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91.
Leila Selimbegovic Armand Chatard Gabriel Mugny 《European Journal of Psychology of Education - EJPE》2007,22(3):275-290
A study was conducted to explore expert influence as a possible way to encourage girls’ mobility towards math- and science-related
careers. High school students were exposed to an expert source presenting “scientific evidence” that contrary to stereotype,
girls are better than boys in all subject domains. Beliefs related to stereotype content, self-evaluations and intentions
to engage in math- and science-related careers were assessed before and after exposure to influence. While most participants
were influenced at the level of stereotype content, only girls who did not personally believe the stereotype prior to influence,
and boys who did, increased their intentions to engage in math/science-related careers. Implications of the findings are discussed,
with an emphasis on the possible ways to influence girls who firmly believe in the stereotype. 相似文献
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Larkin Lamarche Kimberley L. Gammage Philip J. Sullivan David A. Gabriel 《Measurement in physical education and exercise science》2013,17(2):120-134
This study examined the psychometric properties of the Self-Presentational Efficacy Scale (SPES) developed by Gammage, Hall, and Martin Ginis (2004). University students (196 men and 269 women) completed the SPES and measures of social physique anxiety, fear of negative evaluation, and physical activity. Participants also completed the SPES a second time. A series of multivariate data analyses were conducted to examine the SPES's factor structure. Confirmatory factor analysis indicated a 3-factor model, with each factor representing a distinct latent variable. Acceptable internal consistency and test–retest reliability were found. Evidence of concurrent validity with respect to sex and exercise status was demonstrated. Convergent validity was also shown, as relationships to exercise participation and self-presentational anxiety were found. Future research should assess the reliability and validity of the SPES in other samples and the relative and unique contribution of the three factors in predicting exercise-related outcomes. 相似文献
95.
Ana MarÍa Perez Aguirre Patricia Zorzoli Paula Ramirez Ramona Oviedo Dora Vai Gabriel Lopardo 《Educational Action Research》2013,21(1):51-60
The authors present the Didáctica de las Prácticas Escolares Cotidianas – The Didactics of Everyday School Practice (DIPEC). From their point of view, it owes its specificity to certain special characteristics, one of which is the inevitable presence of concrete, immediate teaching action, which presents particular problems and therefore particular ways of dealing with them. This article includes an example of a problematic situation, the way it was handled using Paulo Freire's methodology and the action subsequently developed. 相似文献
96.
In this paper we describe and theorize about a computer‐supported and mediated educational research project which encourages cultural production and sustainability. We first describe the CD‐Golem project which was developed in light of the perceived needs of a Diaspora community's attempts to impart its youth with a sense of belonging and continuity. Next we characterize Cultural Education and discuss the theoretical rationale of our approach in the context of current theories of identity and cultural construction, multicultural education and computer‐supported collaborative learning. We conclude by reviewing briefly and evaluating critically some of the lessons we have learned in our first years of activity. 相似文献
97.
The goals of this study are to describe the motivations and aims of young Israelis for choosing Reform rabbinical studies and to explore how the Israeli and Reform contexts are manifested in students’ motivations and aims. This question was examined by a study of the personal background, the decision-making process, and the motivations of 10 students in the Reform rabbinical program at the Jerusalem campus of Hebrew Union College (HUC). Though most of the students’ exposure to Reform Judaism occurred following an encounter with North American Reform Jewry, the choice of rabbinical studies was described by most of the participants as the result of a sense of incongruity between the personal, cultural, and professional dimensions of their lives. 相似文献
98.
Gabriel Mugny Armand Chatard Alain Quiamzade 《European Journal of Psychology of Education - EJPE》2006,21(4):413-427
It is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is
a correspondence between the (authoritarian vs. democratic) style of the authority and students’ perceptions of their relation
to the authority (high vs. low epistemic dependence). In two studies it was predicted, and found, that students who perceived
themselves in a state of low epistemic dependence towards their teachers were more influenced by a democratic than by an authoritarian
teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic
dependence towards the epistemic authority. 相似文献
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Manuel Hernández-Pérez José Gabriel Ferreras Rodríguez 《Mass Communication and Society》2014,17(1):26-53
Rather than the simple adaptation of a story across different media, cross-media narrative should be defined as that which is transformed by virtue of use a medium and its different languages (film, comics, video games, etc.). This article extends and updates the dimensions of previous cross-media analysis models by underlining narrative aspects of the different products discussed and examining the influence of generic conventions along the way. To test this methodology, the article focuses on a product from the “adventure” genre— the Indiana Jones franchise—which it argues should be seen as a benchmark in the history of this kind of narrative. Special attention is given to the treatment of the character of Indiana Jones, who is the true focal point of the narrative, and to other underlying thematic features. 相似文献