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1.
Nagihan Oguz-Duran Esin Tezer 《International journal for the advancement of counseling》2009,31(1):32-44
This study investigated the differences among 465 Turkish first year university students regarding overall wellness and four
of its dimensions (cognitive emotional wellness-CEW, relational wellness-RW, life goal-LG, and physical wellness-PW) in terms
of self-esteem levels and gender. The data were gathered by administering the Rosenberg Self-Esteem Scale and a short-form
of the Wellness Inventory (WI-30). The results of ANOVA showed significant main effects for high-low self-esteem and gender,
indicating that those who had a high level of self-esteem, and females, as compared to males, reported higher levels of overall
wellness. The results of MANOVA employed on the four wellness subscores yielded a significant main effect for high-low self-esteem
and for gender. The findings indicated that students who have higher self-esteem reported higher scores on all the four dimensions
of wellness; and females reported higher levels of relational wellness and physical wellness than males.
The data used in this study were taken from the sample of the first author’s doctoral dissertation. 相似文献
2.
Shu-Nu Chang Yau-Yuen Yeung May Hung Cheng 《Journal of Science Education and Technology》2009,18(5):447-457
Students’ learning interests and attitudes toward science have both been studied for decades. However, the connection between
them with students’ life experiences about science and technology has not been addressed much. The purpose of this study is
to investigate students’ learning interests and life experiences about science and technology, and also their attitudes toward
technology. A total of 942 urban ninth graders in Taiwan were invited to participate in this study. A Likert scale questionnaire,
which was developed from an international project, ROSE, was adapted to collect students’ ideas. The results indicated that
boys showed higher learning interests in sustainability issues and scientific topics than girls. However, girls recalled more
life experiences about science and technology in life than boys. The data also presented high values of Pearson correlation
about learning interests and life experiences related to science and technology, and in the perspective on attitudes towards
technology. Ways to promote girls’ learning interests about science and technology and the implications of teaching and research
are discussed as well. 相似文献
3.
Chi-Sum Wong Ping-Man Wong Kelly Z. Peng 《International Journal for Educational and Vocational Guidance》2011,11(1):39-53
In this study, we attempt to investigate the potential effects of parents’ career interests on young adults’ career interests.
Using a sample of 113 freshmen in Hong Kong, results indicated that after controlling for personality, gender, general mental
abilities and emotional intelligence, some of the parents’ career interests were still related to the young adults’ respective
career interests. For some types of interests, the extent of influences is found to be contingent on the gender of the respondents.
Implications are discussed. 相似文献
4.
This paper examines the effect of a computer-assisted career guidance program in South Korean secondary schools. The program
used for this study was developed by one of the paper’s co-authors, Young-Hye Kim, based on Harrington & O’Shea’s Career Decision-Making
system. MVS (My Vocational Situation) is used for pre-post test. The t-test results indicate that there are some meaningful
differences between control and experimental groups on the 9th and the 11th graders in South Korea. There appeared to be gender
and age influences on the degree of the effect. 相似文献
5.
Musa Gursel Ali Murat Sunbul Hakan Sari 《European Journal of Psychology of Education - EJPE》2002,17(1):35-45
This study attempted to explore Turkish headteachers’ and teachers’ burnout and job satisfaction relating to work status, gender and years work-experiences. The purpose of this study is to find out whether there is difference between headteachers’ and teachers’ burnout and job satisfaction in terms of work status, gender and years work-experiences. In this study, quantitative approach was used. A total of 290 subjects (80 headteachers and 210 teachers) responded to the survey. As research instruments, the Job Satisfaction Scale (JSS) and the Maslach Burnout Inventory (MBI), were used to measure dimensions of headteachers’ and teachers’ burnout. The study results indicated that headteachers have more job dissatisfaction and depersonalisation than teachers. Males have less emotional exhaustion but higher depersonalisation than their female counterparts. Subjects participated in this study seemed to be different on depersonalisation and personal accomplishment dimensions on the scale in relation to their work years. More experienced subjects have higher depersonalisation and less job satisfaction than their less experienced counterparts. In contrast, more experienced subjects have higher personal accomplishment than the others. 相似文献
6.
QUANTIFYING THE GENDER GAP IN SCIENCE INTERESTS 总被引:1,自引:0,他引:1
Ayelet Baram-Tsabari Anat Yarden 《International Journal of Science and Mathematics Education》2011,9(3):523-550
Nearly 5,000 self-generated science-related K–12 students’ questions, classified into seven science subjects, were used to
quantitatively measure the gender gap in science interests and its change with age. In this data set, a difference between
boys’ and girls’ science interests did not exist during early childhood, but increased over 20-fold by the end of high school.
Furthermore, the gap widened in a stereotypical manner, with girls being increasingly interested in biology and boys more
interested in physics and technology. This method could be applied for identifying and comparing the gender gap in science
interests between different populations based on different data sources. 相似文献
7.
Erich Ramseier 《European Journal of Psychology of Education - EJPE》2001,16(3):421-439
This article defines and measures interest in lifelong learning in an effort to capture motivation as an outcome of schooling. As a school-internal counterpart, motivational orientations toward learning at school in general and toward mathematics learning in particular are introduced, based on Deci and Ryan’s theory of self-determination. Analysis within the Swiss TIMSS samples in lower and upper secondary education led to the definition of five such orientations with a constant structure across grades and levels of generality. Some orientations show a concrete focus like long-term utility. The validity of these constructs is examined by analysing the relation among these motivational orientations, their relationship to interest in lifelong learning and mathematics achievement as well as age and gender differences. As hypothesised, the higher a motivational orientation’s degree of self-determination, the higher is its correlation with interest in lifelong learning and mathematics achievement. Among age and gender differences, the contrasting behaviour of intrinsic and long-term utility orientation toward mathematics is notable. For example, the gender difference in long-term utility but not in intrinsic orientation increases from grade 6 to grade 8. These findings can be understood as an expression of gender-typical vocational aspirations which define technical and scientific fields as a domain for males and not for females. 相似文献
8.
The main goal of this study was to integrate gender and group effect into bridging strategy in order to assess the effect
of bridging analogy-based instruction on sophomore students’ misconceptions in Newton’s Third Law. Specifically, the authors
developed and benefited from anchoring analogy diagnostic test to merge the effect of group and gender into the strategy.
Newton’s third law misconception test, attitude scale toward Newton’s third law, and classroom observation checklists were
the other measuring tools utilized throughout this quasi-experimental study. The researchers also developed or used several
teaching/learning materials such as gender and group splitted concept diagrams, lesson plans, gender splitted frequency tables,
make sense scales, PowerPoint slides, flash cards, and demonstrations. The convenience sample of the study chosen from the
accessible population involved 308 students from two public universities. The results of multivariate analysis of covariance
indicated that the bridging strategy had a significant effect on students’ misconceptions in Newton’s third law whereas it
had no significant effect on students’ attitudes toward Newton’s third law. 相似文献
9.
Filipino parents’ school choice and loyalty: a factor analysis 总被引:1,自引:1,他引:0
Allan B. de Guzman Belinda V. de Castro Kieshia Albert B. Aquino Melinda Anne R. Buenaventura Anna Celina C. Duque Mark Lawrence D. R. Enriquez 《Educational Research for Policy and Practice》2008,7(2):109-122
This quantitative study aims to ascertain the significant relationship existing between parents’ profile, and their school
choice and school loyalty. Data were gathered using the researcher’s two-part made instrument. Respondents were first asked
to fill in a robotfoto for purpose of profiling their baseline characteristics and were later asked to rate listed indicators, using a modified
8-point Likert scale. Using statistical tools such as the ANOVA, factor analysis, correlation, mean, and standard deviation,
data were treated indepth. It is interesting to note that although parents are loyal to their alma mater, this does not have
a much impact on their choice of school for their children. On the whole, parents’ choice of school is based on its indispensable
qualities. Among the three interval-scale profiles of the parent respondents such as age, income, tuition fee payment and
number of children, none of these relate to school choice, but age, income, and tuition fee payment negatively relate to school
loyalty. From their nominal-scale profiles, significant differences were noted in their school choice when grouped according
to civil status, place of work, and terms of payment. With respect to school loyalty, significant differences occurred in
their responses when classified according to gender, terms of payment and their active participation in the Parent-Teacher
Association (PTA). 相似文献
10.
The purpose of this study was to diagnose the misconceptions held by pre-service physics teachers about force and motion.
The secondary aim of the study was to detect whether misconceptions vary according to gender, educational level, and culture.
The study was conducted with 79 student-teachers attending to one of the largest faculties of education in Turkey. Force Concept
Inventory (FCI) was used to diagnose student-teachers’ misconceptions. FCI is a conceptual test consisting of 29 multiple
choice items. Each wrong choice for each question reflects a specific misconception about the force and motion concepts. Data
from the study was analyzed by using frequencies, t-test, and ANOVA for making comparisons according to gender and years of education. Results of the study showed that student-teachers
of physics hold very strong misconceptions about impetus and active force. No significant differences were found between male
and female students’ scores on the concept test. The results also showed that misconceptions about force and motion decreased
through the years of education. However, they did not disappear completely. Findings of the study are very similar to the
other research findings conducted on the subject in other countries. Student-teachers’ conceptions about Newton’s Third Law,
on the other hand, were significantly better than those observed in other research done in other countries such as the US
and Finland. 相似文献
11.
Students have been largely ignored in discussions about how best to teach science, and many students feel the curriculum is
detached from their lives and interests. This article presents a strategy for incorporating students’ interests into the formal
Biology curriculum, by drawing on the political meaning of “shadow government” as alternative policies developed by parties
not in office. A “shadow curriculum” thus reflects the interests and information needs of those who have no voice in deciding
what the formal curriculum should include, although they are the ones who are most influenced by it. High school students’
interests in three Biology topics were identified (n = 343) and retested on another student sample (n = 375), based on their solicited questions as indicators for interests. The results of this exploratory case study showed
that half of the questions asked by students in the areas of genetics, the cardiovascular system and the reproductive system
are not addressed by the national curriculum. Students’ questions were then expressed in the curricular language of principles,
phenomena and concepts in order to create a shadow curriculum. A procedure that could be used by other researchers and practitioners
to guide the development of a curriculum that is more aligned with student interests is suggested. 相似文献
12.
Kristina Andersson 《Research in Science Education》2012,42(2):281-302
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since
2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop
their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings
of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been
carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s
and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several
levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider
that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions
of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls
are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children
can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements
about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way,
the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students. 相似文献
13.
In workplaces, innovative products and processes are required to address emerging problems and challenges. Therefore, understanding
of employees’ innovative work behaviour, including the generation, promotion, and realisation of ideas as components of this
behaviour is important. In particular, what fosters innovation development and what triggers these activities is important
for its promotion and adoption in contemporary workplaces. To investigate how and why innovations at work are developed and
enacted, an explorative study comprising structured interviews with vocational teachers in the German vocational system was
conducted. The teachers reported on activities they undertook during the development of a specific innovation. Furthermore,
they provided information on factors that made this innovation necessary and that they were activated by. The study indicates
that even when opportunities for innovation development existed in a workplace, the needs and goals of teachers were pivotal
for these opportunities to be recognised and teachers’ innovative work behaviour to be triggered. By analysing vocational
teachers’ work activities, we found that the development of innovations was a complex, iterative and primarily social process.
By encouraging teachers to act on opportunities for change and by establishing a collaborative structure at schools, innovation
development can be facilitated. We also found that throughout the development of an innovation, reflection played an important
role. If the importance of reflective activities is acknowledged by workplaces such as these participants’ vocational schools,
this not only fosters innovations but also the teachers’ professional development. 相似文献
14.
Els de Koning Monique Boekaerts 《European Journal of Psychology of Education - EJPE》2005,20(3):289-308
This article reports on a study regarding the school-identification of 1819 first-year students in secondary vocational education.
We measured the school-identification of these adolescents and used the perspective of self-regulation to define three blocks
of potential determinants, including the students’ personal goals (1) their appraisals of the school and classroom (2), and
their peer- and home-identities (3). One other block included students’ personal characteristics, such as general ability
(i.e., course-level) and gender (4). In a two-wave regression procedure we investigated the contributions of the four blocks
of potential determinants in explaining students’ school-identification. The first wave showed three key-determinants, including
students’ appraisals of teacher-expectation and course-utility and the extent to which they felt alienated from their school.
Of secondary importance were students’ relational identities, with peer-identity being more important than home-identity.
Personal goals were the least important determinants. The second wave showed how the key-determinants were explained by the
students’ appraisals of mutual-support, and involvement, fairness, humour, learning-support, reward and personal respect of
their teachers. Elaborate interpretations of the results are provided in the discussion. 相似文献
15.
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects. 相似文献
16.
Valarie L. Akerson Cary A. Buzzelli Jennifer Eastwood 《Journal of Science Teacher Education》2010,21(2):205-214
This paper describes research that compares preservice early childhood teachers’ cultural values and the values they believe
are held by scientists. Using the Schwartz Values Inventory (SVI) (Schwartz (1992) Adv Exp Soc Psychol 25:331–351) preservice early childhood teachers cultural values were assessed, followed by an assessment
of the values they believed were held by scientists. Schwartz postulated that cultural values could be aggregated into 11
domains (universalism, benevolence, tradition, self-direction, stimulation, hedonism, achievement, power, conformity, spirituality,
and security). Paired T-tests indicated significant differences between preservice early childhood teachers’ cultural values from those they believed
scientists held on the domains of power, achievement, stimulation, benevolence, conformity, and security. The discussion explores
the meaning of these results and provides implications for early childhood science teacher education. 相似文献
17.
Nagwa Megahed Stephen Lack 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,16(3):397-418
One aspect of the call for democracy in the recent Arab region uprisings is the issue of women’s rights and gender equality.
Three cultural and ideological forces have continued to shape the gender discourse in Arab Muslim-majority societies. They
are: “Islamic” teaching and local traditions concerning women’s roles in a given society; Western, European colonial perception
of women’s rights; and finally national gender-related policy reforms. This paper examines the past and present status of
women and gender-educational inequality in the Arab world with particular reference to Egypt and Tunisia, prior to and post
colonialism. Special attention is given to colonial legacy and its influence on gender and education; to current gender practices
in the social sphere with a focus on women’s modesty (hijab); to international policies and national responses with regard to women’s rights and finally to female participation in pre-university
and higher education. These issues incorporate a discussion of cultural and religious constraints. The paper demonstrates
similarities and differences between Egypt’s and Tunisia’s reform policies towards gender parity. It highlights the confrontation
of conservative versus liberal ideologies that occurred in each country with the implementation of its gender-related reform
policy. 相似文献
18.
Adam B. R. MOORMAN 《Frontiers of Education in China》2011,6(4):521-548
This paper addresses the issue of students’ employment expectations, considered a key factor in alleviating graduate unemployment
in China. This empirical investigation surveyed students at two higher education institutions in Xi’an, Shaanxi Province,
to analyze how expectations were changing. The results contrasted with earlier studies that reported unrealistically high
expectations, discovering instead that most respondents were aware of the difficulties of finding work and were revising their
expectations accordingly. The results also revealed important variations in attitude between higher vocational students and
university undergraduates, and between urban and rural students. Overall, the paper contends that although students are becoming
more realistic, the complexity of graduate unemployment will prevent this change in attitude from making a major improvement
to the overall situation. 相似文献
19.
John C. Smart Corinna A. Ethington Paul D. Umbach Louis M. Rocconi 《Research in higher education》2009,50(5):483-501
This study examines variability in the extent to which faculty members in the disciplinary-based academic environments of
Holland’s theory emphasize different student learning outcomes in their classes and whether such differences are comparable
for those in “consistent” versus “inconsistent” environments. The findings show wide variation in the extent to which faculty
members in four of the academic environments of Holland’s theory emphasize the alternative student learning outcomes and that
such differences vary based on the level of consistency or inconsistency in the environmental profiles of the environments.
The implications of these findings for future research using Holland’s theory to understand longitudinal patterns of change
and stability in the attitudes, interests, and abilities of college students as well as variability in the patterns of professional
attitudes and behaviors of college faculty are discussed. Attention is also devoted to the policy development and practical
implications of these findings for academic advisors, career counselors, and other college and university leaders. 相似文献
20.
Pnina S. Klein Esther Adi-Japha Simcha Hakak-Benizri 《Educational Studies in Mathematics》2010,73(3):233-246
The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher–child
mathematics interaction variables. Kindergarten children (N = 80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children’s
mathematics, spatial, and verbal skills and the teachers’ mathematical communication were assessed. No gender differences
were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However,
mathematics performance was related to boys’ spatial reasoning and to girls’ verbal skills, suggesting that they use different
processes for solving mathematical problems. Furthermore, the boys’ levels of spatial and verbal skills were not found to
be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher–child
interactions was found to be related to girls’ but not to boys’ mathematics performance, suggesting that boys may need other
forms of mathematics communication and teaching. 相似文献