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Developmental Changes in Achievement Evaluation: Motivational Implications of Self-Other Differences 总被引：3，自引：0，他引：3
In order to explore the development of self-evaluative biases, children at 3 age levels (5–6, 7–8, 9–10) evaluated themselves or another child when given social or temporal comparison feedback. Evaluative biases were indicated by higher evaluations for the self than another, especially after failure. Children at different ages were not differentially responsive to temporal vs. social comparison information. However, evaluative bias in response to the type of evaluation differed by age; there was greater bias for general ability evaluations by older children and greater bias for specific performance evaluations by younger children. Alternative explanations for these self-other differences were minimized, as differences in visual orientation were held constant and differences in knowledge of effort were controlled statistically. Other aspects of the design as well as sex differences support a motivational interpretation of these biases. How these biases are manifested is related to children's level of understanding and concerns at different ages. 相似文献
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ABSTRACTThis article critically examines how segmentation is used to identify, understand and engage arts audiences. Policy reports and academic publications are reviewed to establish the priorities of arts policymakers and practitioners for understanding arts audiences and their continued focus on audience data and segmentation. This article then makes two contributions. Firstly, critical perspectives on the use of data for audience profiling are applied to arts audience segmentation. Secondly, research using biographical methods is introduced as a new approach for critically evaluating arts audience segmentation. This research, employing biographical methods, shows the exploration and negotiation of audience identity positions. This article takes these insights to critically examine the implications of how profiles and segments are used to define and understand audiences for the arts. The conclusion addresses the implications of segmentation in terms of the design and communication of cultural experiences, the complexities of aligning audiences’ identities with segments, and the seemingly inevitability of exclusion. This article will be of relevance in the scholarly study of arts audiences and for arts and cultural organisations and policymakers in reflecting on the implications of quantitative and qualitative approaches in designing and undertaking audience research. 相似文献
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Perceived instructor argumentativeness and verbal aggressiveness and student outcomes 总被引：2，自引：0，他引：2
The purpose of this study was to examine the relationship between instructor argumentativeness and verbal aggressiveness, and student affective learning and satisfaction. Participants were 169 undergraduate students enrolled in a variety of communication courses at a small Midwestern university. Results indicate that perceived instructor argumentativeness is positively correlated with student affect toward the course, student affect toward the instructor, and student satisfaction whereas perceived instructor verbal aggressiveness is negatively correlated with student affect toward the course, student affect toward the instructor, and student satisfaction. Future researchers may examine the reasons behind instructor argumentative and verbally aggressive behaviors as well as the composition of the various messages used to exemplify these behaviors. 相似文献
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Ronda Beaman 《Innovative Higher Education》1998,23(1):47-59
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The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project 总被引：3，自引：0，他引：3
John C. Wright Aletha C. Huston Kimberlee C. Murphy Michelle St. Peters Marites Piñon Ronda Scantlin & Jennifer Kotler 《Child development》2001,72(5):1347-1366
For two cohorts of children from low- to moderate-income families, time-use diaries of television viewing were collected over 3 years (from ages 2-5 and 4-7 years, respectively), and tests of reading, math, receptive vocabulary, and school readiness were administered annually. Relations between viewing and performance were tested in path analyses with controls for home environment quality and primary language (English or Spanish). Viewing child-audience informative programs between ages 2 and 3 predicted high subsequent performance on all four measures of academic skills. For both cohorts, frequent viewers of general-audience programs performed more poorly on subsequent tests than did infrequent viewers of such programs. Children's skills also predicted later viewing, supporting a bidirectional model. Children with good skills at age 5 selected more child-audience informative programs and fewer cartoons in their early elementary years. Children with lower skills at age 3 shifted to viewing more general-audience programs by ages 4 and 5. The results affirm the conclusion that the relations of television viewed to early academic skills depend primarily on the content of the programs viewed. 相似文献
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Investigation of information seeking has focused on initial organizational entry hut there is evidence information seeking strategies continue to develop throughout organizational careers. This study begins an investigation of information seeking as a day‐to‐day component of organizational life. Individual characteristics of organizational members and situational variables were investigated to determine their relationship with information seeking behavior. Respondent age was found to influence selection of information seeking strategy. The situational variables of employment classification and length of employment also significantly influenced information seeking strategy. Taken together the differences suggest that information seeking strategies change in predictable ways throughout organizational careers. 相似文献
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Blue-collar workers (N = 203) from a large food-processing plant in the southwestern U.S. completed measures of perceived stress and leisure-time exercise at an initial test session in addition to a 2-month follow-up session. Mean age of the sample participants equaled 43.61 (SD = 9.79), and 69.5% of the sample were male, 71.4% were Caucasian, and 74.9% were married/cohabitating. Structural equation modeling was employed to examine the cross-lagged relationships between perceived stress and leisure-time exercise at these time points, controlling for gender, marital status, age, and yearly household income. Results indicated that a model with a path from perceptions of Time 1 stress to Time 2 exercise frequency was most parsimonious and provided acceptable model fit, suggesting that perceptions of stress are related to reductions in exercise participation in this population. However, there was little support for a relationship between Time 1 exercise participation and Time 2 perceived stress. 相似文献
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Meeting the cognitive, emotional, and social needs of young, culturally and linguistically different (CLD) children in an inclusive classroom can be a challenge. A teacher used selected parts of the Autonomous Learner Model (Betts, 1985) with children in a first grade ESL classroom, where half the students were English‐language learners, to promote the educational progress of all the children and find potentially gifted CLD children early in their schooling. The first graders quickly learned independence, responsibility, resourcefulness, and higher order thinking skills. Their mean scores on norm‐referenced achievement tests, while in the average range, were believed to be the highest of any first grade group in the recent history of the school. Several gifted children emerged from the group by the end of first grade. 相似文献
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Erlina Ronda Jill Adler 《International Journal of Science and Mathematics Education》2017,15(6):1097-1114
In this paper, we propose an analytic tool for describing the mathematics made available to learn in a ‘textbook lesson’. The tool is an adaptation of the Mathematics Discourse in Instruction (MDI) analytic tool that we developed to analyze what is made available to learn in teachers’ lessons. Our motivation to adapt the use of the MDI analytic framework to textbooks is to test the relative robustness of the framework in moving across different pedagogic texts (e.g. video of a lesson, a textbook lesson). Our initial findings suggest it has applicability across pedagogic texts, thus opening possibilities for using a common framework and language in research and in professional development activities involving the written and enacted curricula. 相似文献