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The language and literacy development of young dual language learners: A critical review 总被引:2,自引:0,他引:2
Carol Scheffner Hammer Erika Hoff Yuuko Uchikoshi Cristina Gillanders Dina C. Castro Lia E. Sandilos 《Early childhood research quarterly》2014
The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000 and 2011 yielded 182 peer-reviewed articles. 相似文献
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Students with learning disabilities (LD) are attending postsecondary education more than ever, but are also less likely to complete their education compared to non-LD peers. Using the Inputs–Environment–Outcomes model of Astin, we examined students with LD and non-LD peers during their first year of postsecondary studies. Using structural equation modeling, we found that for all students, perceived academic ability had a positive direct effect on outcomes, whereas drive to achieve had only an indirect effect. Academic integration was important for grade point average and satisfaction. Social integration was important for the acquisition of knowledge and skills and satisfaction, and these connections were stronger for students with LD. Our discussion highlights potential supports for students with LD. 相似文献
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Age Differences in Future Orientation and Delay Discounting 总被引:1,自引:0,他引:1
Laurence Steinberg Sandra Graham Lia O'Brien Jennifer Woolard Elizabeth Cauffman and Marie Banich 《Child development》2009,80(1):28-44
Age differences in future orientation are examined in a sample of 935 individuals between 10 and 30 years using a delay discounting task as well as a new self-report measure. Younger adolescents consistently demonstrate a weaker orientation to the future than do individuals aged 16 and older, as reflected in their greater willingness to accept a smaller reward delivered sooner than a larger one that is delayed, and in their characterizations of themselves as less concerned about the future and less likely to anticipate the consequences of their decisions. Planning ahead, in contrast, continues to develop into young adulthood. Future studies should distinguish between future orientation and impulse control, which may have different neural underpinnings and follow different developmental timetables. 相似文献
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鉴于秦二世灭亡的教训,西汉初年的陆贾提出了以儒家孔、孟"仁"、"礼"思想为主体构建"治道"思想的新儒家理论学说.在此学说中,陆贾强调原圣王之意,以"五经"为治国之经典,以"仁"、"礼"为治国之则.并率先提出了"天人"感应的本体论观点、大一统君道与"圣"、"君"合一思想、"经以致用"的厚今薄古的历史观与方法论,总结出德刑相兼、先德后刑的思想学说.陆贾的新儒家理论,对汉代中叶经学的形成起了重要的奠基作用. 相似文献
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Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth 下载免费PDF全文
Theory suggests that African American students benefit from warm and demanding teachers. This study examines the relation between students' perceptions of 634 teachers' warm demander characteristics and achievement growth in fourth and fifth grades (Mstudent age = 9–11.5 years). Analyses explored whether relations were moderated by the proportion of African American students in the classroom or the ethnic match or mismatch between African American students and their teachers. Results indicated that students' perceptions of teachers' demand (challenge and control) related to student achievement growth. Findings showed a stronger relation between challenge and academic growth in classrooms with more African American students, but no significant findings were identified for ethnic match or mismatch. 相似文献
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The impact of academic boredom on learning and achievement has received increasing attention in the literature; however, the questions of how academic boredom changes over time and how the change relates to antecedents of boredom and student engagement during a course of study remain unexplored. Therefore, the purposes of this study were to: (a) examine the patterns of change in two types of academic boredom (i.e., learning-related and class-related) and in four types of student engagement (i.e., vigor, absorption, dedication, and effort regulation); (b) to examine how the trajectories of boredom and student engagement relate to one another; and (c) to investigate the relationship between perceived autonomy support and the pattern of change in boredom, in a sample of 144 university students. Results of latent growth curve analysis showed that learning-related boredom, vigor, and absorption remained relatively stable over time, whereas both class-related boredom and effort regulation showed a linear change, a pattern of increase and a trend of decrease, respectively. Interestingly, students’ dedication decreased at the beginning and increased when approaching the end of the course. Our results also revealed the fact that changes in boredom in class were linked with changes in both effort regulation and dedication, and the inverse association between perceived autonomy support and class-related boredom experience. 相似文献
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Lia M. Daniels Raymond P. Perry Robert H. Stupnisky Tara L. Stewart Nancy E. G. Newall Rodney A. Clifton 《European Journal of Psychology of Education - EJPE》2014,29(2):175-194
In the area of achievement motivation, students’ beliefs pertaining to achievement goals and perceived control have separately guided a large amount theoretical and empirical research. However, limited research has considered the simultaneous effects of goals and control on achievement. The purpose of this study was to examine primary and secondary control as potential mediators of the effects of mastery and performance goals on achievement, measured as final percentage in Introductory Psychology and GPA. The sample consisted of 224 first-year university students at a Canadian doctoral granting university. All participants completed two surveys and consented to release their grades to the researchers. We found that neither performance goals nor mastery goals had direct effects on achievement. However, performance goals had a positive indirect effect on achievement through primary control. Indirect effects also emerged for mastery goals, positively through primary control and negatively through secondary control. These results offer one explanation for the often-found non-significant relationship between mastery and achievement and are discussed in light of interventions aimed to modify goals and/or control and thereby increase achievement. 相似文献
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