Role of social presence and cognitive absorption in online learning environments     

Peter Leong 《Distance Education》2011,32(1):5-28

This article investigates the relationships between social presence, cognitive absorption, interest, and student satisfaction in online learning. A hypothesized structural equation model was developed to study these critical variables that may influence interaction in online learning environments. Contrary to expectations, the study determined that social presence does not impact satisfaction directly. However, the study concludes that while social presence is related to student satisfaction, its impact is not direct but rather mediated by cognitive absorption. In addition, the study clarified the impact of students’ interest on social presence, cognitive absorption, and satisfaction. The results of this study indicate that interest affects social presence and satisfaction directly. Additionally, interest appears to influence satisfaction indirectly through social presence and cognitive absorption. Contrary to expectations, this study did not reveal any significant relationship between interest and cognitive absorption.  相似文献   

Validation of the short form of the career development inventory with an Iranian high school sample     

Ahmad Sadeghi  Iran Baghban  Fatemeh Bahrami  Ahmad Ahmadi  Peter Creed 《International Journal for Educational and Vocational Guidance》2011,11(1):29-38

A short 33-item form of the Career Development Inventory was validated on a sample of 310 Iranian high school students. Factor analysis indicated that attitude and cognitive subscale items loaded on their respective factors, and that internal reliability coefficients at all levels were satisfactory to good. Support for validity was demonstrated by associations in the expected direction for career decidedness and career decision-making self-efficacy. This short form of the inventory shows promise as a measure of career maturity with students from a non-Western country.  相似文献   

Guidance for older workers in Denmark and Spain     

Peter Plant  Mar��a Jos�� L��pez-S��nchez 《International Journal for Educational and Vocational Guidance》2011,11(1):3-15

Guidance has a role to play in helping older workers to lead meaningful and fruitful lives; inside, outside, on the edge of the labour market, or in voluntary work with examples from two very different European countries: Denmark and Spain. This paper aims to draw attention to older workers guidance from an economic policy approach. It will be demonstrated that there is a need for more policy making for older workers’ guidance in both countries.  相似文献   

Self‐regulation strategies improve self‐discipline in adolescents: benefits of mental contrasting and implementation intentions     

Angela Lee Duckworth  Heidi Grant  Benjamin Loew  Gabriele Oettingen  Peter M. Gollwitzer 《教育心理学》2011,31(1):17-26

Adolescents struggle with setting and striving for goals that require sustained self‐discipline. Research on adults indicates that goal commitment is enhanced by mental contrasting (MC), a strategy involving the cognitive elaboration of a desired future with relevant obstacles of present reality. Implementation intentions (II), which identify the action one will take when a goal‐relevant opportunity arises, represent a strategy shown to increase goal attainment when commitment is high. This study tests the effect of mental contrasting combined with implementation intentions (MCII) on successful goal implementation in adolescents. Sixty‐six 2nd‐year high school students preparing to take a high‐stakes exam in the fall of their third year were randomly assigned to complete either a 30‐minute written mental contrasting with implementation intentions intervention or a placebo control writing exercise. Students in the intervention condition completed more than 60% more practice questions than did students in the control condition. These findings point to the utility of directly teaching to adolescents mental contrasting with implementation intentions as a self‐regulatory strategy of successful goal pursuit.  相似文献   

From indifference to dialogue? Estonian young people,the school and religious diversity,by Olga Schihalejev     

Peter Schreiner 《British Journal of Religious Education》2011,33(1):101-103

  相似文献   

The role of social identification as university student in learning: relationships between students’ social identity,approaches to learning,and academic achievement     

Ana-Maria Bliuc  Robert A. Ellis  Peter Goodyear  Daniela Muntele Hendres 《教育心理学》2011,31(5):559-574

This article describes research exploring the relationship between students’ self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social identity perspective from social psychology and the student learning research framework are used to explore student identity and learning in the context of higher education. Two structural equation models drawing on both these theoretical frameworks were tested. In the first of these models, deep approaches to learning are positively associated with students’ social identification as university student and positively predict academic achievement. In the second model, surface approaches to learning are negatively associated with students’ social identification and negatively predict academic achievement. The mediational roles of deep and surface approaches to learning in the relationship between student social identity and academic achievement are also explored.  相似文献   

Social learning spaces and student engagement     

Kelly E. Matthews  Victoria Andrews  Peter Adams 《高等教育研究与发展》2011,30(2):105-120

Notable gains have been made in understanding the factors that influence the student experience in higher education, particularly in the area of student engagement. While tremendous effort has been focused on identifying educationally beneficial activities for students, we must also consider where these activities are occurring. In recent years there have been technological advances that have paved the way for blended learning environments, however, physical learning environments continue to dominate the functionality of many universities. The development of purpose‐built informal social learning spaces as a strategy to enhance the student experience is becoming more prevalent, although empirical research in this area is lacking. This study explores the role of social learning spaces on the student experience using the student engagement framework within a qualitative research design. Informal interviews with 103 students were conducted within a social learning space. Findings reveal that social learning spaces can contribute to enhanced student engagement by fostering active learning, social interaction and belonging amongst tertiary students. The study also suggests that design is a contributing factor to students' perceptions of social learning spaces.  相似文献   

Review of Maurice A. Finocchiaro: <Emphasis Type="Italic">Defending Copernicus and Galileo: Critical Reasoning in the Two Affairs</Emphasis>     

Peter Slezak 《Science & Education》2011,20(1):71-81

  相似文献   

What do secondary trainee teachers say about teaching as a profession of their “choice” in Malawi?     

Peter Mtika  Peter Gates 《Teaching and Teacher Education》2011,27(2):424-433

This interview-based qualitative study is concerned with the recruitment of secondary teachers in Malawi. This study shows a range of perspectives for pursuing a teacher training course: failure to follow a desired career, springboard to other careers, to upgrade, and teaching out of vocation. It shows that trainee teachers held a range of images about teaching: its ability to enhance knowledge; low pay with no incentives, low status profession, and lack of trust of male trainee teachers. Teacher educators and policy makers need to consider the perspectives of trainee teachers to reduce resource wastage and support trainee teachers appropriately.  相似文献   

A validation framework for science learning progression research     

Hui Jin  Peter van Rijn  John C. Moore  Malcolm I. Bauer  Yamina Pressler  Nissa Yestness 《International Journal of Science Education》2019,41(10):1324-1346

This article provides a validation framework for research on the development and use of science Learning Progressions (LPs). The framework describes how evidence from various sources can be used to establish an interpretive argument and a validity argument at five stages of LP research—development, scoring, generalisation, extrapolation, and use. The interpretation argument contains the interpretation (i.e. the LP and conclusions about students’ proficiency generated based on the LP) and the use of the LP. The validity argument specifies how the evidence from various sources supports the interpretation and the use of the LP. Examples from our prior and current research are used to illustrate the validation activities and analyses that can be conducted at each of the five stages. When conducting an LP study, researchers may use one or more validation activities or analyses that are theoretically necessary and practically applicable in their specific research contexts.  相似文献