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1.
Vasilis Grammatikopoulos Athanasios Gregoriadis Michalis Linardakis 《Educational Measurement》2019,38(3):46-54
Self‐reported measures are an easy, time‐efficient, and low‐cost way to collect research data compared to other assessment methods. They are, however, characterized by several limitations regarding the quality and the clarity of the data they produce, especially when they are implemented in education. The main purpose of the current study was to use a method called discrete choice modeling (DCM) in education, in order to develop a self‐reported instrument that will reduce the bias for socially desirable responses and to assess teachers’ practices in physical activity. DCM method has the ability to overcome the respondents’ tendency to answer in a socially desirable way. A nationally representative sample of 531 Greek early educators participated in this study and were administered a self‐assessment questionnaire based on DCM. Results showed that the DCM based newly developed instrument manages to assess effectively educators’ practices and provided evidence of the applicability of the method in education. Further implications and future recommendations regarding the effective application of DCM in education are discussed. 相似文献
2.
Aikaterini Vassiou Athanasios Mouratidis Eleni Andreou Konstantinos Kafetsios 《教育心理学》2016,36(5):879-897
Performance at school is affected not only by students’ achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students’ achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes and their Greek language and mathematics teachers. Results from multilevel analyses indicated that students’ mastery-approach and performance-approach goals were positively related to positive affect whereas performance-avoidance goals were negatively related to positive affect. At class-level, relationships between achievement goals and affect were moderated by students’ emotion perception ability. These findings highlight the importance of emotion abilities and their role in motivational processes for class-level outcomes. 相似文献
3.
In this cross‐sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students’ emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students’ engagement in class activities because they find such activities enjoying or personally important) and social development goals (i.e. students’ focus on developing meaningful social relationships) to be positively associated with positive emotions. In contrast, controlled motivation (i.e. students’ engagement in class activities because they feel coerced to do so) and social demonstration‐approach goals (i.e. students’ focus on demonstrating popularity) were positively associated with negative emotions. These associations remained significant even after controlling for perceived competence. Cluster analysis further showed that students high in autonomous motivation and social development goals and low in controlled motivation and social demonstration‐approach goals exhibited a better motivational profile compared to students high or low in all the above motivational variables. Results are discussed within the self‐determination theory and the social achievement goal perspective. 相似文献
4.
Although age is not supposed to be a criterion for the award of the Nobel Prize, it is commonly believed that it does play a role. Indeed, econometric evidence in this paper also suggests such a role. However, the paper finds that, if there is a preference for older Nobel candidates, this is introduced during the nomination process. The paper actually finds that the Nobel Committee does not favor older nominees and that, if anything, it seems to partially offset the age premium introduced by the nominators. 相似文献
5.
The aim of the present study is to provide further evidence that the errors that arise from improper application of the linear model are not random and not easy to overcome. Using three different types of test, we attempt to show that the errors referred to in the literature as “pseudo‐analogous” are the result of an epistemological obstacle—“linearity”. The results of this study reveal that students' erroneous application of proportional reasoning in non‐proportional problem situations is not a random phenomenon. On the contrary, this phenomenon resists, persists, and reappears regardless of students' grade and of the tests' settings. This is evidence that pseudo‐analogous errors result from the epistemological obstacle of linearity. 相似文献
6.
Over the last five decades, modem directions in technological areas such as wireless networks and communications, complex robotic systems, satellites and space structures have been immensely benefited by the use of system and control＇s conceptual framework. Estimation, stability, controllability, robustness, optimality, adaptation, information and statistical engineering are only some of the fundamental ingredients of the so-called new and emerging technologies, which are within the collective preview of this paper. Furthermore, these two, contrarily to technological trends, well established fields of science have been continuously supported by formal modelling techniques, and advanced computational and simulation tools, which enable the analysis and design of new powerful and effective methodologies. Consequently, in this article the authors＇ aim follows two equal directions. At first, the authors would like to provide a profusion of many practical examples and real life problems arising in different application areas that may have in the past abstractly engaged the authors＇ attention and have offer a wealth of opportunities for creative system modelling and practical solutions development. That is the core of our paper. However, in order to be more explicit, and to further illustrate the authors＇ thoughts, the case of a tele-medicine-assisted home support system is used; a system of great interest in the emerging field of information technology and medical health care. Secondly, by developing the necessary conceptual framework and some more efficient methods, important and straightforwardly challenges are inevitably derived. Moreover, a strong effort to develop a formal approach requires the definition of a generic system framework. It is a central objective of this paper to clarify and unify the alternative notions of a ＂conceptual model＂ and thus, to create a basis for the systematic development of formal methods, control/information architectures and decision-making strategies. AMS （Classification）： 97U50, 97U70, 97U80, 97D99. 相似文献
7.
Iliada Elia Athanasios Gagatsis Areti Panaoura Theodosis Zachariades Fotini Zoulinaki 《International Journal of Science and Mathematics Education》2009,7(4):765-790
The present study explores students’ abilities in conversions between geometric and algebraic representations, in problem-
solving situations involving the concept of “limit” and the interrelation of these abilities with students’ constructed understanding
of this concept. An attempt is also made to examine the impact of the “didactic contract” on students’ performance through
the processes they employ in tackling specific tasks on the concept of limit. Data were collected from 222 12th-grade high
school students in Greece. The results indicated that students who had constructed a conceptual understanding of limit were
the ones most probable to accomplish the conversions of limits from the algebraic to the geometric representations and the
reverse. The findings revealed the compartmentalized way of students’ thinking in non-routine problems by means of their performance
in simpler conversion tasks. Students who did not perform under the conditions of the didactic contract were found to be more
consistent in their responses for various conversion tasks and complex problems on limits, compared to students who, as a
consequence of the didactic contract, used only algorithmic processes. 相似文献
8.
Marilena Pantziara Athanasios Gagatsis Iliada Elia 《Educational Studies in Mathematics》2009,72(1):39-60
The Mathematics education community has long recognized the importance of diagrams in the solution of mathematical problems.
Particularly, it is stated that diagrams facilitate the solution of mathematical problems because they represent problems’
structure and information (Novick & Hurley, 2001; Diezmann, 2005). Novick and Hurley were the first to introduce three well-defined types of diagrams, that is, network, hierarchy, and matrix,
which represent different problematic situations. In the present study, we investigated the effects of these types of diagrams
in non-routine mathematical problem solving by contrasting students’ abilities to solve problems with and without the presence
of diagrams. Structural equation modeling affirmed the existence of two first-order factors indicating the differential effects
of the problems’ representation, i.e., text with diagrams and without diagrams, and a second-order factor representing general
non-routine problem solving ability in mathematics. Implicative analysis showed the influence of the presence of diagrams
in the problems’ hierarchical ordering. Furthermore, results provided support for other studies (e.g. Diezman & English, 2001) which documented some students’ difficulties to use diagrams efficiently for the solution of problems. We discuss the findings
and provide suggestions for the efficient use of diagrams in the problem solving situation. 相似文献
9.
Vasilios Grammatikopoulos Nikolaos Tsigilis Athanasios Koustelios Yannis Theodorakis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,40(5):427-438
The aim of this study was to develop an instrument for evaluating how an education program has been implemented. Such evaluation
can provide insight into the effectiveness of a program. Examined here was the Olympic Education Program used in Greek schools
since 2000. In it, students learn the history of the Olympic games and the importance of exercise for health along with the
principles and values of sports and volunteerism. The evaluation instrument underlying this study addressed the following
six factors: ‘facilities’, ‘administration’, ‘educational material’, ‘student–teacher relationships’, ‘educational procedures’,
and ‘training’. Results indicate that the instrument, while adequate for assessing effectiveness, should be combined with
advanced statistical methods. 相似文献
10.
Athanasios Gregoriadis Maria Papandreou Maria Birbili 《Early Years: An International Journal of Research and Development》2018,38(3):271-285
Over the past years, Greece has been undergoing a severe financial crisis. The main purpose of this study was to examine how early childhood teachers perceive continuing professional development (CPD) under such societal turmoil. More specifically, this study examined the perceptions of 45 in-service kindergarten teachers attending the ‘Didaskaleio’ training institute. Results showed that although Greek early educators express a positive attitude towards CPD, there are certain contradictions in their views regarding the way they perceive CPD and their expectations regarding CPD activities. Results indirectly reflect the changing context, the systemic weaknesses and the antinomies of Greek early childhood education. 相似文献