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101.
Jean-Marc Monteil Pascal Huguet 《European Journal of Psychology of Education - EJPE》1993,8(4):423-435
Numerous studies conducted by social, cognitive, and educational psychologists suggest that learning, cognitive functioning and development, and education are fundamentally embedded in a complex social matrix. Recent studies have demonstrated the influence on cognitive performances of several basic social variables, including evaluative pressure, group membership, situations of personal or categorical social comparison, and the academic value of the task. These findings clearly point out the necessity of considering the autobiographical dimension of the individual to explain this influence, an idea which is clearly consistent with other results obtained in studies on scholastic self-schemas. The present paper shows that the influence of the social context of cognition cannot be explained unless it is viewed from a sociocognitive perspective which considers the autobiographical memory of the individual. 相似文献
102.
Nadia Leroy Pascal Bressoux Phillippe Sarrazin David Trouilloud 《European Journal of Psychology of Education - EJPE》2007,22(4):529-545
According to self-determination theory, when teachers establish an autonomy supportive climate in the classroom, students
demonstrate high levels of self-determination and are intrinsically motivated. The aim of this study was to identify factors
leading teachers (N=336) to report that they create such a climate. We conducted a path analysis in order to examine the respective
roles of teachers’ implicit theories, their seniority, and their perceptions of pressures at work. We also attempted to find
out whether these personal and contextual variables have a direct influence or are mediated by teachers’ self-efficacy. Our
first finding was that a theory of academic ability as a fixed trait caused a drop in the teachers’ reported support for autonomy.
On the other hand, the belief that academic abilities can be improved through students’ own efforts indirectly favored an
autonomy supportive climate by acting positively on the teachers’ self-efficacy. Also, seniority had a significant positive
effect on autonomy support that was direct, but was also mediated by self-efficacy. Finally, perceived pressures had a negative
impact on reported autonomy support, but their influence was also mediated by self-efficacy. 相似文献
103.
Pascal PERROTIN 《天津大学学报(英文版)》2006,12(Z1)
A new concept of structurally dissipating rock-shed (SDR) was developed by the lab of Tonello IC and LOCIE-ESIGEC (France). To decide the dimension of the plate used in SDR, an ANSYS model which could simulate the impact of rock in the centre of the plate was established by Fabien Delhomme. By using this model, some finite element analyses are carried out in the present paper. Firstly, a plate impacted by a block is numerically simulated, the numerical results obtained from different mesh sizes are compared and the accuracy of the finite element model is verified. Then, the dynamic response of the plate impacted at the boundary and in the medium part is computed. By analyzing the stress in rebar, the most dangerous region of impact of plate was found. For a rectangular plate, the most dangerous region is at the corner of the plate when a block drops in. Finally, the whole deformation process of the plate under dropping block was simulated and a simplified definition (effect zone) to describe the deformation process in different positions of plate was given. From this study, it is found that the impact only affects heavily within the effect zone. 相似文献
104.
Lars O. White Boris Bornemann Michael J. Crowley Fabio Sticca Pascal Vrtička Stephanie Stadelmann Yvonne Otto Annette M. Klein Kai von Klitzing 《Child development》2021,92(4):1274-1290
Attachment theory proposes that children’s representations of interactions with caregivers guide information-processing about others, bridging interpersonal domains. In a longitudinal study (N = 165), preschoolers (Mage = 5.19 years) completed the MacArthur Story Stem Battery to assess parent representations. At school-age (Mage = 8.42 years), children played a virtual ballgame with peers who eventually excluded them to track event-related cardiac slowing, a physiological correlate of rejection, especially when unexpected. At both ages, parents and teachers reported on peer and emotional problems. During exclusion versus inclusion-related events, cardiac slowing was associated with greater positive parent representations and fewer emerging peer problems. Cardiac slowing served as a mediator between positive parent representations and peer problems, supporting a potential psychophysiological mechanism underlying the generalization of attachment-related representations to peer relationships. 相似文献
105.
Remediation in postsecondary education continues to be an issue that is hotly debated by institutional leaders and state policymakers.
The National Center for Education Statistics [The National Center for Education Statistics. (2003). Remedial education at higher education institutions in fall 2000. PEQIS. Washington, D.C.: U.S. Department of Education.] estimates that 98% of public 2-year and 80% of public 4-year institutions
offered at least one remedial course. The need for remedial courses is also demonstrated by the growing number of students
who enroll each year. Studies that examine students and placement are found in the literature, but few examine the faculty
who teach in remedial programs [Boylan, H., Bonham, B. S., Jackson, J., & Saxon, D. P. (1995). Research in Developmental Education, 12(1), 42–52.]. The purpose of this study was to examine faculty who teach remedial courses. In particular, we were interested
in faculty workload and the assessment techniques employed by faculty based upon type and level of institution. More specifically,
data was analyzed using the NSOPF: 99 database on faculty at 2-year and 4-year institutions as well as faculty at private
and public institutions. Some comparisons between faculty teaching remedial courses and nonremedial courses are presented. 相似文献
106.
An integrative model of scholastic judgments: Pupils’ characteristics, class context, halo effect and internal attributions 总被引:1,自引:0,他引:1
Benoît Dompnier Pascal Pansu Pascal Bressoux 《European Journal of Psychology of Education - EJPE》2006,21(2):119-133
This article proposes a model that integrates some of the determinants of scholastic judgment. The model is based on the assumption
that a teacher’s judgment in a particular discipline is influenced by different variables: the pupil’s actual performance
in the discipline, his/her actual performance in other disciplines (halo effect), the average performance of the class in
the discipline (class context effect), the pupil’s individual characteristics such as whether he/she has ever repeated a grade
and the teacher’s perception of the pupils’ causal explanations. Furthermore, the model proposes that a teacher’s perceptions
are related to the pupil’s spontaneous expression of causality, which in turn is influenced by the pupil’s knowledge of the
social value of causal explanations. In order to test the validity of the proposed model, the authors conducted a study in
a real classroom setting on a population of 663 pupils from 38 classes (3rd grade) and their respective teachers. Path analyses
showed that the theoretical model fit the data to a satisfactory extent. However, a comparison of the fit indexes of the theoretical
model and two alternative models (one nonhierarchical and one hierarchical) showed that the initial theoretical model could
be significantly improved by additional paths. 相似文献
107.
Hunter Gehlbach Scott W. Brown Andri Ioannou Mark A. Boyer Natalie Hudson Anat Niv-Solomon Donalyn Maneggia Laura Janik 《Contemporary educational psychology》2008,33(4):894-914
This study examined the potential of simulations to bolster interest in middle school social studies classrooms. Using a pre–post-design, we examined 305 middle school students (49% female) who participated in the web-based GlobalEd simulation. In contrast to the motivation declines middle school students usually experience, participants in this simulation became more interested in social studies. We investigated four hypotheses as to why these increases may have occurred. We found no support for the possibility that, (a) students’ interest in a particular issue area or (b) their increased valuing of the subject matter, were related to their increased interest. However, results suggested that, (c) the challenging nature of the activity and (d) students’ increased propensity to engage in social perspective taking may have bolstered their interest in social studies. The discussion explores future research directions and whether implications for classroom teachers are warranted given the correlational nature of the research. 相似文献
108.
Anna Bjerkefors Olga Tarassova Johanna S. Rosén Pascal Zakaria Anton Arndt 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):414-427
The purpose was to examine power output and three-dimensional (3D) kinematic variables in the upper limbs, lower limbs and trunk in elite flat-water kayakers during kayak ergometer paddling. An additional purpose was to analyse possible changes in kinematics with increased intensity and differences between body sides. Six male and four female international level flat-water kayakers participated. Kinematic and kinetic data were collected during three tasks; low (IntL), high (IntH) and maximal (IntM) intensities. No differences were observed in any joint angles between body sides, except for shoulder abduction. Significantly greater range of motion (RoM) values were observed for IntH compared to IntL and for IntM compared to IntL in trunk and pelvis rotation, and in hip, knee and ankle flexion. The mean maximal power output was 610 ± 65 and 359 ± 33 W for the male and female athletes, respectively. The stroke frequencies were significantly different between all intensities (IntL 59.3 ± 6.3; IntH 108.0 ± 6.8; IntM 141.7 ± 18.4 strokes/min). The results showed that after a certain intensity level, the power output must be increased by other factors than increasing the joint angular RoM. This information may assist coaches and athletes to understand the relationship between the movement of the kayaker and the paddling power output. 相似文献
109.
Guillaume Escalié Nicolas Recoules Sébastien Chaliès Pascal Legrain 《Sport, Education and Society》2019,24(4):390-403
In the French education system, the current curriculum for students from the primary to the end of secondary school is structured around the notion of key competence. A competence can be defined as an integrated and stable network of knowledge and know-how, with normative behaviors, procedures and types of reasoning. However, without a theoretical conceptualization of building and mobilization processes, the components of a competence are considered as isolated and not interconnected. In the health and physical education (HPE) setting, too few empirical studies have analyzed how teachers would contribute to the development of student’s competence. The aim of this forward-looking article grounded on an experiential and cultural framework consists in clarifying and illustrating a conceptualization of the dynamics of development of competences among students considering the teacher activity. This theoretical framework seems to offer heuristic possibilities for the examination of teaching and learning practices which contribute to the development of the key competences, particularly when a competence is read as an experience that integrates multiple dimensions. Based on audio-video recording of PE lessons and self-confrontation interviews with the teacher and a student, the results of the present study strengthen the criticism of the definition of competence emphasizing the relevance to adopt a holistic approach corresponding to the articulation of intertwined resources (i.e. motor, methodological and social) students allocate to act in PE groups. Furthermore, the results show that the competence building depends on various roles students have the opportunity to play in PE (i.e. observer, tutor). Finally, our results underline the importance of identifying the specific characteristics of the teacher activity designed to structure the learning environment to train students to acquire new competences transferable in society. 相似文献
110.
Pascal Mallet Gladis Rodriguez-Tomé 《European Journal of Psychology of Education - EJPE》1999,14(3):387-402
Social anxiety in the peer groups is currently viewed as typical of early adolescence. This awkwardness with peers is supposedly a consequence of the of the multiple changes occuring during this period. Nevertheless, empirical evidence regarding the development of social anxiety with peers, as well as its psychological correlates, is scarce. To shed light on these issues, a total of 508 French fourth-to-ninth-graders completed questionnaires assessing their perception of social anxiety with peers. They assessed also various aspects of their self-consciousness and perceived peer acceptance, because we hypothesized that these two social cognitive dimensions were correlated — positively and negatively respectively — with social anxiety. Within each of these three general domains, several more specific variables were considered. Specifically, inward and outward self-consciousness were distinguished. Overall, a decreasing tendency with age was observed for social anxiety and inward self-consciousness, although the participants increasingly perceived thewselves to be neglected by their peers. Correlational analyses suggested that inward self-consciousness, outward self-consciousness, and perceived peer acceptance contribute independently to social anxiety. 相似文献