children become susceptible to ST and whether students have internalized negative stereotypes about their own group, which could increase the likelihood of ST effects occurring.
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Some universities rely on their élitism as one mechanism to attract and retain talented faculty. This paper examines two groups of élite and non‐élite universities and the mediating effect that work engagement has on affective commitment and intention to quit. Findings indicate partial support for the mediating effect of work engagement in the non‐élite group but no support in the élite university group. The implications of these diverse results are posed for the management of academics in élite and non‐élite universities, suggesting that a ‘one size fits all approach’ to performance outcomes does not always fit. 相似文献
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Carola Grunschel Justine Patrzek Stefan Fries 《European Journal of Psychology of Education - EJPE》2013,28(3):841-861
In the present study, we broadly investigated reasons and consequences of academic procrastination. Additionally, we explored whether students seeking help from student counselling services to overcome academic procrastination (counselling group) report more serious reasons and consequences of academic procrastination than students who procrastinate but seek no counselling support (non-counselling group). We conducted standardized interviews with university students (N?=?36, of which 16 belonged to the counselling group) and analysed these using qualitative content analysis and frequency analysis. The reasons and consequences of academic procrastination, each summarized in a separate category system, were manifold. The category systems consisted of 20 main categories in total, subsuming 81 subcategories, of which 32 were inductively developed. The counselling group reported more serious reasons and consequences of academic procrastination than the non-counselling group. Our results suggest considering academic procrastination as a self-regulation failure and contribute to constructing interventions tailored to students’ specific needs. 相似文献
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Research examining volunteer motivation and satisfaction has been criticised for the limited explanation of the cognitive and social processes that may underpin the proposed relationships among motivation, satisfaction, performance and retention (Costa, C.A., Chalip, L., Green, B.C., & Simes, C. (2006). Reconsidering the role of training in event volunteers’ satisfaction. Sport Management Review, 9(2), 165–182.; Cuskelly, G., Hoye, R., & Auld, C. (2006). Working with volunteers in sport. Theory and practice. London: Routledge.). Self-determination theory (SDT) (Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.; Ryan, R.M., & Deci, E.L. (2000a) has proven useful in both for- and not-for-profit domains (e.g., Baard, P.P. (1994). A motivational basis for consulting with not-for-profit organizations: A study of church growth and participation. Consulting Psychology Journal, 46(3), 19–31.; Deci, E.L., Connell, J.P., & Ryan, R.M. (1989). Self-determination in a work organisation. Journal of Applied Psychology, 74(4), 580–590.; Hollembeak, J., & Amorose, A. J. (2005). Percevied coaching behaviors and college athletes’ intrinsic motivation: A test of self-determination theory. Journal of Applied Sport Psychology, 17(1), 20–36.) and appears particularly suited to understanding volunteer motivation. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.). Therefore the purpose of this study was to examine sport event volunteers’ motivation and experiences of the motivational climate at a large sport event using self-determination theory. The participants were volunteers at the NZ Master's Games held biannually in Dunedin, NZ. They participated in focus group interviews in which their experiences as volunteers at the event were discussed. In general, the findings support tenets of self-determination theory. Participants reported intrinsic motivation toward volunteering but also forms of extrinsic motivation toward some volunteer tasks. With regard to the motivational climate, volunteers experienced support for their autonomy, and felt that their competence and sense of relatedness were fostered. These findings suggest that SDT is a viable framework for examining volunteer motivation. 相似文献
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Ruth Darby Lorraine Dawes rea Dennison Chris Gallagher Wendy Loomes Helen Reid Justine Stanton 《English in Education》1997,31(2):34-44
This article describes the insights gained by a group of primary teachers investigating the implications of CD-ROM for English with their KS2 pupils. As part of the IT in English project, they researched pupils' use of the CD-ROM and its effect on their learning. They developed effective strategies to help pupils cope with the reading demands and edit their own texts. Positive effects on critical reading, collaboration, and use of conventional information books were observed. 相似文献
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König Sabrina Stang-Rabrig Justine Hannover Bettina Zander Lysann McElvany Nele 《European Journal of Psychology of Education - EJPE》2023,38(2):841-864
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