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21.
Pedro Rosário José C. Núñez Julio González-Pienda Antonio Valle Luísa Trigo Carina Guimarães 《European Journal of Psychology of Education - EJPE》2010,25(4):411-428
A programme to enhance first-year college students’ self-regulated learning strategies is proposed and assessed in two samples,
one from the University of Oviedo (Spain) and the other from the University of Minho (Portugal). Each sample was divided into
two groups (experimental and control). The Spanish sample comprised 44 students in the experimental group and 40 in the control
group, whereas in the Portuguese sample, the number of students was 48 and 44, respectively. The narrative-based intervention
programme is organised around a set of fictional letters from a first-year college student in which he reports his own academic
experiences. Each letter focuses on a learning strategy as an opportunity to teach and enhance the students’ deep approaches
to learning and their self-regulated learning processes. In both samples, findings confirm the programme efficacy to teach
efficient learning strategies and to promote self-regulation. Implications for college students and for teaching are discussed. 相似文献
22.
Jos Carlos Núez Julio A. Gonzlez‐Pienda Soledad Gonzlez‐Pumariega Cristina Roces Luis Alvarez Paloma Gonzlez Ramn G. Cabanach Antonio Valle Susana Rodríguez 《Learning disabilities research & practice》2005,20(2):86-97
The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self‐concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self‐concept, academic goals, perception of competence‐incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self‐concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed. 相似文献
23.
Jessica E. Valle Lucia C. A. Williams Ana C. Stelko-Pereira 《Psychology in the schools》2020,57(6):868-883
A systematic literature review on whole-school antibullying interventions was conducted. Twelve databases were consulted, considering as inclusion criteria: scientific article, published between 1998 and June 2018, in English or Portuguese, describing empirical studies on whole-school antibullying interventions. Seventeen studies were analyzed, indicating that the interventions had the reduction of bullying prevalence as main goal, and secondary goals as improvements in reporting bullying occurrences, bullying identification, and attitudes toward bullying. Six interventions had experimental designs, five were quasiexperimental, and six were preexperimental. Data collection in 14 studies involved exclusively students, in two studies measurements also encompassed teachers, and one study applied questionnaires to parents only. Intervention effects on bullying prevalence were inconsistent, with eight studies finding significant decreases in bullying involvement, while seven studies did not show significant effects on bullying prevalence or found negative results, such as an increase of its prevalence. However, the interventions had significant positive effects on increasing the reporting of bullying occurrences, attitudes toward bullying, and perceived peer and teacher intervention. Thus, whole-school antibullying interventions, incorporating multiple strategies and targeting multiple individuals, should be encouraged to address the complexity of bullying. 相似文献
24.
Caroline Haythornthwaite Anatoliy Gruzd Sarah Gilbert Marc Esteve del Valle Drew Paulin 《Learning, Media and Technology》2018,43(3):219-235
Learning on and through social media is becoming a cornerstone of lifelong learning, creating places not only for accessing information, but also for finding other self-motivated learners. Such is the case for Reddit, the online news sharing site that is also a forum for asking and answering questions. We studied learning practices found in ‘Ask’ subreddits AskScience, Ask_Politics, AskAcademia, and AskHistorians to develop a coding schema for informal learning. This paper describes the process of evaluating and defining a workable coding schema, one that started with attention to learning processes associated with discourse, exploratory talk, and conversational dialogue, and ended with including norms and practices on Reddit and the support of communities of inquiry. Our ‘learning in the wild’ coding schema contributes a content analysis schema for learning through social media, and an understanding of how knowledge, ideas, and resources are shared in open, online learning forums. 相似文献
25.
Chelsea La Valle 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):213-227
Parents of children with significant externalizing and internalizing behavioral problems habitually report greater parenting stress compared to parents of children without these challenges. One avenue to alleviate parenting stress and ameliorate youth outcomes is youth mentoring, which includes a supportive adult paired with a child with the objective of engendering positive outcomes. The researcher sought to (a) evaluate the effectiveness of mentoring programs for children with significant externalizing and internalizing behavioral problems on parenting stress and youth outcomes and (b) explore moderator variables that may influence program effectiveness. Five studies were included in the current meta-analysis. Results revealed a small effect of these specialized mentoring programs on youth outcomes and parenting stress. Moderator analyses revealed program characteristics that enhance effectiveness. Mentoring programs that target children with significant behavioral and emotional problems may function as an additional service to improve youth outcomes and family functioning. 相似文献
26.
Iven Schad Regina Roessler Andreas Neef Anne Valle Zárate Volker Hoffmann 《The Journal of Agricultural Education and Extension》2013,19(1):85-87
ASCTRACT This study aims to analyze the potential and constraints of group-based extension approaches as an institutional innovation in the Vietnamese agricultural extension system. Our analysis therefore unfolds around the challenges of how to foster this kind of approach within the hierarchical extension policy setting and how to effectively shape and enable learning groups. The analysis draws on qualitative data from case studies of five newly established extension groups in Son La province, collected between 2007 and 2008. Content analysis was applied as the main analytical tool. The basic principles of group-based learning approaches are still underdeveloped, mainly due to a non-supportive institutional environment and a command-and-follow mentality. Extension groups suffer from an insufficient distinction between social processes and technical procedures. Finding an appropriate balance between enhancing leadership and supporting collective responsibility is identified as key to sustain groups. The research identified room for adjustments in group-organizational issues since the external institutional environment is hard to change. The particular value of this paper lies in addressing how to organize group-extension approaches in the context of reformed extension systems in a transitional socialist setting. 相似文献
27.
Roberto del Valle Alcalá 《Culture, Theory & Critique》2013,54(1):74-87
E.P. Thompson's work on working-class formation is widely recognized as one of the crucial contributions to Marxist historiography in the twentieth century. His emphasis on notions of agency and subjectivity is intimately linked to a radical recasting of the socialist agenda against the objectivism of an earlier, ‘orthodox’, Marxism and of a later, and more theoretically sophisticated, structuralism. Thompson's conception of working-class agency as the primary element in historical materialism parallels Antonio Negri's theorization of proletarian subjectivity as an expansive process of collective self-constitution. In particular, Negri's analysis of ‘power’ as an autonomous dynamic of social creation offers an essential development of Thompson's ideas and a fresh theoretical template for the political re-actualization of radical humanism. 相似文献
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29.
Antonio Valle José Carlos Núñez Ramón G. Cabanach Susana Rodríguez Pedro Rosário Cándido J. Inglés 《教育心理学》2015,35(5):634-650
The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each motivational profile was explored to explain conditions closely related to the academic engagement. The sample consisted of 2556 students from five Spanish universities. Motivational profiles were obtained by using cluster analysis followed by a relevance analysis of each goal within each motivational profile. The results support the hypothesis concerning motivational profiles, and further suggest for motivational profiles with a predominance of LG to be more adaptive. According to our findings, high level of LG in one’s motivational profile appear to be a powerful protective factor in maintaining high interest in academic work, as well as high control beliefs and self-efficacy. 相似文献
30.
Pupils’ lack of concentration is a concern in everyday classrooms in Norway as in many other countries. Whereas research has defined different behaviour issues in classroom contexts, there has been less focus on how the counsellors, working at the Educational and Psychological Counselling Service (EPCS), describe different behaviour issues. This article is based on a study that aims to develop a deeper understanding of how the counsellors perceive the term ‘concentration difficulties’. Even though the term is widely used in templates and in national strategic documents to describe pupils’ disruptive behaviour, few other studies emphasise this perspective. The study has a phenomenological-hermeneutic inspired approach and is based on individual in-depth interviews with counsellors working at the EPCS. The key findings suggest that the counsellors understanding of the term are influenced by their personal perceptions of the term, their education and the way they facilitate adapted learning. 相似文献