Primary School Students’ Conflict Resolution Strategies in Turkey

This study examined conflict resolution strategies (CRSs) resorted to by sixth, seventh, and eighth grade primary school pupils in Turkey and identified gender differences in the resolution strategies typically resorted to. In addition, the study aimed to find out what actual conflicts students asked assistance for from teachers and what strategies students thought teachers used in dealing with their conflicts. The data for this research were collected via a questionnaire involving mostly open-ended items. Results supported the notion that three main groups of strategies (problem-solving, avoiding and aggressive) typically get implemented in solving conflicts. Problem-solving strategies were observed to be most frequently employed by the participants. There was a significant gender difference in terms of the use of CRSs, in that girls were more likely to use problem-solving strategies than boys. The majority of the participants tended not to ask for assistance from teachers in resolving their conflicts. However, students from low SES schools were more likely to ask for teacher assistance than students from middle and high SES schools. The participants also stated that teachers typically used two main strategies in helping them resolve their conflicts: problem-solving and aggressive strategies.     

Electronic Versus Print Textbooks: The Influence of Textbook Format on University Students’ Self-Regulated Learning Strategies,Motivation, and Text Anxiety

Because a majority of university students do not regularly read course textbooks, a study was conducted to determine if portable electronic textbooks (e-textbooks) would increase university student motivation to read by enhancing cognitive learning strategies and self-regulation of learning. The participants included 538 university students who self-chose to use either a print or e-textbook throughout the semester. The dependent variables self-efficacy, intrinsic value, cognitive strategies, self-regulation, and text anxiety were measured in each of two groups of participants using the Technology Confidences and Attitudes scale and the Motivated Strategies for Learning Questionnaire (MSLQ). The results of a multivariate analysis of variance (MANOVA) analysis indicated that there was a significant difference in the students’ MSLQ scores based on their choice of textbook format. These results imply that students who use e-textbooks are more likely to use cognitive and self-regulation strategies than students who use traditional print textbooks in their courses.     

A comparison of strategic development for multiplication problem solving in low-, average-, and high-achieving students

The present study investigated the differences of strategy use between low-, average-, and high-achieving students when solving different multiplication problems. Nineteen high-, 48 average-, and 17 low-achieving students participated in this study. All participants were asked to complete three different multiplication tests and to explain how they solved these problems. Results suggested that low achievers used incorrect operation strategies more frequently, indicating a lack of conceptual understanding of multiplication. High-achieving students demonstrated greater flexibility in problem-solving and were more accurate in performing direct retrieval or math algorithm strategies. Results were discussed about improving low achievers’ use of advanced strategies, enhancing their flexibility in choosing strategies and improving students’ accuracy in using direct retrieval or math algorithms.     

Effects of self-regulatory instructional aids on self-directed study

This study examined the effectiveness of providing instructional support for the self-regulation of a self-directed homework assignment. Across four parallel experiments, university students completed an online module on critical thinking. In Experiment 1, participants who were prompted on a broad spectrum of study strategies showed superior performance on a subsequent test of application relative to a control group. In Experiment 2, participants were prompted to use two specific strategies: generation of explanations and summarization. The former improved performance, whereas the latter did not. In Experiment 3, instructional aids designed to facilitate planning improved some aspects of performance relative to the control group. In Experiment 4, attempts to encourage self-feedback impaired performance. In conclusion, beyond encouraging a broad spectrum of study strategies, the generation of explanations and planning particularly improve learning without overburdening working memory.     

听力高水平者与低水平者策略使用差异研究

本文通过问卷调查和有声思维的方法,调查研究大学非英语专业高水平者和低水平者听力策略使用差异。问卷调查显示高水平者在元认知策略、认知策略和社交/情感策略三方面使用频率都高于低水平者,在元认知策略和认知策略使用方面具有显著性差异,而在社交/情感策略使用方面不具有显著性差异。通过有声思维的方法研究高低水平学习者的听力过程,进一步发现高水平者比较善于使用策略,而低水平者忙于应付语音、生词等的基本困难,策略使用受到一定的限制。采用有声思维的质化方法研究听力策略在国内并不多见,本文抛砖引玉,研究结果对听力教学具有一定的参考价值。     

Use of English Reading Strategies by Science-oriented College Students in Relation to Gender Difference

The purpose of this study was to investigate the use of English reading strategies by the science-oriented college students in relation to their genders. The participants were 401 first year science-oriented college students. A reading questionnaire was used to collect the data. The results showed that the male and female students existed significantly difference in reading strategy use, with female students employed reading strategies significantly more frequently than did the male students.     

Fostering multiple text comprehension: How metacognitive strategies and motivation moderate the text-belief consistency effect

Learners often have difficulties comprehending multiple texts about controversial scientific issues. In particular, learners with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information (text-belief consistency effect). In the present study we examined the effectiveness of information of three metacognitive strategies tailored to strengthen the comprehension of belief-inconsistent information during multiple text comprehension. According to theories of self-regulated learning, knowledge about relevant metacognitive strategies improves comprehension only when learners are also motivated to use these strategies. These hypotheses were investigated in an experiment in which 85 participants read one belief-consistent and one belief-inconsistent text about a controversial scientific issue. Participants either received information about three metacognitive strategies or no additional information. In addition, participants’ motivation was manipulated by providing them with either negative or positive performance feedback or no feedback. As predicted, a text-belief consistency effect was found, which was eliminated by strengthening the situation model for the belief-inconsistent text only when learners received information about relevant metacognitive strategies and were motivated to use these strategies after positive performance feedback.     

Study-strategy use in learning from text. Does gender make any difference?

Two studies explored the existence of gender differences in spontaneous study-strategies use while learning from texts. In Study I, the Learning-from-text test (LFT), intended to measure deep-level text comprehension skills by high-school graduates, was about philosophy (n = 200) and in Study II about statistics (n = 487).The results of two sets of data showed significant gender-associated differences in strategy use: female participants used overt study strategies, in particular notetaking more often than male participants. However, no differences between men and women in comprehending either statistical or philosophical texts were found. It was concluded that different study strategies more than gender differentiate the learning outcomes.     

The impact of situational dimensions on compliance‐resisting strategies: A comparison of methods

This study replicated and extended a study on compliance‐resisting and found that the factors of Intimacy and Rights to Resist each had predictable influences on strategy construction. Utilizing both constructed strategies and preference rating methods, similar situational effects on strategy selection were determined for negotiation, justification, and positive identity management strategies. For example, both procedures indicated that positive identity management strategies were selected more frequently in intimate situations than in nonintimate situations and both procedures indicated that rights to resist was not associated with this strategy selection. However, comparison of the methods indicated that participants underreported the likelihood‐of‐use of negative relational strategies in intimate situations and generally overreported the likelihood‐of‐use of positive identity management strategies. Recommendations for future research were discussed.     

Taking risks with a growth mindset: long-term influence of an elementary pre-service after school science practicum

In this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3–4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other ‘mandated’ curriculum like math and reading.     

本科院校英语专业学生写作策略的运用研究

为提高本科院校英语专业教师的写作教学质量和英语专业学生的写作水平,本研究以本科院校英语专业学生写作策略的运用与写作成绩的相关性为调研问题,以105名铜仁学院2年级英语专业本科生为调查对象,以学期成绩考试卷和写作策略问卷调查量表收集的相关数据为依据,结果显示：（1）学生运用写前策略的频率最高（平均值=3．88,标准差=0．164）;（2）性别差异影响了写作策略的运用,其差异性主要体现在写作策略的认知和社会情感上;（3）写作策略的运用与写作成绩呈正相关。     

Effects of self-questioning training on college students' comprehension of lectures

Previous research has shown that self-questioning is an effective strategy for improving reading comprehension. The present study extended this line of research by investigating the use of self-questioning strategies with orally presented material. The study examined the relative effectiveness of four learning strategies on college students' comprehension of lectures and on their feelings of control over their success in learning. The four strategy conditions were self-and peer-questioning in small cooperative groups, independent self-questioning, review in small cooperative groups, and independent review. Students in the self-questioning conditions were trained to use a self-questioning procedure to process information presented in lecture. Results indicated that both of the self-questioning strategies significantly improved lecture comprehension over time. Significant differences were also found among the strategies with the self/peer questioners as well as the self-questioners showing post-treatment comprehension superior to that of participants using either of the review strategies. No significant change was found for students' feelings of control. These results suggest that practice in this self-questioning information-processing procedure can effectively improve college students' comprehension of lectures.     

A think‐aloud study of strategy use by EFL college readers reading Chinese and English texts

This study used a think‐aloud approach to compare reading strategy use in the first language (L1) and non‐native language (L2) among 36 English as a foreign language (EFL) college students at different reading levels. The participants took an English proficiency test and participated in two individual sessions in which a reading test and a think‐aloud task were administered separately in Chinese and English. Cross‐language transfer theory and the linguistic threshold hypothesis were used to conceptualise the similarities and differences in L1 and L2 reading strategies. This study found more frequent and diverse strategy use in English than in Chinese. Similar patterns of meta‐cognitive strategy use were evident in both languages. The applications of certain meta‐cognitive and support strategies served as indicators that differentiated more‐proficient from less‐proficient readers. The present study extended previous questionnaire studies and suggested that English reading instruction should be informed by this line of research to provide instruction on effective reading strategy use for EFL learners.     

The effect of test expectations on study strategies and test performance: a metacognitive perspective

The aim of the present study was to investigate whether university students can adjust their study strategies to meet the cognitive demands of testing; a metacognitive self‐regulatory skill. One hundred and fifty undergraduates attended three lectures as part of a course on the psychology of individual differences. These participants were then assigned randomly to each of two groups. In the first group, the participants were instructed to study for a test that required deep‐level cognitive processing. In the second group, the participants were instructed to study for a test that required surface‐level cognitive processing. Results of the study showed that university students do adjust their study strategies so that they are in line with the cognitive processing demands of testing. It was also found that study strategies mediated the relationship between the type of test items expected and the test performance.     

An investigation of SOAR study strategies for learning from multiple online resources

This mixed-methods study investigated the effects of the SOAR study strategy for learning from multiple online resources. SOAR includes the components of selection, organization, association, and regulation. Past research confirmed that college students who study provided or partially provided SOAR materials achieved more than those using their preferred study methods when learning from a single printed (Jairam & Kiewra, 2009) or computer-based (Jairam & Kiewra, 2010) text. The present study was the first to investigate SOAR when college students create their own study materials and must learn from multiple online resources. In the present study, one hundred and thirty-four college students were assigned randomly to the preferred strategy control group or the SOAR strategy experimental group. Following a pre-survey and online training in their respective study strategy, both groups were directed to use their trained strategy to study scientific material available on multiple websites. Following the study period, participants were tested on the online material and then completed a post-survey. Qualitative analyses of pre-survey responses (before training) indicated that participants from both groups commonly use note taking, summarization, and memorization strategies to study online resources. Qualitative analyses of post-survey responses (after training) indicated that the preferred strategies control group used these same strategies to study the experimental material, whereas the SOAR-trained group used SOAR strategies. These qualitative data fit with quantitative data showing that (a) both groups created study materials reflective of their strategy training (preferred or SOAR); (b) SOAR strategy studiers achieved more than preferred strategy studiers on fact, relationship, and concept achievement items; and (c) SOAR-trained studiers had more positive attitudes about their trained methods than preferred-trained studiers.     

From the lab to the dorm room: metacognitive awareness and use of spaced study

Laboratory studies have demonstrated the long-term memory benefits of studying material in multiple distributed sessions as opposed to one massed session, given an identical amount of overall study time (i.e., the spacing effect). The current study goes beyond the laboratory to investigate whether undergraduates know about the advantage of spaced study, to what extent they use it in their own studying, and what factors might influence its utilization. Results from a web-based survey indicated that participants (n = 285) were aware of the benefits of spaced study and would use a higher level of spacing under ideal compared to realistic circumstances. However, self-reported use of spacing was intermediate, similar to massing and several other study strategies, and ranked well below commonly used strategies such as rereading notes. Several factors were endorsed as important in the decision to distribute study time, including the perceived difficulty of an upcoming exam, the amount of material to learn, how heavily an exam is weighed in the course grade, and the value of the material. Further, level of metacognitive self-regulation and use of elaboration strategies were associated with higher rates of spaced study. Additional research is needed to examine student study habits in a naturalistic setting, and to explore effective ways to encourage behavior change through motivational and teaching techniques.     

Adapt or die: The views of Unisa student teachers on teaching practice at schools

Abstract

In order to expand the knowledge base on learner misbehaviour and disciplinary strategies in Lesotho, the present study reports on findings from an inquiry on how school levels, school control and school size relate to disciplinary strategies. A cross-sectional survey design was used to collect data from Lesotho teachers. The data were analysed by means of frequencies and the one-way ANOVA test. The frequency tables illustrate that there are some differences in the popularity of 22 disciplinary strategies among the different school levels, types of school control and school sizes concerning the teachers who took part in the study. A comparison of the popularity of the overarching categories (traditional and progressive disciplinary strategies) shows firstly, that primary school respondents use a statistically significantly larger number of progressive strategies than respondents from combined and secondary schools and secondly, that participants from schools with 250-499 learners use statistically significantly more traditional and progressive strategies than their colleagues from smaller and larger schools. The results from the statistical analysis lastly reveal that school control type does not have a statistically significant influence on the preference of both traditional and progressive disciplinary strategies. Although this study was guided by the critical rationalist paradigm, the results are discussed within Lesotho's socio-educational context.     

Teachers’ responses to student misbehavior: the role of expertise

In a quasi-experimental study, we investigated whether preservice and inservice teachers differed in their responses to minor student misbehavior. The participants’ task was to estimate how likely they would be to apply various predefined intervention strategies, while we simultaneously assessed response latencies. Results indicated that preservice teachers were more likely to choose harsh interventions such as school suspension, whereas inservice teachers were more likely to use mild strategies such as ignoring and nonverbal responses. The response latencies showed that the application of mild strategies seemed to belong to the behavioral routines of inservice teachers and were less likely to belong to those of preservice teachers. However, neither the ratings nor the response latencies of the two groups of teachers differed when it came to the application of moderately harsh strategies. The results are discussed with respect to teacher development and teacher education.