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
This paper presents findings about the images of science drawn upon in laboratory work, by upper secondary and university students, in academic streams with a science focus. Data were collected through four written questions, administered to a total of 368 students. The questions all required students to comment on laboratory investigations carried out by research scientists or by science students. We show that students' reasoning has an epistemological and an ontological dimension, and that it often differs significantly from accepted perspectives on the nature of science. The issue for teaching appears to be showing students what counts (and what does not count) as appropriate reasoning in actual situations. In other words, explicit teaching about the various relationships that can exist between theory and data would transform labwork towards a more critical process that involves making and justifying decisions. 相似文献
Gersten, Jordan, and Flojo (in this series) review their research on math difficulties, with an emphasis on applying current knowledge to inform practices of early identification and intervention. On a practical level, educators are in dire need of empirically based screening and intervention tools. From a scientific perspective, it is important to recognize the need to clearly define what we seek to identify and remediate, and to acknowledge that we are currently far from achieving this goal despite recent advances in the field. Among the studies reviewed by Gersten et al., as well as other studies by several other researchers, there is much variability in how mathematics difficulties are defined and measured, and even in the terms used to refer to them. I address the degree of consensus and controversy currently characterizing the state of math learning disabilities research, with an emphasis on the usefulness of a developmental perspective in appraising this young field. 相似文献
OBJECTIVE: The aims of this work are to analyze the associations between violence suffered at the hands of fathers and mothers in childhood and adolescence and three outcomes in adulthood--having or not having children, marital status, and occupational status--controlling for the possible impact of partner violence. METHOD: This cross-sectional study examined a sample of 510 women, attending various health care and social services facilities in a Northern Italian city. Both quantitative and qualitative data were collected. RESULTS: Almost one quarter of the respondents reported some kind of abuse by one or both parents, and 18.2% had experienced physical and/or sexual violence by a partner or ex-partner; women abused by parents were more likely to experience partner violence. Irrespective of whether they experienced partner violence, women abused by parents were more likely to be childless, divorced or never married, and in a precarious occupational situation. CONCLUSIONS: This study is the first one carried out in Italy on this subject: results largely confirmed the trends found in studies in other countries. However, two of the associations which emerged, namely between parents' abuse and being divorced or never married and between parents' abuse and being childless, are worth noting, since they could be interpreted as failures or, on the contrary, as active and positive choices made by abused women in a difficult context. Qualitative data from case histories provided insights into the violence some women have suffered and its consequences, but also into women's great resilience and strengths. 相似文献
In drawing an ‘outline sketch’ of the field of research on interactional learning situations with computers, this paper attempts to provide a general framework for the contributions which follow. After a brief overview of the theoretical grounding of studies in the field, we examine the extent to which learner-computer interaction and learner-learner interaction can interfere with or support one another.
The need for a change of theoretical perspective on the role of social interaction in learning is highlighted. It is argued that viewing collaborative learning in terms of joint negotiation of a common problem space might help in defining the optimal characteristics of educational software.
Finally, the critical role of social dimensions such as social comparisons between partners is pointed out. In conclusion, the need for more local theories, taking particular account of the learning domain, is stressed.
The field-induced transition of a flat strip of superconducting material is shown to proceed via two dynamically distinct stages. The dynamics of the first stage is well known; however, the existence of a second stage has not previously been recognized. It is shown that the second stage of the transition lasts at least as long as the first one when the applied field exceeds the critical field by about 90%. It is concluded that the second stage plays an important role even when moderate fields are used to induce the transition. 相似文献
Cultural Studies of Science Education - In this article, we compared French and Cameroonian schoolchildren’s initial conceptions and comprehension of the night and day cycle in order to test... 相似文献
The fear of underperforming owing to stereotype threat affects women's performance in tasks such as mathematics, chess, and spatial reasoning. The present research considered mental rotation and explored effects on performance and on regulatory focus of instructions pointing to different explanations for gender differences. Two hundred and one participants were asked to perform the Mental Rotation Test (MRT) and were told that men perform better than women. Then they were divided into four sub-groups and provided with no additional information (control condition) or one of three explanations: (a) genetic factors, (b) widely-held stereotype, or (c) time limit. A decrease in performance was predicted for the genetic instruction and an increase for the two alternative explanations based on externalizing. Results showed that both women and men are harmed by the genetic explanation and relieved by both the stereotype and the time limit explanations. Explanations stressing genetics and time limit as factors affecting performance favor prevention focus. 相似文献
In this study we examined high frequency heart rate variability (HF‐HRV, a parasympathetic index) both at rest and during challenge, to assess if variations in cardiovascular activity measured during a Stroop task could be used to predict reading achievement in typically developing children. Reading achievement was examined using the Peabody Individual Achievement Test–Revised. Results showed that greater HF‐HRV suppression during both the Stroop word and Stroop word–color conflict tasks was associated with better reading achievement. Higher basal levels of HF‐HRV did not predict better reading scores. These results are among the first to show a link between HF‐HRV and reading achievement in a normative school age population, and offer new insight into the association between cognitive activity and autonomic regulation of the heart. 相似文献
Most graduate programs in management require students to carry out a substantive research project. However, few management students have a comfortable command of the statistical techniques needed to realize such quantitative projects. This can lead to student anxiety and stress, which challenges instructors to devise ways to build students’ self-efficacy with statistical analysis. Drawing on game-based learning principles, we developed an exercise to help students in a graduate-level research methods course practice these statistical techniques. Designed around a series of four gamified challenges, students perform basic statistical analyses (correlations, t-tests, and simple linear regression) to solve puzzles and unlock a reward hidden in a mysterious red envelope. We used the exercise on seven occasions (five times in the methods course and twice in a graduate program preparatory course). After launching it in fall 2021, we observed that students were engaged and enthusiastic about the exercise. To ascertain its effectiveness more systematically, we collected data in five subsequent sections using a pretest/posttest design (N = 84) which showed that perceptions of statistics self-efficacy increased following the exercise. We conclude by suggesting that our exercise can be tailored to other learning contexts such as management and statistics-centered courses. 相似文献