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Nuria Carriedo Jesús Alonso-Tapia 《European Journal of Psychology of Education - EJPE》1995,10(4):411-431
The main objective of this paper is to present the results of two studies developed to test the effectiveness of teaching different strategies for identifying important information in the context of ordinary instruction. Training in both studies can be characterised as metacognitively oriented and contextualised in content areas. Also, the same strategies have been the object of training in both cases. Previous knowledge activation and diagrammatic representation of relations among text ideas were among the main strategies trained. 31 subjects (11 to 12 years-old) participated in the first study, and 104 (11 to 14 years-old) in the second one. In both cases, subjects were divided into two groups, experimental and control. Assessment was made through an interview carried out separately with two texts. Results reached statistical significance mainly in study 2, but only for students in higher grades. These results show the effectiveness of the kind of training developed and the importance of taking into account the developmental and/or academic level of students in order to determinate when to introduce strategy training. 相似文献
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This paper describes a study with two objectives. First, to test the effectiveness of a programme – carried out by teachers in natural contexts – for teaching the process of main idea identification. Second, to test whether the relationship between process and product variables are those expected according to the Van Dijk and Kintsch model (1983). In the first part of the study (Alonso-Tapia and Carriedo, in press) teachers had been trained in what to teach about main idea comprehension and how to teach it according to a model of teachers’ training. After receiving training, the experimental group of teachers (n = 11), who had improved more than the control group (n= 15) in knowledge of main ideas and of comprehension training strategies, had to apply the strategies and the instruction method learned, whilst teaching their students (6th, 7th and 8th grades). Pupils of experimental and of control teachers (n= 303 and 287 respectively) were assessed in order to test whether, after training, the former overtook the latter in main idea identification and in knowledge of the strategies related to this process. Results show that the experimental group of students performed better than the control group in the variables trained. Theoretical implications about the variables mediating the process of main idea identification are also discussed. 相似文献
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Alonso-Tapia Jesús Merino-Tejedor Enrique Huertas Juan Antonio 《European Journal of Psychology of Education - EJPE》2023,38(2):631-655
European Journal of Psychology of Education - This study has three main objectives. The first is to know to which degree engagement, as a person variable, and each of its modalities—agency,... 相似文献
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Jesús Alonso-Tapia José Luis Villa 《European Journal of Psychology of Education - EJPE》1999,14(3):339-358
The main objective of this research is to study the viability of using hypothetical problems that need the application of causal models for their solution, as a method for assessing understanding in Social Sciences. So, this method was used to describe how seventh grade students understand causal factors affecting the “discovery and colonization of America”. First, the causal model expected to have been understood was made explicit. Then, eight problems were designed to assess whether students were able to deduce the implications of past conditions and to use these implications to anticipate what consequences would most likely follow in each of the hypothetical problems. 51 seventh graders were interviewed with this purpose, and their answers were coded and analysed. The results have shown that 60 to 100% of seventh graders understand correctly the role of most factors that eased the discovery and the colonization. However, students often had previous ideas that caused them to make erroneous predictions The same results were found when examining whether students had a mental model integrating the different causal factors studied. Theoretical and practical implications are discussed. 相似文献
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AbstractThe objective of this study was to obtain evidence about the cross-cultural validity of the ‘Subjective Resilience Questionnaire’ (SRQ), comparing French and Spanish Secondary and High School students’ results. A total of 750 French students formed the sample. To validate the SRQ, confirmatory factor analyses, reliability and correlation and regression analyses were made. The validation process included the analysis of the generalizability of factor structure, and of relationships of resilience scores with different kinds of protective and vulnerability factors — success expectancies and learning-oriented classroom motivational climate (CMC). French results were similar to Spanish results, underlying the importance of considering variations in resilience as a function of the kinds of adversity experienced. Nevertheless, some differences between French and Spanish students were found in the degree they recognize to act in a resilient way in some of the situations covered by SRQ, differences whose theoretical and practical implications for education are discussed. 相似文献
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Alonso-Tapia Jesus Merino-Tejedor Enrique Huertas Juan Antonio 《European Journal of Psychology of Education - EJPE》2023,38(2):657-657
European Journal of Psychology of Education - 相似文献
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