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Change in Fluid and Crystallized Intelligence and Student Achievement: The Role of Intellectual Engagement 下载免费PDF全文
Gizem Hülür Fidan Gasimova Alexander Robitzsch Oliver Wilhelm 《Child development》2018,89(4):1074-1087
Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2‐year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but not changes therein, and was not associated with fluid ability. Furthermore, IE predicted change in school grades in language but not in mathematics grades or in standardized tests. These findings suggest that IE is not a major predictor of knowledge acquisition in adolescence, where degree of self‐determination in intellectual behaviors may be relatively limited. Open questions for future research are addressed, including reciprocal longitudinal associations between IE and academic and cognitive development. 相似文献
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The purpose of this article is to examine counselor education and the current state of affairs regarding program accreditation
and counselor credentialing efforts in Turkey. The paper considers the Turkish education and higher education systems, followed
by a brief history of counseling and current counselor education in Turkey and, finally, discusses accreditation and credentialing
processes in the country. Attention to these matters and, in particular, standardization and restructuring of undergraduate
and graduate counseling programs is considered increasingly important for the development of counseling in Turkey. 相似文献
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Fidan?KorkutEmail author 《International journal for the advancement of counseling》2005,27(1):111-123
The goal of this study was to determine existing attitudes of Turkish counselor educators regarding the need to emphasize prevention and developmental issues in counselor education programs and to propose ways of incorporating these functions into the counseling area as necessary. Data were collected via questionnaire from 104 counselor educators who have been working at Turkish universities. Of the 50 professors, 23 instructors and 31 research assistants who responded, 36 had prior school counselor experience and 68 had not. The counselor educators reported they had given less attention to prevention and developmental issues in their courses than other issues, but indicated positive attitudes towards teaching preventive and developmental issues. 相似文献
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ABSTRACTThe aim of this investigation was to assess the reliability and validity of the Fitjump system. Fifty-seven participants (age = 22.62 ± 5.24 years, height = 180.69 ± 12.53 cm, body mass = 75.61 ± 9.56 kg) performed three countermovement jump (CMJ) and squat jump (SJ) with a 1-week interval for test and retest reliability. For validity, the participants performed the same jump protocol on the force platform while being simultaneously measured with the Fitjump system. There was excellent test–retest reliability of the Fitjump system for CMJ and SJ with high intraclass correlation coefficient (ICCs) (0.97 and 0.97, respectively), low coefficient variation (CVs) (2.3% and 2.4%, respectively), and low typical error of estimate [(TEE (%)] (4.0% and 4.4%, respectively). For validity, ICCs were extremely high for CMJ and SJ (0.93 and 0.94, respectively), with low TEE (%) (2.9% and 2.0%, respectively). However, Fitjump overestimated jump height for CMJ and SJ (3.54 and 3.37 cm, respectively; p < 0.001) when compared with the force platform. As a conclusion, the Fitjump system demonstrated excellent test–retest reliability and high relationship with a systematic bias for validity. Therefore, the Fitjump system can be used as a portable tool for monitoring vertical jump changes over time, but it should not be used interchangeably with a force platform. 相似文献
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Tahsin Ilhan Fidan Korkut-Owen Susan Furr Sejal Parikh 《International journal for the advancement of counseling》2012,34(1):55-71
This study examines the perceptions and experiences of international counseling students (ICSs) in university training programs
in Turkey. A majority of participants reported they had adjusted positively, but did experience problems related to language,
food, and customs. Participants largely also thought that the training in Turkey met their expectations, although some stated
they desired more counseling coursework and applied experiences. More than half of the ICSs surveyed thought that they would
not return to their home countries because of job opportunity problems. The results are considered in relation to counselor
training in Turkey and student adaptation in that context. 相似文献
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