Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals     

Simone E. Volet  Peter D. Renshaw 《Higher Education》1995,30(4):407-433

International education and university study exchange programs are now widely established around the world. Yet little is known about possible cultural differences in international and local students' goals and perceptions, and about how international students adapt to the specific academic requirements of the host country. The mediating role of student's goals and perceptions, as well as the dynamic and adaptive nature of those cognitions have been emphasised in theories of self-regulation of learning and empirical research on student learning. The present study examined the extent to which international students' ways of thinking about learning, learning goals and perceptions of the usefulness of typical university study contexts differ from local students at the beginning of their study in the host university, and then become similar to that of local students after a period of time. Comparisons of matched groups of international students (from South-east Asia) and local (Australian) students revealed evidence of cultural/educational differences between their conceptualisation of goals at the beginning of their university study but this difference disappeared after one semester. At the start of their university study, South-east Asian students displayed higher levels of goals than local students, but neither group was certain yet which study settings would be most useful for achieving their personal goals. After one semester, South-east Asian students had become more like local students but the two groups' overall patterns of change over time were similar, providing further support for the view that the specific characteristics of study environments have a strong impact on students' learning. South-east Asian students' clear differentiation of the usefulness of typical study settings for the achievement of high vs low level goals however, contrasted with local students' undifferentiated view that individual study is the most useful form of learning.  相似文献   

Effects of Mathematics Content Knowledge on Pre-school Teachers’ Performance: a Video-Based Assessment of Perception and Planning Abilities in Informal Learning Situations     

Simone Dunekacke  Lars Jenßen  Sigrid Blömeke 《International Journal of Science and Mathematics Education》2015,13(2):267-286

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The Process of Stress Assignment in Reading Aloud: Critical Issues From Studies on Italian     

Simone Sulpizio  Cristina Burani  Lucia Colombo 《Scientific Studies of Reading》2015,19(1):5-20

In polysyllabic languages the assignment of stress is crucial for understanding the reading process. Here we review empirical evidence, drawn mainly from studies on Italian, and discuss critical issues in understanding reading. We first discuss the lexical and sublexical mechanisms responsible for stress assignment and propose that the former is based on item-specific knowledge and the latter on the statistical-distributional knowledge that readers have acquired about their language. Then we examine the idea that stress and phonemes pertain to two dimensions of the word, which can be placed at two different representational levels. Finally, we analyze the effects of stress assignment on word articulation, a promising field for future investigation. These issues are addressed by reviewing the studies conducted in adult and young readers to outline the developmental trajectory of stress assignment and discuss how it operates in the reading system.  相似文献   

Teacher emotions in the classroom: associations with students’ engagement,classroom discipline and the interpersonal teacher-student relationship     

Gerda Hagenauer  Tina Hascher  Simone E. Volet 《European Journal of Psychology of Education - EJPE》2015,30(4):385-403

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Significance of context in university students' (meta)cognitions related to group work: A multi-layered,multi-dimensional and cultural approach     

Karen Kimmel  Simone Volet 《Learning and Instruction》2010,20(6):449-464

This article examines the significance of context in university students' development of (meta)cognitions related to a specific group assignment. For this purpose context was conceptualised at two levels: class (Business, Science) and small groups within class (culturally diverse, non-diverse). Diverging trends in (meta)cognitions emerged at class and small group levels, which reflected affordances and constraints of the learning contexts. The value of incorporating a cultural angle in research on group work was confirmed. Overall, the findings highlight the usefulness of a multi-layered learning contexts design for enhancing our understanding of the developing nature of students' multi-dimensional experiences of group work.  相似文献   

Digital Disconnect     

Maria Simone 《广播与电子媒介杂志》2013,57(2):330-332

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Performance and perception in the flipped classroom     

Erik Blair  Chris Maharaj  Simone Primus 《Education and Information Technologies》2016,21(6):1465-1482

Changes in the conceptualisation of higher education have led to instructional methods that embrace technology as a teaching medium. These changes have led to the flipped classroom phenomenon - where content is delivered outside class, through media such as video and podcast, and engagement with the content, through problem-solving and/or group work, occurs in class. Studies investigating the impact of the flipped classroom have mainly looked at the student experience with little focus on whether exam outcomes are enhanced by flipping. An undergraduate Material Technology course at The University of the West Indies was taught in two formats over two successive years. The course was taught during the 2012/13 academic year in a ‘traditional’ format but, after reflecting on student feedback and personal pedagogy, the lecturer restructured the class and taught it in a flipped format during the 2013/14 academic year. This research examines whether the flipped format improved the learning experience in relation to exam performance and student perception. Data was gathered through analysis of course grades and student evaluation questionnaires. The lecturer’s reflective comments were also reviewed before and after the study. Analysis of the qualitative data shows that the flipped format led to a slight improvement in how students perceived the course and the lecturer’s reflection shows that they are keen to continue with the flipped format as it allowed more time for them to work with students at an individual level. While no significant change in relation to average cohort exam performance was found, fewer students in the flipped classroom achieved marks at the highest level. It is therefore recommended that practitioners who intend to flip their classroom pay as much attention to student performance as they do to student perception.  相似文献   

Why extraversion is not enough: the mediating role of initial peer network centrality linking personality to long-term academic performance     

Lisa Thiele  Nils Christian Sauer  Simone Kauffeld 《Higher Education》2018,76(5):789-805

Academic performance (i.e., grade point average) determines career entry factors as well as career success and is thus crucial for students’ future careers. Besides individual factors such as personality traits, individuals’ social embeddedness has been shown to enhance performance. Regarding academic performance, relationships to fellow students (peers), which bundle into one’s developmental network, are a valuable source of psychosocial and career support because occupying central positions within a social network provides the benefit of being able to access career-enhancing resources. Integrating individual and social-contextual factors for the purpose of examining academic performance is therefore plausible. Research results indicate that personality, especially extraversion, might predict performance through network centrality. In this study, we examined this assumption by focusing on extraversion and centrality in the peer developmental network of recently acquainted German psychology bachelor students (N?=?47, 15% male). In a longitudinal design, we analyzed the impact of extraversion and centrality on students’ academic performance at the end of their studies. Results revealed that centrality (i.e., popularity) mediates the relationship of extraversion with academic performance, indicating that extraverted students (regardless of their agreeableness) are more popular among their peers, which, in turn, enhances their academic performance. That is, the likelihood of getting superior final grades depends on whether students manage to attract peers at the very beginning of their university life, which is easier for extraverts. These findings emphasize the importance of the social embeddedness of people, highlight its long-term effects on performance, and yield several implications for research and practice.  相似文献   

Lucid education: resisting resistance to inquiry     

Gilbert Burgh  Simone Thornton 《牛津教育评论》2016,42(2):165-177

Within the community of inquiry literature, the absence of the notion of genuine doubt is notable in spite of its pragmatic roots in the philosophy of Charles Saunders Peirce, for whom the notion was pivotal. We argue for the need to correct this oversight due to the educational significance of genuine doubt—a theoretical and experiential understanding of which can offer insight into the interrelated concepts of wonder, fallibilism, inquiry and prejudice. In order to detail these connections, we reinvigorate the ideas of Peirce by borrowing the language and concepts of Albert Camus, at the same time demonstrating their unlikely congruence. In particular, we argue for the necessity of genuine doubt along with the need for the presence of a diversity of prejudices as a starting point for genuine inquiry.  相似文献   

Iris Marion Young's Imaginations of Gift Giving: Some implications for the teacher and the student     

Simone  Galea 《Educational Philosophy and Theory》2006,38(1):83-92

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