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Marie-Noëlle Larouche Benoît Galand Thérèse Bouffard 《European Journal of Psychology of Education - EJPE》2008,23(1):25-39
This paper reports results from two studies aimed at examining whether perception of social acceptance and actual social acceptance
differ according to the presence of an illusion of scholastic incompetence. Results of both studies conducted in Belgium and
in Quebec (respectively 179 and 543 participants) show that children’s illusion of scholastic incompetence is linked to a
negative perception of social acceptance. However, according to the evaluation by peers, social acceptance of those children
is similar to the others. This suggests a generalization of the negative bias of self-evaluation to both academic and social
domains. The discussion proposes further variables that could improve the understanding of the origin of the illusion of incompetence. 相似文献
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Pascal Pansu Nicole Dubois Benoît Dompnier 《European Journal of Psychology of Education - EJPE》2008,23(4):385-397
The aim of this paper is to provide an overview of the socionormative approach of internality in the field of education, and
more specifically regarding scholastic judgment. It describes the theoretical development and the main procedures used by
researchers to show that internal causal explanations have more value than external ones because they are normative and convey
social value. We present results that show that the preference for internal explanations is learned in school. We also demonstrate
that internal explanations are often chosen for self-presentation purposes and have some bearing in evaluative practices (here,
scholastic judgment). We also present results which show that certain internal explanations of school events, regardless of
their valence (success or failure), enhance the social worth of the pupil producing them. This applies to effort-based explanations
which are more highly valued than others (e.g., in terms of personological traits such as aptitudes or abilities). Such results
lead us to discuss the role played by internal explanations in the evaluation practices. We underline the relevant aspect
of the socionormative theory of internality by comparison to another sociocognitive approach namely Weiner’s attributional
theory of motivation. 相似文献
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Serge Dupont Gaëlle Meert Benoît Galand Frédéric Nils 《European Journal of Psychology of Education - EJPE》2013,28(3):619-639
Research on academic achievement at a university has mainly focused on success and persistence among first year students. Very few studies have looked at delay or failure in the completion of a final dissertation. However, this phenomenon could affect a substantial proportion of students and has considerable costs. The purpose of the present study is to identify factors which predict postponement in the completion of the final dissertation. Several potential predictors (e.g., background, personality, social support, motivational beliefs, and engagement) were selected through an integrative review of the literature on achievement in higher education. A questionnaire assessing these variables was administered to 341 students a few months before the deadline for their final dissertation. Results indicate that perceived peer support, perceived relatives support, role conflict, and age have an independent and significant effect on whether or not the final dissertation is completed on time. In addition, self-efficacy and behavioral engagement appeared to be mediators of the relationship between the social support and the final dissertation completion. 相似文献
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John A. Beno 《Educational gerontology》2013,39(1):89-96
The purpose of this study was to collect and organize survey data relating to new driving courses and refresher driver courses for the older driver in the United States and to determine whether training programs were available for the driver who transports elderly citizens to various locations for services. All 50 states and the District of Columbia were surveyed. The survey was conducted by telephone and utilized a fixed series of questions to be asked of the person in charge of transportation in the office of aging in each of the states. The principal findings were (1) there are no statewide programs or curricula to assist senior citizens in obtaining driving skills to operate within the highway transportation system and (2) 37% of the states have no training programs for drivers who transport senior citizens. The other states reported that all training is decentralized and is given to the area agencies to conduct. Consequently, there exists a conglomeration of programs, ranging from a single course in American Red Cross first aid to school bus driver training programs. 相似文献
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Mikaël De Clercq Benoît Galand Serge Dupont Mariane Frenay 《European Journal of Psychology of Education - EJPE》2013,28(3):641-662
This paper presents a prospective study aimed at identifying the predictors of academic achievement among first-year university students. It tries to develop an inclusive view of academic achievement by taking into account the possible differential impact of several predictors in two different faculties of the university. Some 317 university students from the two faculties (science and physical education), who were in their first year at university, participated in the study. During the academic year, these students completed a questionnaire. The outcome variable was their average academic mark at the end of the year. Multiple regression analyses were performed to identify the most powerful predictors of achievement. The results showed that past school failure, parental education and self-efficacy beliefs predicted achievement in both programs. Age, secondary-school specialisation, reasons for choosing the program, deep processing, time spent studying and intention to persist have also been highlighted as significant predictors of success, but only in one of the two faculties. Self-efficacy was the most powerful predictor of achievement in physical education courses, whereas intention to persist was the most powerful predictor in science. These results show the importance of adopting an integrated and contextualised approach to exploring the predictors of academic achievement at university. 相似文献
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Benoît Godin 《Minerva》2008,46(3):343-360
J. Schumpeter is a key figure, even a seminal one, on technological innovation. Most economists who study technological innovation refer to Schumpeter and his pioneering role in introducing innovation into economic studies. However, despite having brought forth the concept of innovation in economic theory, Schumpeter provided few if any analyses of the process of innovation itself. This paper suggests that the origin of systematic studies on technological innovation owes its existence to the economist W. Rupert Maclaurin from MIT. In the 1940s and 1950s, Maclaurin developed Schumpeter’s ideas, analyzing technological innovation as a process composed of several stages or steps, and proposed a theory of technological innovation, later called the linear model of innovation. The paper also argues that Maclaurin constructed one of the first taxonomies for measuring technological innovation. 相似文献
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Previous studies on collaborative research emphasize industry-university collaboration conducted in a subset of academic disciplines associated with applied engineering. These studies focus on motivations, mechanisms, financial costs and financial benefits of collaborative research while paying little attention to the impact of collaborative research on academic productivity. The purpose of this paper is to attempt to compensate for some of these shortcomings. First, we present a survey which includes responses from academic researchers of all the scientific disciplines. Second, we take into account and compare the collaborative relationships between university researchers, between university researchers and industry, and between university researchers and other institutions, especially government agencies, local governments and organized interest groups. And third, we assess the impact of these collaborative activities on the academic productivity of the university researchers.The results of this paper show that collaboration, whether it be undertaken with universities, industries or institutions, may indeed increase researchers' productivity. We find this to be true whether or not such relationships begin early in a researcher's career. We also find this to be true whether or not the collaborators have an intellectual symmetry. The effect of collaboration on productivity varies according to both the scientists' geographical closeness to their partners and on their field of research. It was found that collaboration between researchers and industry had significantly more impact on productivity than collaborations between researchers and their peers or researchers and other institutions. Scientists in humanities were found to produce less materials in collaboration than scientists in other fields. And, scientists involved in collaboration aimed mostly at producing patented and unpatented products, scientific instruments, software and artistic production were also found to produce less.In sum, given that collaboration contributes to the increase of scientific productivity, government decision makers and university administrators ought to encourage researchers to forge collaborative relationships. 相似文献