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This article examines the significance of context in university students' development of (meta)cognitions related to a specific group assignment. For this purpose context was conceptualised at two levels: class (Business, Science) and small groups within class (culturally diverse, non-diverse). Diverging trends in (meta)cognitions emerged at class and small group levels, which reflected affordances and constraints of the learning contexts. The value of incorporating a cultural angle in research on group work was confirmed. Overall, the findings highlight the usefulness of a multi-layered learning contexts design for enhancing our understanding of the developing nature of students' multi-dimensional experiences of group work. 相似文献
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Jörn R. Sparfeldt Rumena Kimmel Lena Löwenkamp Antje Steingräber Detlef H. Rost 《Educational Assessment》2013,18(4):214-232
Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N 1 = 230, N 2 = 340, N 3 = 194) worked on three versions of MC items from the Progress in International Reading Literacy Study 2001 reading comprehension test with relevant components successively deleted: “original version” (text, questions, MC-answers), “version without text” (questions, MC-answers), “version without text and without questions” (only MC-answers). Answering correctly the MC items became more difficult as the relevant information was eliminated. In the two narrative fictional texts presented, the students' performance of the version without text was not better than chance. Conversely in the informational (fictional) text, the students' performance of the version without text was better than chance. In the third condition, students' performance was never better than chance. 相似文献
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H. D. Kimmel A. F. Brennan D. C. McLeod M. S. Raich L. I. Schonfeld 《Learning & behavior》1979,7(4):447-451
EightCebus albifrons monkeys received 25 sessions of discriminative operant conditioning of the skin conductance response (SCR), with colored lights as discriminative stimuli and with Sidman avoidance (SS-40 sec, RS-40 sec) scheduled during one light and response-contingent shock during the other, Discriminative stimulus segments were separated by 30-sec periods of time-out from shocks and lights, Two extinction sessions were run 3 months after training, Almost from the beginning of conditioning, the monkeys made significantly more unelicited skin conductance responses in the avoidance periods than in punishment, The monkeys’ heart rates also increased significantly, but there was no difference between avoidance and punishment, SCR frequency during extinction continued to differentiate significantly between avoidance and punishment, and there was a significant increase in this differentiation from the last conditioning session to the first extinction session, but the difference then reduced in the second session, The results indicated that monkey’s SCRs are influenced by instrumental reinforcement contingencies somewhat in the same fashion as those of humans. 相似文献
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Jennifer Wohlwend Tavis Glassman Joseph Dake Timothy Jordan Sadik Khuder Sanford Kimmel 《Sex education》2014,14(3):257-271
The purpose of this study was to identify the factors that influence undergraduate college student use of emergency contraception (EC) and their level of knowledge about the product, in order to assist in the development of intervention programmes to increase its use, which could lead to lower rates of unintended pregnancies in this population. A response rate of 98.4% included 1553 surveys from students at 11 Midwestern universities. Students were predominantly female (63.5%), white (75.3%) and aged 18–21 years (80%). They ranged from first-year students (23.8%) through to fourth-year students (13.8%), with second-year students comprising the largest group (32.6%). The majority of respondents reported being heterosexual (92.1%), and 34.1% of those completing the questionnaire reported being in a committed relationship. Most respondents reported having had sexual intercourse at least once in their lifetime (78.9%). Of the 8.4% of sexually active students who had experienced an unintended pregnancy, 18.1% had used EC in the past 12 months. Knowledge of EC was not high; but as knowledge increased, the use of EC increased. The Integrated Behavioural Model predicted 50% of the variance in intention. Each construct contributed a portion of variance except experiential attitude, which was not statistically significant in the path analysis. The model could be used in any future interventions to increase EC use and decrease unintended pregnancies among college students. 相似文献
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Gender role preferences for Ideal Woman and Ideal Man and perceptions of Most Women, Most Men, and Self were surveyed among women and men students, faculty, and administrators at a large state university. All groups preferred an androgynous Ideal Woman, but preferences for the Ideal Man were largely masculine sex-typed. All groups described sex-typed perceptions of Most Women and Most Men. Women's groups largely defined themselves as androgynous, while most men's groups saw themselves as masculine sex-typed. A general trend toward expression of higher levels of masculine gender was noted in university professionals when compared to student groups. 相似文献
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Allison Kimmel Terrinieka T. Williams Tiffany C. Veinot Bettina Campbell Terrance R. Campbell Mark Valacak 《Sex education》2013,13(2):172-185
High rates of pregnancy and sexually transmitted infections play a major role in the physical, mental, and emotional health of young people. Despite efforts to provide sexuality education through diverse channels, we know little about the ways in which young people perceive school- and community-based efforts to educate them about sexual health. Forty-eight African-American young people participated in six focus groups to discuss their sexuality education experiences. Three major themes emerged that highlight experiences and perspectives on optimal strategies for promoting sexual health. These themes were: (1) experiences with school-based sexuality education (SBSE), (2) seeking information outside of schools, and (3) general principles of youth-centred sexuality education. Young people in the focus groups expressed their varying satisfaction with SBSE due to the restricted content covered and lack of comfort with the instruction methods. Participants described how they reached outside of SBSE for sexuality education, turning to those in the community, including local organisations, health care providers, and peers, also expressing variability in satisfaction with these sources. Finally, participants identified three important principles for youth-centred sexuality education: trust and confidentiality, credibility, and self-determination. These findings give voice to the often-unheard perspectives of African-American young people. Based on their responses, it is possible to gain a better understanding of the optimal combination of school-, family-, peer-, and community-based efforts to support young people as they move towards adulthood. 相似文献
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Courtney E. Kimmel R. Bruce Hull Max O. Stephenson David P. Robertson Kimberly H. Cowgill 《Higher Education》2012,64(2):223-235
In the struggle to remain true to their technical assistance and civic engagement missions in an era of shrinking budgets and increasingly complex accountability claims, land grant universities have developed different engagement strategies to contribute to the development of surrounding communities. Drawing on Flora and Flora’s (in Ann Am Acad Polit Soc Sci, 48, 1993) assertion that a strong and “entrepreneurial” social infrastructure is critical for facilitating lasting change and development in communities (particularly rural communities), this article presents a case study of a land grant university’s engagement with a community landcare group from the perspective of building social capacity in surrounding communities. This case explores Virginia Tech’s involvement in facilitating and supporting Catawba Landcare using three theoretical frames—Ronald Heifetz’s concept of “holding environments” as a safe and facilitated space where social learning can occur; ecological and social entrepreneurship and the roles and functions required to support these forms of entrepreneurship; and the concept of learning action networks in which otherwise disparate partners are linked under common goals and collectively learn how to manage the situation at hand. Using these three theoretical frames, this paper posits landcare as a model of engagement for land grant universities thus contributing to the construction of social infrastructure. 相似文献
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The paucity of intercultural interactions among students from culturally diverse backgrounds at university and off campus is widely documented in the literature. A review of this empirical work, however, reveals narrow conceptualisations of the construct of intercultural interactions. Intercultural interactions are seldom conceptualised as part of complex, dynamic activity systems, and across multiple social contexts. Yet, intercultural interactions represent unique relational, socio-emotional and socio-cultural activities with their own, specific underlying cognitive, motivational and emotional dynamics. It is posited that activity theory (e.g. Engestr?m in Journal of Education and Work 14(1):133?C156, 2001) provides a useful framework for interpreting students?? intercultural experiences, because of its emphasis on the evolving and complex interrelations between individuals and their surroundings??conceptualised as activity systems. The multiple contexts angle further stresses the overlapping and/or embedded nature of the activity systems that individuals simultaneously participate in. A series of empirical studies that incorporated quantitative methodologies for identifying meaningful patterns, and qualitative methodologies for gaining experiential insights into students?? intercultural experiences across multiple social contexts (i.e. formal on campus and informal, off campus) is presented. Methodological and conceptual issues related to studying the dynamics of motivational, cognitive and emotional aspects of intercultural interactions in activity systems and multiple contexts are addressed. 相似文献
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In this article we examine gender differences in factors related to science, technology, engineering, mathematics, and medicine (STEMM) education and employment between the ages of 36 and 39. Using data from the Longitudinal Study of American Youth, we identified a STEMM high school talent pool. We found early gender differences in interest in engineering, although we found no such differences in entry into a general STEMM undergraduate major. Throughout the course of the study, we developed and tested structural equation models. We discovered that there were no major gender differences in family encouragement or precollege educational experiences, except that high school boys were slightly more likely to take calculus in high school. There were no significant differences in entrance into medicine and other health professions, but there were substantial gender differences in earned engineering degrees and employment in engineering. The completion of a graduate or professional degree was a stronger predictor of female employment in a STEMM profession than for young men. Among young adults with academic qualifications for a STEMM profession, the presence of children 18 years of age or younger in the family made no difference in the likelihood of employment in a STEMM profession. 相似文献