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Barbara Houbre Cyril Tarquinio Isabelle Thuillier Emmanuelle Hergott 《European Journal of Psychology of Education - EJPE》2006,21(2):183-208
Violence among students at school is an ever-growing problem. Bullying can be defined as all forms of repeated physical or
mental violence performed by an individual on another person who is not capable of defending him/herself (Roland & Idsoe,
2001). The three studies conducted here reveal some of the characteristics and implications of this type of aggression. Whether
the attacker (s) or the attacked, all protagonists in a bullying episode suffer the consequences of this behavior. Study 1
showed that students who were both victims and bullies had the lowest self-concepts in all areas studied. Victims exhibited
inferior self-concepts to bullies, who in turn obtained lower scores than students not involved in bullying at all. Study
2 showed, as expected, that the group of bully/victims reported more psychosomatic problems than all other groups. In addition,
there was a positive link between behavioral problems and the onset of psychosomatic disorders. Study 3, which was mainly
exploratory, looked at the traumatic impact of bullying and the emergence of addictive behavior. Children who had vivid memories
of being the victim of an aggressive act manifested a high level of post-traumatic stress, although no link was observed between
post-traumatic stress and the type of aggression (physical, verbal, or relational). A dependency relationship was found between
post-traumatic stress and substance use. The results of these studies suggest that the many complexities of the different
protagonists of bullying should be taken into account in view of developing servicing that is geared to each individual. 相似文献
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Walter P. Vispoel Thomas R. Rocklin Tianyou Wang Timothy Bleiler 《Journal of Educational Measurement》1999,36(2):141-157
Part of the controversy about allowing examinees to review and change answers to previous items on computerized adaptive tests (CATs) centers on a strategy for obtaining positively biased ability estimates attributed to Wainer (1993) in which examinees intentionally answer items incorrectly before review and to the best of their abilities upon review. Our results, based on both simulated and live testing data, showed that there were instances in which the Wainer strategy yielded inflated ability estimates as well as instances in which it yielded deflated ability estimates. The success of the strategy in inflating ability estimates depended on the ability estimation method used (maximum likelihood versus Bayesian), the examinee's true ability level, the standard error of the ability estimate, the examinee's ability to implement the strategy, and the type of decision made from the ability estimate. We discuss approaches to dealing with the Wainer strategy in operational CAT settings. 相似文献
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Valérie Saint-Dizier de Almeida Jean-Marc Colletta Emmanuelle Auriac-Slusarczyk Antonietta Specogna Jean-Pascal Simon Gabriela Fiema 《International journal of qualitative studies in education》2016,29(5):686-713
The paper proposes a theoretical and methodological framework based on a pluralistic, concerted approach to the study of activities that take place in and through speech interactions. The framework has a general scope, applying to any collective activity taking form through language interactions. It contributes to a fuller understanding of the dynamics of activity and the emergence of the phenomena observed. The framework fits a constructivist and interactionist paradigm. It allows an approach to different dimensions of the activity: communicational, functional, discursive and interlocutory. The theories, models, concepts and methods chosen to address each of the dimensions are presented. From the study of a collaborative philosophical inquiry produced in the first year of a French primary school, we illustrate the use of the framework and show how it can be enriched according to the nature of the activity studied and researchers’ aims. 相似文献
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Carol Rocklin Kay 《Community College Journal of Research & Practice》2013,37(1-4):293-309
This study was undertaken to investigate the relationships between selected student characteristics and measures of perceived campus and support service satisfaction of handicapped students enrolled in three comprehensive community colleges in Missouri. It was expected that specific information could be provided for decision making at the participating institutions regarding the handicapped student with special consideration to campus factors and support services. Significant correlations were found between students’ usage of specific services and their satisfaction with campus environments in general. Those specific services include: vocational evaluation, vocational counseling, instructional modification, and consumer services. Significant correlations were found between students’ usage of support services and their satisfaction with those services. High usage‐high satisfaction services included: learning centers, tutors, counseling, instruction modification, test arrangement, career exploration, job placement, equipment modification, notetakers, readers, and writers. Handicapped students used and were satisfied with the majority of services provides. 相似文献
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Effects of metacognitive and elaborative activity on cooperative learning and transfer 总被引：1，自引：0，他引：1
Celia O. Larson Donald F. Dansereau Angela M. O'Donnell Velma I. Hythecker Judith G. Lambiotte Thomas R. Rocklin 《Contemporary educational psychology》1985,10(4):342-348
The effects of instructing pairs of students to engage in metacognitive activities (error correcting and key idea detection), elaborative activities (use of imagery, analogies, etc.), or neither during cooperative learning were examined for both initial cooperative learning and transfer to an individual learning task. The results suggest that metacognitive activity facilitates cooperative learning and elaborative activity facilitates transfer to individual learning. These findings have strong implications for the tailoring of cooperative learning strategies to instructional goals. 相似文献
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Laurence Simonneaux Nathalie Panissal Emmanuelle Brossais 《International Journal of Science Education》2013,35(14):2376-2406
We experimented with teaching nanotechnology in high school within the perspective of citizenship education in science by involving experts in nanotechnology, education, ethics and philosophy. After training, the students debated a Socially Acute Question (SAQ) that they elaborated during the various phases of instruction. The field of SAQs represents a French orientation for the teaching of SocioScientific Issues. We analyzed the interactions of students in the debate to determine their risk perception on nanotechnology. We compared and put their arguments into perspective using various analytical frameworks. We observed two contrasting argumentative tendencies: one reflecting a positivist view that involved an individualistic use of nanotechnology and science and one carrying a critical and humanistic vision of the use of nanotechnology and science. 相似文献
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Emmanuelle Vaast 《The Information Society》2006,22(5):371-372