Based on the premise that classroom interactions unfold through a complex series of circular influences between teacher and students, the aim of this longitudinal study was to test a reciprocal effects model connecting students’ perceptions of interpersonal justice, on the one hand, and student engagement, agency and anger, on the other. Self-report measures of interpersonal justice, student engagement, agency and anger were collected from 454 Year Nine students from Northern Italy in a 3-wave longitudinal research design. Structural equation modelling with latent variables indicated that interpersonal justice in wave 1 had a negative effect on both student agency and anger in wave 2, while interpersonal justice in wave 2 only negatively predicted student anger in wave 3. With respect to the reciprocal effects, student engagement in wave 2 was found to positively predict interpersonal justice in wave 3, while a negative effect close to statistical significance was observed from student agency in wave 2 to interpersonal justice in wave 3. These results are discussed in terms of their implications for teacher practice, as they emphasize that (a) the two main facets of student participation, namely engagement and agency, are differently interconnected with the learning environment, and (b) the perception of being treated fairly is important to the point that its deficiency triggers a persistent feeling of anger in students.
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Mameli Consuelo Grazia Valentina Passini Stefano Molinari Luisa 《European Journal of Psychology of Education - EJPE》2022,37(3):765-784
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Consuelo Campbell 《亚洲交流杂志》2013,23(1):33-47
The direct determinants of an industrial sector's success is usually taken to be ownership, market structure, and the regulatory structure in place. However, Mody (1987) has noted that frequently the performance of communication technology has more to do with economic, political and cultural contextual factors than with technical efficiencies. In the light of this observation, this comparitive case study seeks to assess the importance of the contextual forces that have influenced the development of the telecommunication sectors in the Philippines and Brazil. 相似文献
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Ernesto Treviño Consuelo Béjares Cristóbal Villalobos Eloísa Naranjo 《The Journal of educational research》2017,110(6):604-618
The authors investigated to what extent teachers' practices and school characteristics can influence students' civic knowledge, civic attitudes, and future participation in Chile, Colombia, and Mexico and how this can be related to their specific curricular structures and educational content. It uses data from the International Civic and Citizenship Education Study. The results show that in Chile, Colombia, and Mexico, teacher practices and attitudes relate to the civic outcomes. Although teachers' practices and attitudes significantly predict students' civic knowledge, this relationship does not seem relevant for students' expected participation and students' attitudes toward diversity. Still, the democratic environment of the school is a relevant variable in the case of expected participation of students and their attitudes toward diversity, which shows a possible indirect influence of teachers through the school environment. The results are discussed in relation to the civic education curriculum in place in the countries analyzed. 相似文献
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Marta Molina Susana Rodríguez-Domingo María Consuelo Cañadas Encarnación Castro 《International Journal of Science and Mathematics Education》2017,15(6):1137-1156
In this article, we present the results of a research study that explores secondary students’ capacity to perform translations of algebraic statements between the verbal and symbolic representation systems through the lens of errors. We classify and compare the errors made by 2 groups of students: 1 at the beginning of their studies in school algebra and another 1 completing their studies on algebra in compulsory education. This comparison allows us to detect errors which require specific attention in instruction due to its persistence and to identify errors that disappear as students advance in their study of algebra. The results and conclusions have a pedagogic value to inform instruction and also lead to backed conjectures and research questions to push forward research on student’s translation capacity and students’ knowledge of algebraic symbolism. 相似文献
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Otero-Mayer Andrea González-Benito Ana Gutiérrez-de-Rozas Belén Vélaz-de-Medrano Consuelo 《Early Childhood Education Journal》2021,49(5):977-985
Early Childhood Education Journal - Given the closure of schools due to the global confinement resulting from the COVID-19 crisis, family-school cooperation has become a priority in most... 相似文献
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Consuelo L. Waight 《Performance Improvement Quarterly》2015,28(1):7-26
Learning stands as most promising for future mergers and acquisitions (M&A) research as well as for providing insights to M&A practice (Evans & Pucik, 2005; Marks & Mirvis, 2011). The purpose of this study was to describe the learning that occurred during the integration phase as perceived by learning and development (L&D) professionals. To strengthen the link among L&D professionals and learning, this study used the organizational learning frameworks posited by Huber (1991) and Crossan, Lane, and White (1999). The findings revealed that four major learning events occurred during the integration. These events encompassed learning about the change, learning how to manage the change, learning for work, and learning from experiences. Although the events are presented in a linear fashion, their occurrences were nonlinear. The results indicated that the work of L&D professionals is instrumental to organizational learning. 相似文献
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This article explores the academic and social experiences of Chicago and black students at UCLA. The analysis proceeds by examining differences in social backgrounds, high school and college experiences, and explores the relationship between these factors and college adjustment and achievement (GPA). Drawing upon recent theory on class reproduction and schooling we show particular concern with the role of social class in explaining differential outcomes. The findings indicate that blacks are more likely than Chicanos to feel alienated and perform poorly, and that social class makes no difference in these outcomes for blacks. However, middle class Chicanos perform better and are better adjusted than working class Chicanos. We discuss our findings in the light of theories of class reproduction, cultural capital, and racial signaling, suggesting that theories of reproduction must acknowledge the role of race in unequal school outcomes. 相似文献
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