Multimethod assessment of self-regulated learning in college students: different methods for different components?     

Dörrenbächer-Ulrich  Laura  Weißenfels  Marie  Russer  Lea  Perels  Franziska 《Instructional Science》2021,49(1):137-163

Instructional Science - Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities. Therefore, it...  相似文献   

What Schools Need to Know About Fostering School Belonging: a Meta-analysis     

Kelly Allen  Margaret L. Kern  Dianne Vella-Brodrick  John Hattie  Lea Waters 《Educational Psychology Review》2018,30(1):1-34

Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N?=?67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.  相似文献   

Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?          下载免费PDF全文

Heather Lea Harvey  Sanjai Parahoo  Mohammad Santally 《Higher Education Quarterly》2017,71(2):141-158

The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups, followed by online surveys of 834 undergraduate students from the University of Mauritius enrolled in an online course. Using factor analysis and structural equation modelling, the study found no significant differences based on gender for millennials, but identified three significant antecedents of student satisfaction for both males and females: university reputation; physical facilities; and instructor empathy.  相似文献   

The stimulus-response overshadowing phenomenon with VI versus FI schedules of reinforcement     

Roger M. Tarpy  Jean E. Roberts  Stephen E. G. Lea  Marie Midgley 《Learning & behavior》1984,12(1):50-54

Previous research has shown that response rates on a variable interval (VI) schedule of reinforcement decrease if a brief response-produced signal is given prior to reward. One explanation is that the signal overshadows the response because it is a better predictor of reinforcement. The S-R overshadowing effect does not occur with variable ratio (VR) schedules, however. Tarpy, Lea&facet-content-type=ReferenceWorkEntry&sortOrder=relevance' class='reference-link webtrekk-track' gaCategory="Internal link" gaLabel="Lea" gaAction="reference keyword">Lea, and Midgley (1983) explained this fact by suggesting that the signal functions to enhance the salience of the temporal interval offset on the VI schedule (a characteristic not possessed by VR schedules), which then overshadows the response. In this experiment, the salience of the temporal interval was enhanced in another way: signaled or unsignaled reward was provided to rats responding on either a VI or fixed interval (FI) reward schedule. As predicted, rates were lowest for animals receiving signaled reinforcement on an FI schedule and highest for those receiving unsignaled reinforcement on a VI schedule.  相似文献   

Space Scale: Models in the History of Science and Students Mental Models     

Josef Feigenberg  Lea Valentina Lavrik  Vladimir Shunyakov 《Science & Education》2002,11(4):377-392

This paper deals with the problem of relating distance and scale by way of alternative models of perception taken from the history of science.The intuitive patterns of modern school children in evaluating the Solar System are then compared with those in the history of science. Immediate experience and intuition by children often contradict scientific understanding. The children in this study, for example, do not see the rays of the Sun as being parallel and ignore the curvature of the Earth. The authors argue that children's understanding of the rays of the Sun as not being parallel as well as their ignoring the curvature of the Earth is due to the limitation resulting from the students' `actual activity zone', and not to their insufficient knowledge. This study makes specific suggestions to broaden the scientifically based `actual activity zone' of students. We suggest that laboratory work based on historical experiments using elementary geometry – as, for example, the determination of the radiusof the Earth by Eratosthenes – promotes a scientific understanding of astronomicalmeasurements....The scale of space and time, which we customarily observe on Earth, and which is part of time, we become aware of the vastness of our universe, we are awed and humbled. But if astronomers spent all their time speculating about the immensity of the cosmos and the prodigious interval of time necessary for the evolution of the stars, their accomplishments would be few. The primary concerns of the astronomer when studying the cosmos are physical and mathematical interpretations of observations, predictions of future observations, and the development and refinement of his instruments for such interpretation and prediction. To help him in the conceptualization of his problem, astronomer may, consciously or unconsciously, visualize a small model representing the cosmic system under investigation. Using this method, we can arrive at an understanding of the relative dimensions of the system and an understanding of the time intervals involved.Shklovskii I.S. and Carl Sagan (1966)Intelligent Life in the Universe  相似文献   

Teacher capacity for and beliefs about data-driven decision making: A literature review of international research     

Amanda Datnow  Lea Hubbard 《Journal of Educational Change》2016,17(1):7-28

Data-driven decision making continues to be a growing educational reform initiative across the globe. The effective use of data requires that teachers develop the knowledge and skills to analyze and use data to improve instruction. The purpose of this article is to examine teachers’ capacity for and beliefs about data use. These issues are examined through a review of research in the past decade. We find that teachers’ beliefs about and capacity for data use are often not connected within the literature or in practice, but we argue they are the heart of the connection between data and instructional change. Teachers’ capacity to use data and their beliefs about data use are shaped within their professional communities, in training sessions, and in their interactions with coaches, consultants, and principals. However, efforts to develop teachers’ capacity for data use often fall short of their goals. Correspondingly, teachers have varied beliefs about data use, and some feel they lack the ability to use data to inform instruction. In order to be more successful, capacity building should directly address teachers’ beliefs, and data use must be decoupled from external accountability demands and involve a variety of information on student learning.  相似文献   

Homework success for children with ADHD: A family‐school intervention program     

Lea A. Theodore  Thomas J. Kehle  Melissa A. Bray 《Psychology in the schools》2004,41(2):274-274

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Parental Identity and Its Relation to Parenting and Psychological Functioning in Middle Age     

Päivi Fadjukoff  Lea Pulkkinen  Anna-Liisa Lyyra  Katja Kokko 《Parenting, science and practice》2016,16(2):87-107

Objective. This article focuses on identity as a parent in relation to parenting and psychological functioning in middle age. Design. Drawn from the Jyväskylä Longitudinal Study of Personality and Social Development, 162 participants (53% females) with children (age 36), represented the Finnish age-cohort born in 1959. Parental identity was assessed at ages 36, 42, and 50. Results. In both women and men, parental identity achievement increased from age 36 to 42 and remained stable to 50. The level of parental identity achievement was higher in women than in men. Achievement was typical for women and foreclosure for men. Participants’ education, occupational status, and number of offspring were not related to parental identity status. As expected, parental identity achievement was associated with authoritative (indicated by higher nurturance and parental knowledge about the child’s activities) parenting style. No significant associations emerged between parental identity foreclosure and restrictiveness as an indicator of authoritarian parenting style. The diffused men outscored others in parental stress. Achieved parental identity was related to generativity in both genders and to higher psychological and social well-being in men. Conclusions. At present, many parenting programs are targeted to young parents. This study highlighted the importance of a later parenting phase at around age 40, when for many, the children are approaching puberty. Therefore, parenting programs and support should also be designed for middle-aged parents. Specifically men may need additional support for their active consideration and engagement in the fathering role.  相似文献   

SIDE-VIEW: Evaluation of a system to develop team players and improve productivity in Internet collaborative learning groups     

Martin Lea  Paul Rogers  & Tom Postmes 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(1):53-63

This paper briefly summarizes the initial development of a computer-supported collaborative learning environment and evaluates its effects in relation to the productivity of CSCL groups. The design of the SIDE-VIEW system is driven by the social identity approach to understanding group behaviour and is premised upon the need to establish congruity between the self-definition of group members and their collaborative learning tasks. We begin by outlining the rationale for the system in relation to productivity and the emergence of team players within collaborative learning groups. We then describe aspects of the design that are intended to enhance both, and report on a field trial of the initial prototype on international groups of higher education students. The preliminary results of the field study indicate that aspects of the design encourage the emergence and influence of team players within groups, with consequential improvements to the quality of the group output. The role of team players in CSCL groups is contrasted with that of group leaders.  相似文献   

Lecturers on teaching within the ‘supercomplexity’ of Higher Education     

Susan J. Lea  Lynne Callaghan 《Higher Education》2008,55(2):171-187

While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement of learning for students.

Susan J. LeaEmail:

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