College Students' Study Strategies as a Function of Testing: An Investigation into Metacognitive Self-Regulation     

Margaret E. Ross  Samuel B. Green  Jill D. Salisbury-Glennon  Nona Tollefson 《Innovative Higher Education》2006,30(5):361-375

We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.Margaret E. Ross is an Associate Professor of Educational Measurement and Statistics at Auburn University. She earned her Ph.D. in Educational Psychology from the University of Kansas. Her research interests include the role assessment plays in influencing student learning strategies, assessment issues and policy, and educational program evaluation. Samuel B. Green is a Professor in the Educational Psychology Department at Arizona State University. He holds a Ph.D. in Measurement and Individual Differences Psychology from the University of Georgia. His research focuses on statistical procedures. Jill Salisbury-Glennon is an Associate Professor teaching Educational Psychology courses at Auburn University. She earned her Ph.D. in Educational Psychology from Pennsylvania. Research interests include college student self-regulation, metacognition, and motivation. Nona Tollefson recently passed away. She was a Professor of Psychology and Research in Education at the University of Kansas and held a Ph.D. from Purdue University. Her research focused on student assessment  相似文献   

An examination of student- and across-level mediation mechanisms accounting for gender differences in reading performance: a multilevel analysis of reading engagement     

Soi-kei Mak  Kwok-cheung Cheung  Kaycheng Soh  Pou-seong Sit  Man-kai Ieong 《教育心理学》2017,37(10):1206-1221

Enjoyment of reading, diversity of reading and metacognitive awareness of reading strategies are cognitive and affective variables pertaining to three facets of reading engagement for students to read happily, widely and skilfully. These have been found to be related to effectiveness in reading instruction. They together form a focus for this study to examine the underlying student- and across-level mechanisms to explain gender differences in reading performance of Macao students. Drawing data from Programme for International Student Assessment (PISA) 2009 Study, the mediation effects of gender and the school’s gender composition on reading performance are analysed. Two findings are of both theoretical and pedagogical interests. Firstly, the three facets of reading engagement from the nurture perspective explain substantially the within-school gender gap. Secondly, in coeducation context where students read happily and skilfully, there are gender-specific peer influences across-level onto student reading performance. Implications for gender-inclusive reading instruction programmes are discussed.  相似文献   

师专英语阅读课教学中存在的问题及对策     

盛元生 《桂林师范高等专科学校学报》2002,16(4):76-79

阅读是听、说、写、译等能力提高的关键。因此,师专英语专业均开设了英语阅读课程。然而,由于在教学中还存在不少问题,教学效果并不太理想。阅读课教师要不断更新教学观念,针对这些问题采取相应的对策。  相似文献   

山区民营经济发展策略探讨     

韦云珊 《唐山学院学报》2003,16(2):74-76

十六大和广东省十届人大召开后 ,山区民营经济迎来了又一重大战略发展机遇。本文以粤西山区阳春市民营经济的发展为例 ,对山区民营经济的现状及做不大的原因进行了分析 ,探讨了山区民营经济的发展策略  相似文献   

语言学习策略对大学英语词汇教学的启示     

王玉莉 《天津工程师范学院学报》2004,14(2):75-77

介绍了英语词汇的概况及重要性并利用六大语言学习策略具体分析和总结了大学生的英语词汇学习策略。学生应根据兴趣法则、反复循环法则、理解法则、情愿法则、先期预习法则、联想生成法则、有序法则、分解法则记忆英语单词以便在短时间内完成最新颁布的《大学英语大纲》词汇掌握的要求。最后提出了如何结合现行教材《21世纪大学英语》讲解词汇。  相似文献   

The Importance of Art Viewing Experiences in Early Childhood Visual Arts: The Exploration of a Master Art Teacher’s Strategies for Meaningful Early Arts Experiences     

Angela Eckhoff 《Early Childhood Education Journal》2008,35(5):463-472

The visual arts can be an important and rich domain of learning for young children. In PreK education, The Task Force on Children’s Learning and the Arts: Birth to Age Eight (Young children and the arts: Making creative connections, Washington, DC: Arts Education Partnership, 1998) recommends that art experiences for young children include activities designed to introduce children to works of art that are high quality and developmentally appropriate in both content and presentation. This paper documents the teaching strategies utilized by a master art teacher at the Denver Art Museum to engage preschool-age students in art viewing experiences which were part of a museum-based art program. This research provides support for integrating rich, meaningful art viewing experiences as a regular part of young children’s arts experiences while offering early childhood educators teaching strategies for early art viewing experiences.

Angela EckhoffEmail:

  相似文献   

A pedagogical alliance for academic achievement: Socio-Emotional effects on assessment outcomes     

Jacqueline P Leighton  Qi Guo  Man-Wai Chu  Wei Tang 《Educational Assessment》2018,23(1):1-23

Assessment of student learning outcomes is often discussed in relation to curriculum, standards and even administration practices. However, assessment of learning outcomes is rarely discussed in light of students’ socio-emotional contexts, which might help or hinder learning outcomes. For example, do students’ perceptions of the teacher as trustworthy influence their empathic views on classmates, learning engagement, academic achievement and wellbeing? The present paper reports the results of a theoretically-driven, short-term longitudinal study designed to explore the effects of socio-emotional variables, specifically students’ trust in teachers and empathy towards self and peers on engagement for learning, academic achievement, and wellbeing. Grounded in attachment theory and the LEAFF model, Panel Structural Equation Modeling (P-SEM) results revealed three significant pathways, which provide evidence that student trust in teachers may serve to launch a domino effect of outcomes, predicting students’ empathic views of classmates, learning engagement, academic achievement, and wellbeing.  相似文献   

提高武术套路比赛观众上座率的对策研究     

周万征  仇志刚  孙修娟 《故事作文(高年级版)》2007,(3)

武术套路比赛具有很强的观赏性,武术在我国也有着广泛的群众基础,但是武术套路比赛却经常缺少观众,为了探究其原因,改变其现状,文章运用文献资料研究方法,对如何提高武术套路比赛的观众上座率进行了分析研究,并提出了一些相应的具体对策。  相似文献   

在道德救赎与殖民叙事之间——《吉姆老爷》中矛盾的殖民话语     

蔡江云 《海南师范大学学报(社会科学版)》2007,20(4):119-123

《吉姆老爷》是英国现代著名作家约瑟夫.康拉德的长篇小说代表作之一。小说描绘的是维多利亚时期,正值大英帝国殖民统治繁荣期,因而文本中弥漫着白色人种优胜论、种族歧视与殖民欲望等殖民话语。但由于康拉德对英国民族的折服,源于对那培养了高尚道德的文化背景的衷心推崇,因此,康拉德对人的忠诚高尚的道德感的强调一定程度上消解了小说的殖民话语,而作者对人性的复杂和世界历史的深刻洞察,以及康拉德内在的思想矛盾性都导致了对殖民话语的反构。  相似文献   

‘Playing with or like the girls’: advancing the performance of ‘multiple masculinities in Black boys’ childhood play’ in U.S. early childhood classrooms     

Nathaniel Bryan 《Gender and education》2019,31(3):309-326

Play is a gendered activity among young children, especially boys. Boys often tend to be more actively engaged in the (re)production of gendered play. However, most research studies and conceptual papers have misread, ignored, devalued, or scrutinized the gendered ways Black boys engage in play. This idea is particularly true for Black boys who may not play within the monolithic gendered expectations of childhood play. Drawing from [Connell, R. W. (1995). Masculinities. Berkeley: University of California Press] notion of multiple masculinities, I propose what I call the performance of ‘multiple masculinities of Black boys’ childhood play’ to embrace the ways some Black boys engage in play activities, which may not fit within the performance of hegemonic and Black masculine norms and expectations. In so doing, I call for educators to broaden how we view Black boys, and our definition of Black masculinity so that embracing what might be traditionally called ‘less masculine’ and/or stereotypically feminine could be valued male traits. Recommendations are provided for early childhood educators to support the confluence of ways Black boys engage in play experiences.  相似文献