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11.
Renate?ValtinEmail author Christine?Wagner 《Zeitschrift für Erziehungswissenschaft》2004,7(1):103-120
Zusammenfassung In einer Stichprobe von 2630 Jugendlichen achter Klassen aus Gymnasien, Real-, Gesamt-und Hauptschulen in Ost-und Westberlin
wurde im Jahr 2001 die Akzeptanz von Geschlechterrollenorientierungen (traditionell vs. partnerschaftlich) erfasst und ihr
Zusammenhang mit Ma?en der Ich-St?rke (positives Bild von sich selbst, psychische Stabilit?t, produktiver Umgang mit Erfolg
und Misserfolg) untersucht. Dem partnerschaftlichen Konzept wurde in h?herem Ma?e zugestimmt als dem traditionellen. Dabei
ergaben sich Geschlechts-, Ost/West-sowie Schulartunterschiede in der partnerschaftlichen sowie traditionellen Orientierung.
Weibliche Jugendliche waren weniger traditionell eingestellt als m?nnliche. Ostberliner Schüler/innen waren weniger traditionell
orientiert als Westberliner und Gymnasiast/inn/en hatten eine niedrigere traditionelle Orientierung als Gesamt-, Real-und
Hauptschüler/innen. Je h?her der Bildungsstand (gemessen an der Schulform und dem Bildungsniveau der Mutter), desto h?her
war die Akzeptanz der Gleichberechtigung der Geschlechter. Die Jugendlichen wurden nach dem Grad ihrer traditionellen Orientierung
in drei Cluster eingeteilt und hinsichtlich der Auspr?gung von Ma?en der Ich-St?rke miteinander verglichen. Dabei zeigte sich,
dass Jugendliche mit hoher traditioneller Orientierung ein niedrigeres Selbstwertgefühl, sowie eine h?here Leistungsangst,
mehr Furcht vor Misserfolg und in h?herem Ma?e selbstwertmindernde Attributionen ?u?erten als Jugendliche mittlerer und niedriger
traditioneller Orientierung. Jugendliche, die in h?herem Ausma? über die pers?nliche Ressource der Ich-St?rke verfügen, traten
h?ufiger für die Gleichberechtigung der Geschlechter ein.
Summary Sex-role-orientation and its Relationship to Egostrength in Adolescents from East and West Berlin
A sample of 2630 adolescents from grade 8 attending different types of secondary school in East and West Berlin was assessed
in 2001. The aim was twofold: to ascertain their acceptance of gender-role orientation (i.e. traditional norms vs. equality
in gender relations) and to link it to degrees of ego-strength (high self-concept, psychological stability, ability to deal
with success or failure in a constructive manner). The concept of equality in gender relations was found to be more prevalent
among females, pupils in East Berlin and those pupils attending grammar schools. The higher the education level of the pupils
(measured according to the school attended and the education level of their mothers), the greater the acceptance of gender
equality. The adolescents were classified in three clusters according to the degree of traditional orientation and then compared.
Results showed that adolescents with a high traditional orientation displayed lower self-concept, a higher level of test anxiety,
greater fear of failure and higher attribution of failure to lack of ability than those adolescents with moderate and low
traditional orientation. Those displaying a greater range of characteristics related to ego-strength supported gender equality
more frequently.
相似文献
12.
Edward Bietzk Renate Weller Victoria Simons Sarah B. Channon 《Anatomical sciences education》2019,12(5):529-540
Development of new methods for anatomy teaching is increasingly important as we look to modernize and supplement traditional teaching methods. In this study, a life-sized equine model, “Geoff,” was painted with surface and deep anatomical structures with the aim of improving students’ ability to convert theoretical knowledge into improved topographical anatomy knowledge on the live horse. Third and fourth year veterinary medicine students (n = 45) were randomly allocated into experimental (used “Geoff”) and control (used textbook) groups. The efficacy of the model was evaluated through a structured oral exam using a live horse. Questionnaires gathered information on student confidence and enjoyment of the task. There was no significant difference in the performance of experimental and control groups either immediately (44±20% vs. 40±21%; P = 0.504) or 9 weeks after the learning intervention (55±17% vs. 55±20%; P = 0.980). There were however specific questions on which the experimental group performed better than controls, and for which gender effects were apparent. The students using “Geoff” showed a transient gain in confidence following the session (Likert scale 2.7 to 3.6) however the initial increase was no longer present at the second test. There was a significant influence of gender on confidence with greater confidence gains in females in the Experimental group. The students found the model to be extremely useful and both groups found the sessions enjoyable. The model will be of benefit as a complementary learning tool for students. 相似文献
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German Journal of Exercise and Sport Research - Die Ausführungen sind um folgende Thesen zentriert: (1) Sportunabhängig erarbeitete psychologische Methoden und Erkenntnisse haben... 相似文献
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Ohne Zusammenfassung 相似文献
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Annemarie Boschloo Carolijn Ouwehand Sanne Dekker Nikki Lee Renate de Groot Lydia Krabbendam Jelle Jolles 《Mind, Brain, and Education》2012,6(2):81-88
Breakfast skipping is common in adolescents, but research on the effects of breakfast skipping on school performance is scarce. This current cross‐sectional survey study of 605 adolescents aged 11–18 years investigated whether adolescents who habitually skip breakfast have lower end‐of‐term grades than adolescents who eat breakfast daily. Additionally, the roles of sleep behavior, namely chronotype, and attention were explored. Results showed that breakfast skippers performed lower at school than breakfast eaters. The findings were similar for younger and older adolescents and for boys and girls. Adolescents with an evening chronotype were more likely to skip breakfast, but chronotype was unrelated to school performance. Furthermore, attention problems partially mediated the relation between breakfast skipping and school performance. This large‐scale study emphasizes the importance of breakfast as a determinant for school performance. The results give reason to investigate the mechanisms underlying the relation between skipping breakfast, attention, and school performance in more detail. 相似文献
20.
Recognition of anatomical landmarks in live animals (and humans) is key for clinical practice, but students often find it difficult to translate knowledge from dissection‐based anatomy onto the live animal and struggle to acquire this vital skill. The purpose of this study was to create and evaluate the use of an equine anatomy rug (“Anato‐Rug”) depicting topographical anatomy and key areas of lung, heart, and gastrointestinal auscultation, which could be used together with a live horse to aid learning of “live animal” anatomy. Over the course of 2 weeks, 38 third year veterinary students were randomly allocated into an experimental group, revising topographical anatomy from the “Anato‐Rug,” or a control group, learning topographical anatomy from a textbook. Immediately post activity, both groups underwent a test on live anatomy knowledge and were retested 1 week later. Both groups then completed a questionnaire to ascertain their perceptions of their learning experiences. Results showed that the experimental groups scored significantly higher than the control group at the first testing session, experienced more enjoyment during the activity and gained more confidence in identifying anatomical landmarks than the control group. There was not a significant difference in scores between groups at the second testing session. The findings indicate that the anatomy rug is an effective learning tool that aids understanding, confidence, and enjoyment in learning equine thorax and abdominal anatomy; however it was not better than traditional methods with regards to longer term memory recall. Anat SciEduc. © 2012 American Association of Anatomists. 相似文献