排序方式： 共有4条查询结果，搜索用时 15 毫秒
1
1.
Rob Kickert Marieke Meeuwisse Karen M. Stegers-Jager Gabriela V. Koppenol-Gonzalez Lidia R. Arends Peter Prinzie 《Assessment & Evaluation in Higher Education》2019,44(8):1177-1190
AbstractDespite the frequently reported association of characteristics of assessment policies with academic performance, the mechanisms through which these policies affect performance are largely unknown. Therefore, the current research investigated performance, motivation and self-regulation for two groups of students following the same statistics course, but under two assessment policies: education and child studies (ECS) students studied under an assessment policy with relatively higher stakes, a higher performance standard and a lower resit standard, compared with Psychology students. Results show similar initial performance, but more use of resits and higher final performance (post-resit) under the ECS policy compared with the psychology policy. In terms of motivation and self-regulation, under the ECS policy significantly higher minimum grade goals, performance self-efficacy, task value, time and study environment management, and test anxiety were observed, but there were no significant differences in aimed grade goals, academic self-efficacy and effort regulation. The relations of motivational and self-regulatory factors with academic performance were similar between both assessment policies. Thus, educators should be keenly aware of how characteristics of assessment policies are related to students’ motivation, self-regulation and academic performance. 相似文献
2.
Amaranta D. de Haan Maja Deković Alithe L. van den Akker Sabine E. M. J. Stoltz Peter Prinzie 《Child development》2013,84(6):2015-2030
This study examined whether changes in children's self‐reported Big Five dimensions are represented by (developmental) personality types, using a cohort‐sequential design with three measurement occasions across 5 years (four cohorts, 9–12 years at T1; N = 523). Correlates of, and gender differences in, type membership were examined. Latent class growth modeling yielded three personality types: Resilients (highest initial levels on all Big Five), Overcontrollers (lowest Extraversion, Emotional Stability, Imagination), and Undercontrollers (lowest Benevolence, Conscientiousness). Gender differences in type membership were small. Warm parenting, but not overreactive discipline, in childhood was associated with type membership. The types differed in adjustment problems by the end of middle adolescence. Personality change more likely occurs at the level of dimensions within types than in type membership. 相似文献
3.
Donna A. de Maat Isabel K. Schuurmans Joran Jongerling Stephen A. Metcalf Nicole Lucassen Ingmar H. A. Franken Peter Prinzie Pauline W. Jansen 《Child development》2022,93(1):e1-e16
This preregistered study examined whether child temperament and executive functions moderated the longitudinal association between early life stress (ELS) and behavior problems. In a Dutch population-based cohort (n = 2803), parents reported on multiple stressors (age 0–6 years), child temperament (age 5), and executive functions (age 4), and teachers rated child internalizing and externalizing problems (age 7). Results showed that greater ELS was related to higher levels of internalizing and externalizing problems, with betas reflecting small effects. Lower surgency buffered the positive association of ELS with externalizing problems, while better shifting capacities weakened the positive association between ELS and internalizing problems. Other child characteristics did not act as moderators. Findings underscore the importance of examining multiple protective factors simultaneously. 相似文献
4.
1