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81.
In an experiment with 56 young adults, the hypothesis was tested that information about the format of an anticipated test improves metacognitive monitoring. Half of the participants were informed about the format of the test before they started studying a text about human genetics. The other half of the sample received the same information after studying the text. All participants then answered 15 true-false inference items about the contents of the text and judged their confidence in the correctness of each answer. Whereas experimental and control group did not differ in the number of correct answers, the confidence judgments in the experimental group were more accurate and discriminated better between correct and incorrect answers than the control participants’ judgments. Furthermore, the informed participants’ discrimination performance correlated positively with their domain-related prior knowledge. The results extend earlier findings concerning the role of the test format for monitoring processes. 相似文献
82.
In the present study, primary school children’s ability to give accurate confidence judgments (CJ) was addressed, with a special
focus on uncertainty monitoring. In order to investigate the effects of memory retrieval processes on monitoring judgments,
item difficulty in a vocabulary learning task (Japanese symbols) was manipulated. Moreover, as a first exploratory step to
uncover fast and retrieval bound (implicit) monitoring processes that take place before explicit CJ are openly reported, fixation
time allocation during recognition and monitoring was recorded with an eye-tracking device. Results revealed developmental
progression in uncertainty (but not in certainty) monitoring between the age of 7 and 9 years. Differences in CJ across levels
of item difficulty point to a substantial impact of retrieval processes on 9-yr-olds’ but not on 7-yr-olds’ monitoring. Eye-tracking
data revealed an overall bias towards medium and high CJ, and confirmed evidence on developmental progression in monitoring
skills. 相似文献
83.
In 2 studies, an expectancy-value framework was applied to investigate effort expended on mathematics homework. In Study 1 (2,712 students in grades 5, 7, and 9; mean age=13.37 years), lower homework effort was found in higher grades. The effects of intrinsic value on homework effort were higher in the older cohorts, whereas the effects of the expectancy component were lower. In Study 2 (571 students in grades 8 and 9; mean age=14.72), an expanded expectancy-value framework was found to explain both homework and classwork variables. The means for effort and value were lower for homework than for classwork; these differences were partly moderated by students' conscientiousness. The implications of homework behavior and motivation for developmental research are highlighted. 相似文献
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Saskia Euser Jizzo R. Bosdriesz Claudia I. Vrijhof Bianca G. van den Bulk Debby van Hees Sanne M. de Vet Marinus H. van IJzendoorn Marian J. Bakermans-Kranenburg 《Child development》2020,91(6):2255-2269
We examined the relative contribution of genetic, shared environmental and non-shared environmental factors to the covariance between parental sensitivity and limit-setting observed twice in a longitudinal study using a child-based twin design. Parental sensitivity and parental limit-setting were observed in 236 parents with each of their same-sex toddler twin children (Mage = 3.8 years; 58% monozygotic). Bivariate behavioral genetic models indicated substantial effects of similar shared environmental factors on parental sensitivity and limit-setting and on the overlap within sensitivity and limit-setting across 1 year. Moderate child-driven genetic effects were found for parental limit-setting in year 1 and across 1 year. Genetic child factors contributing to explaining the variance in limit-setting over time were the same, whereas shared environmental factors showed some overlap. 相似文献
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Stephan Dutke Anna Christina Grefe Claudia Leopold 《European Journal of Psychology of Education - EJPE》2016,31(4):499-513
In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students’ learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in which 60 definite articles (e.g., “the eye”) were replaced with 60 second-person possessive pronouns (e.g., “your eye”). Afterwards, participants answered comprehension and transfer questions. One week later, the participants were asked to restudy the text and to answer the same questions again with the aim to improve their performance. In the personalized text condition, students showed higher transfer performance, spent more time on restudying the text, and reported being more motivated than students in the standard text condition. However, only duration of restudying (not self-reported motivation) mediated the effect of personalization on transfer performance. 相似文献
89.
Claudia L. Hale 《亚洲交流杂志》2013,23(2):188-214
Organizational communication scholars have paid scant attention to the motivations of people who choose careers in social service organizations. This study examined organizational identification in the context of two Thai social service organizations: government-run Community Development Department (CDD) and non-governmental Population and Community Development Association (PDA). The degree to which CDD members identified with CDD and PDA members identified with PDA was assessed by using the Organizational Identification Questionnaire constructed by George Cheney (1982). Comparison of CDD and PDA scores on Cheney's OIQ provided findings that mirror those of previous studies of organizational identification. Specifically, the level of organizational identification among employees who work for the non-governmental privately-run social-cause organization (PDA) was significantly higher than for employees who work for the government organization (CDD). Thus, the non-governmental organization appears to be more effective than the government organization in fostering employee identification. Interestingly, a factor analysis of Thai responses to the Cheney instrument revealed three dimensions that were different from the three dimensions theorized by Cheney (1982). While Cheney's conceptualization of identification included employees sense of membership, similarity, and loyalty to their organization, the Thai dimensions reflected life values (‘pride in membership’), social values (‘fit with organization’), and personal values (‘comfort zone’). These findings hold important implications for communication scholars who study employee motivation in non-Western organizational contexts. 相似文献
90.