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1.
Angeliki Mavropoulou Vassilis Barkoukis Styliani Douka Konstantinos Alexandris Dimitris Hatzimanouil 《The Journal of educational research》2019,112(2):223-233
Physical education in elementary education usually provides children’s first contact with sports. According to the trans-contextual model of motivation, physical education teachers can positively influence children’s beliefs toward and actual leisure time physical activity behavior. The aim of this study was to examine the effect of a dance-based physical education program on motivation regarding physical education lesson participation, as well as leisure time physical activity participation. The sample consisted of 252 pupils attending Grades 5 and 6 of elementary school (Mage?=?10.48 years, SD?=?0.50 years). Participants were randomly assigned into three groups. The first group attended a physical education lesson based on various forms of dance, the second one attended lessons with Greek traditional dances only, and the third group served as active control group that attended the typical curriculum. The intervention lasted six weeks. Before and after the intervention, students completed survey-based measures of motivational climate, motivational regulations in physical education and leisure time, enjoyment, attitudes, perceived behavioral control, subjective norms, and intentions toward leisure time physical activity. In support of the trans-contextual model, results showed that students in the dance intervention programs scored significantly higher in perceptions of motivational climate and beliefs toward leisure time physical activity. The findings of the study suggest that dancing lessons at school can bolster more positive attitudes and beliefs toward physical education and leisure time physical activity. 相似文献
2.
This article aims to rediscover the tactile aspects of radio listening, which until now have been underestimated by radio scholars, and to describe how haptic radio listening has evolved, from the beginning of broadcasting to the arrival of digital media. This article will first perform an overview of the studies that have dealt with the haptic dimension of media, then focus on what we call “haptically mediated” radio listening, a specific form of listening made possible by the interaction with radio content through mobile digital devices, and conclude with a critical depiction of the implications of haptically mediated listening for audience commodification. 相似文献
3.
Athanassios Protopapas Katerina Katopodi Angeliki Altani George K. Georgiou 《Scientific Studies of Reading》2018,22(3):248-263
Word list reading fluency is theoretically expected to depend on single word reading speed. Yet the correlation between the two diminishes with increasing fluency, while fluency remains strongly correlated to serial digit naming. We hypothesized that multi-element sequence processing is an important component of fluency. We used confirmatory factor analyses with serial and discrete naming tasks with matched items, including digits, dice, objects, number words, and words, performed by about 100 Greek children in each of Grades 1, 3, and 5. Separable serial and discrete factors emerged across grades, consistent with distinct skill dimensions. Loadings were greater for serial than discrete, suggesting that discrete processing does not fully determine serial processing. Average serial performance differed more than discrete between grades, consistent with improvement beyond single-item speed. Serial word reading aligned increasingly with the serial factor at higher grades. Thus, word reading fluency is gradually dominated by skill in simultaneously processing multiple successive items through different stages (termed “cascading”), beyond automatization of individual words. 相似文献
4.
Athanassios Protopapas Aikaterini Fakou Styliani Drakopoulou Christos Skaloumbakas Angeliki Mouzaki 《Reading and writing》2013,26(5):615-646
In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3–4 and 7, were assessed with a dictated common word list and age-appropriate passages. Spelling errors were classified into broad categories, including phonological (graphophonemic mappings), grammatical (inflectional suffixes), orthographic (word stems), stress assignment (diacritic), and punctuation. Errors were further classified into specific subcategories. Relative proportions for a total of 11,364 errors were derived by calculating the opportunities for each error type. Nondyslexic children of both age groups made primarily grammatical and stress errors, followed by orthographic errors. Phonological and punctuation errors were negligible. Most frequent specific errors were in derivational affixes, stress diacritics, inflectional suffixes, and vowel historical spellings. Older children made fewer errors, especially in inflectional suffixes. Dyslexic children differed from nondyslexic ones in making more errors of the same types, in comparable relative proportions. Spelling profiles of dyslexic children did not differ from those of same-age children with poor reading skills or of younger children matched in reading and phonological awareness. In conclusion, spelling errors of both dyslexic and nondyslexic children indicate persistent difficulty with internalizing regularities of the Greek orthographic lexicon, including derivational, inflectional, and word (stem) families. This difficulty is greater for children with dyslexia. 相似文献
5.
The study examined the relation between possible selves, academic performance, motivation, self‐esteem and persistence on task. The assumption was that envisioning a desired end‐state produces information processing favouring the desired state and, as a consequence, the action seems more likely and people are able to construct more efficient plans. We hypothesized that academic performance is best for subjects who are able to produce well‐elaborated, vivid pictures of future selves. The sample consisted of 289 students, 14 and 15 years old, of both sexes. The statistical analysis revealed that those who endorsed specific, elaborated positive selves outperformed the other groups in academic achievement. There was also indication that this group of students showed more persistence on task. The results are discussed in terms of their importance for the motivational role of possible selves in achievement situations. 相似文献
6.
Altani Angeliki Protopapas Athanassios Katopodi Katerina Georgiou George K. 《Reading and writing》2020,33(2):349-375
Reading and Writing - The serial advantage, defined as the gain in naming rate in the serial over the discrete task of the same content, was examined between grades and types of content in English... 相似文献
7.
Angeliki Leondari 《Educational studies》1993,19(3):357-371
Self‐concept ratings of normally and low achieving students in regular classes were compared with those of children facing academic difficulties and attending special education classes. Children's perceptions of scholastic competence and feelings of global self‐worth were measured using the Perceived Competence Scale for Children (Harter, 1982). Participants in the study were 424 children enrolled in the third to sixth primary school grades. Results indicated that special class children rated themselves more negatively than their normally achieving peers on both academic self‐concept and global self‐worth. They also rated themselves more negatively than their low achieving peers on academic self‐concept; no differences existed between these two groups on global self‐worth. The results are discussed in the light of the nature of the Greed educational system and the pressure put on children for academic excellence. 相似文献
8.
Although it is established that reading fluency is more strongly related to serial naming of symbols than to naming of isolated items (serial superiority effect), the reason for the difference remains unclear. The purpose of this study was to examine the role of executive functions in explaining the serial superiority effect. One hundred seven Grade 6 Greek children were assessed on serial and discrete naming (digits, objects, and words), executive (inhibition, shifting, and updating) and non-executive tasks (simple choice reaction), and on a serial Rapid Alternating Stimuli task. Reading fluency correlated more strongly with serial naming than with discrete naming, consistent with the serial superiority effect. In hierarchical regression analyses, executive measures failed to account for variance shared between serial naming and reading fluency. In confirmatory factor analyses, including a discrete and a serial factor for the naming tasks, variance in the executive tasks not shared with simple choice reaction was not associated with the serial factor. Thus, the executive tasks failed to account for the serial superiority effect. The high correlation between the simple choice factor and the discrete naming factor suggests that method variance partially underlies the observed relationship between executive function tasks and word reading. We argue that the distinction between serial and discrete dimensions indicates that internally regulated cognitive control is crucial for the serial superiority in naming symbols and words. 相似文献
9.
Eleftheria N. Gonida Angeliki Leondari 《International Journal of Educational Research》2011,50(4):209-220
The motivational pattern of adolescents with biased and accurate self-efficacy beliefs in language and/or in math was examined in the current study. A sample of 6119 adolescents completed self-report questionnaires measuring self-efficacy beliefs for language and math, their interest in each subject, persistence, achievement goal orientations, and social goals. Data analyses indicated that (a) underestimation of one's performance, even in regard to a single school subject, was associated to costs and no benefits, (b) accurate or realistic self-appraisals were associated to benefits and no costs, and (c) overestimation of one's performance was more likely to be associated with more costs but not necessarily fewer benefits than realistic self-beliefs. Gender differences were also found. 相似文献
10.
This study aimed at investigating the relations between students' strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second-graders were individually examined in tasks involving cubes assembly and in academic self-concept in mathematics. Students' cognitive, metacognitive, and Motivational/Volitional Strategic Behaviours were video-recorded and rated by two independent observers. Structural equation modelling showed that the cognitive and Metacognitive Strategic Behaviours were explained by a cognitive self-regulation factor which correlated with the Motivational/Volitional Strategic Behaviour factor. The importance of the cognitive self-regulation factor for task performance and the association of domain-specific self-concept with Motivational/Volitional Strategic Behaviour were shown. 相似文献