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11.
Using an experimental design, native majority group children (8–13 years, N = 842) evaluated acculturation strategies (assimilation, integration, and separation) adopted by immigrant and emigrant peers. There were medium to large effects of the perceived acculturation strategies on children's peer evaluations. Overall, assimilation was valued most, followed by integration and separation. These effects were in part mediated by perceived national belonging. In addition, the effects were stronger for lower status compared to higher status immigrant groups, and for children with higher compared to lower national identification. For emigrants, separation was valued most, followed by integration and assimilation. This indicates that the intergroup processes rather than migration per se are important for children's acculturation perceptions and evaluations. 相似文献
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The primary goal of this study was to investigate whether college students’ academic time management could be used to understand their engagement in traditional and active forms of procrastination within a model of self-regulated learning. College students (N = 446) completed a self-report survey that assessed motivational and strategic aspects of self-regulated learning, time management, and procrastination. Results of regression analyses indicated that self-efficacy and metacognitive strategies initially were significant predictors of traditional and active forms of procrastination. Incorporating time management in the analyses increased the amount of the variance explained and, even in the presence of the motivation and strategy variables, time management emerged as an important predictor of both traditional and active forms of procrastination. Findings support the conclusion that academic time management is a key aspect of self-regulated learning and, as such, it can be useful for understanding the extent to which college students procrastinate when doing their academic work. 相似文献
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With the help of a questionnaire and the study of 25 cases of child abuse from 1973 to 1976, the course of assistance given by various services and social workers involved was followed and the extent of the coordination between them was assessed. The starting point was the fact that when child abuse has reached the crisis stage many different bodies give immediate assistance to both the child and his parents. Later on, however, as help continues, it is not clear which of the persons or bodies concerned is really in charge of the case. The following conclusions were drawn: Abused children came from multiproblem families who often already have had contact with care or welfare services though no steps had been taken to intervene before ill-treatment was verified. Many parents confessed to illtreatment of their child and desired help. Abused children were subjected to longer than usual hospital stays due to lack of reception facilities outside the hospital. Most ill-treated children abused enough to be hospitalized, were placed away from home although half of the parents did not agree with that decision. Of those later returned to their parents, over half had to be removed later for renewed ill-treatment and neglect. The need for one body to coordinate and be responsible for execution of plans for treatment was stressed. 相似文献
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Although parents' relationships with teachers are considered to be an important aspect of parental school involvement, few studies have examined their implications for students' school adjustment. The present study provided further insight into the relevance of teachers' perceptions of the parent–teacher relationship by examining their link to teachers' perceptions of student–teacher relational conflict. Participants were 36 native Dutch teachers who rated their relationships with 230 Grade 4–6 students (59 Turkish–Dutch, 62 Moroccan–Dutch, and 109 native Dutch) and their parents. It was found that the perceived parent–teacher relationship could explain ethnic differences in student–teacher conflict that were previously unaccounted for. Moreover, the effect of the parent–teacher relationship was most pronounced for students with more perceived inattention/hyperactivity problems. Results are discussed in light of their theoretical importance and practical implications. © 2012 Wiley Periodicals, Inc. 相似文献
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This study examined teachers’ reports of early teacher–child relationships by focusing on their assessments of the severity and the causes of children's social behaviors. Eighty-one kindergarten teachers filled out questionnaires about socially inhibited, hyperactive, and average children (n = 237) selected from their own classes. Multilevel analyses indicated that teachers reported less close and more dependent relationships for the inhibited and hyperactive versus the average children, and more conflictual relationships for the hyperactive versus the average children. These differences were largely mediated by teachers’ perceptions of children's personal behavior problems. In addition, we found that the teachers’ control attributions for children's social behaviors increased the link between children's perceived (personal and social) problems and relationship closeness. Results further support the idea that teachers’ relationship reports are personal, evaluative accounts rather than objective measures of teacher–child interactions. 相似文献
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This study examined teachers' self‐reported pedagogical practices toward socially inhibited, hyperactive, and average kindergartners. A self‐report instrument was developed and examined in three samples of kindergartners and their teachers. Principal components analyses were conducted in four datasets pertaining to 1 child per teacher. Two dimensions, Behavior Regulation and Socioemotional Support, emerged, which could be measured with internally consistent scales. Preliminary validity support was obtained for them. Multilevel comparisons revealed that teachers reported more behavior regulation for hyperactive versus inhibited and average children, more socioemotional support for inhibited versus hyperactive and average children, and more socioemotional support for hyperactive versus average children in two samples. Exploratory analyses of the other (i.e., random) sample of children yielded corresponding effects of hyperactivity on behavior regulation, and social inhibition on socioemotional support, but no effect of hyperactivity on socioemotional support. Results are discussed in terms of the saliency of behavior differences. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 635–651, 2006. 相似文献
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Pieter J. Beers Henny P. A. Boshuizen Paul A. Kirschner Wim Gijselaers Jochem Westendorp 《Educational technology research and development : ETR & D》2008,56(3):309-328
Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks.
Their effects are generally measured in terms of intended outcomes. This article argues for the use of additional, more general
measures to obtain a more complete impression of the effects of ICT-tools. The first study presented in this article shows
why tools should not only be studied in terms of their specific intended outcomes, but also in terms of their effects on working
memory, and the cognitive mechanisms needed to achieve the intended outcomes. The second study uses cognitive load measurements
and stimulated recall interviews to obtain a more comprehensive view of the effects of learning tools. Results suggest that
traditional outcome measures need to be complemented with quantitative and qualitative measures of cognitive processes to
substantiate conclusions about intended effects of ICT-tools.
相似文献
Pieter J. BeersEmail: |
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Christopher A. Wolters Marcia A. Barnes Paulina A. Kulesz Mary York David J. Francis 《The Journal of educational research》2017,110(1):98-109
The authors' purpose was to examine adolescents' reading motivation in relation to standardized assessments of reading comprehension and fluency. After a reading pretest, 60 ninth-grade students (M age = 14.9 years) were randomly assigned to two groups. Compared to those in the control condition, those administered brief oral feedback intended to improve motivation indicated an increased focus on mastery goals and greater perceived control during a reading posttest. No differences were found with regard to four other aspects of motivation. Students in the treatment condition, including struggling readers more specifically, did not score better on the posttest measures of reading comprehension or fluency. Hence, results failed to replicate Zentall and Lee's (2012) findings with younger readers. Findings are discussed with regard to the theoretical and practical implications for understanding reading motivation. 相似文献
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