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41.
Although college students' epistemological orientation largely determines how they approach, interpret, and learn in higher educational contexts, little is known about the student characteristics which reliably predict the orientation. Thus, the aim of this study was to determine the relative potency of different student characteristics potentially salient to differentiating epistemological view. The student variables evaluated were demographic (major and sex), verbal ability, and learning style (four scales from the Inventory of Learning Processes). Results of correlational and multiple regression analyses reveal that only students verbal skill accounted for a significant percent of the variance in epistemological orientation. The results are discussed in terms of the meaning of the orientation, its relevance to practitioners, and implications for further investigation. 相似文献
42.
Lilach Sagiv Shalom H. Schwartz 《European Journal of Psychology of Education - EJPE》2004,19(3):237-254
We examine relations of values and intelligence to overt behavior in a field study of clients in career counseling (N=365).
Eleven counselors reported their clients' independence, activity and insightfulness behaviors. As predicted, both values and
intelligence correlated substantially with particular behaviors. Activity and independence correlated positively with self-direction
and achievement values and negatively with conformity and tradition values. Independence correlated positively with maturity
values as well. Insightfulness correlated positively with maturity values and negatively with conformity and tradition values.
All three behaviors correlated positively with intelligence. Values predicted behavior over and above intelligence, but intelligence
added to the prediction by values only for the clients of some counselors. Implications of the findings for research on values
and behavior are discussed. 相似文献
43.
Dare A. Baldwin Ellen M. Markman Brigitte Bill Renee N. Desjardins Jane M. Irwin Glynnis Tidball 《Child development》1996,67(6):3135-3153
The language children hear presents them with a multitude of co-occurrences between words and things in the world, and they must repeatedly determine which among these manifold co-occurrences is relevant. Social factors—such as cues regarding the speaker's referential intent—might serve as one guide to whether word-object covariation should be registered. In 2 studies, infants (15–20 months and 18–20 months in Studies 1 and 2, respectively) heard novel labels at a time when they were investigating a single novel object; in one case the label was uttered by a speaker seated within the infant's view and displaying concurrent attention to the novel toy (coupled condition), whereas in the other case the label emanated from a speaker seated out of the infant's view (decoupled condition). In both studies, subsequent comprehension questions indicated that infants of 18–20 months registered a stable link between label and object in the coupled condition, but not in the decoupled condition, despite the fact that covariation between label and object was equivalent in the 2 conditions. Thus, by 18–20 months children are inclined to establish a mapping between word and object only when a speaker displays signs of referring to that object. 相似文献
44.
在选择考研的学校时,考哪个学校是和考哪个专业一样重要的问题,考名校还是考一般的学校,考本校还是外校,这是个问题.我的观点是,还是考名校比较好. 相似文献
45.
Daniel L. Schwartz Sean Brophy Xiaodong Lin John D. Bransford 《Educational technology research and development : ETR & D》1999,47(2):39-59
Inquiry-based instruction including problem-, project-, and case-based methods often incorporate complex sets of learning
activities. The numerous activities run the risk of becoming disconnected in the minds of learners and teachers. STAR.Legacy
is a software shell that can help designers organize learning activities into an inquiry cycle that is easy to understand
and pedagogically sound. To ensure that classroom teachers can adapt the inquiry activities according to their local resources
and needs, STAR.Legacy was built upon four types of design principles: learner centered, knowledge centered, assessment centered,
and community centered. We describe how a STAR.Legacy constructed for an educational psychology course helped preservice teachers
design and learn about effective inquiry-based instruction.
This work was supported by grant #R305F60090 from the Department of Education. The authors thank the educational psychology
students for their contributions to this paper and Amy Ryce for her editorial talents. 相似文献
46.
Renee M. Borges 《Resonance》1998,3(4):64-71
Complex evolutionary forces determine whether plants are male, female or hermaphrodite throughout their lives or whether they
switch from one sex to another. This article explores these often conflicting forces and seeks answers for sex change in plants. 相似文献
47.
Renee M. Borges 《Resonance》1998,3(11):30-39
What is the difference between plant sex and plant gender? Why does stress sometimes cause maleness and other times result in femaleness? Do plant hedge mating bets using sex change? This article addresses these and other evolutionary questions about plant gender. 相似文献
48.
Tae Kyoung Lee Alan Meca Jennifer B. Unger Byron L. Zamboanga Lourdes Baezconde-Garbanati Melinda Gonzales-Backen Elma I. Lorenzo-Blanco Miguel Á. Cano Sabrina E. Des Rosiers Daniel W. Soto Juan A. Villamar Monica Pattarroyo Karina M. Lizzi José Szapocznik Seth J. Schwartz 《Child development》2020,91(1):78-95
Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, Mage (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed. 相似文献
49.
The degree to which teachers' perceptions of a student can be distorted by characteristics indigenous to teachers, as well as students, were investigated to determine whether teachers would initiate a referral for special education. Sixty-five teachers volunteered for participation. Twenty-seven of them were experienced, having had their own classrooms in a public school. Thirty-eight were preservice student teachers who had not yet had their own classrooms. Teachers were evaluated to have had either an internal or external locus of control and were judged to have had either a high or low opinion of self according to either of two separate scales. After viewing two video tapes of two elementary-aged students (one student was severely emotionally disturbed [SED] and the other non-SED), teachers rated the children on several child characteristics and referral questions. Results revealed that the locus of control and self-esteem of teachers, in conjunction with teaching experience and a child's characteristics, can predict teachers' inclinations to refer children. Findings point to the need to place greater care in the initiation of referrals. © 1997 John Wiley & Sons, Inc. 相似文献
50.