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81.
The effects on students' achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth-grade physical science classes. Forty-four students were included in the study. Students were randomly assigned to conditions stratifying for sex. The results indicate that cooperative learning experiences promoted greater mastery and retention of the material being taught as well as more positive attitudes toward the experience than did competitive and individualistic learning experiences. 相似文献
82.
Factor analysis of questionnaire responses produced by over 6,000 individuals revealed parental reactions to good and bad
grades grouped themselves into five categories: (1) Grades are important to me; bad ones lead to negative consequences; (2)
Good grades are important to me, but I will support you regardless of grade; (3) Bad grades make me mad; (4) Do your best,
but there is more to life than grades; and (5) Grades are important; you will know how I feel on the basis of a joking comment.
When these patterns were related to reports of specific student actions in college, such as getting good grades, dropping
a course, or cheating on an examination, results indicated only a few significant negative correlations, and only for students
whose parents reacted to bad grades in a negative emotional way; i.e., in terms of categories 1 and 3. More benign reactions
- categories 2, 4, and 5 - did not correlate either positively or negatively with student actions or grades. Results were
taken to suggest that parental reactions to grades are not only attempts at changing student behavior but also may be viewed
as emotional responses expressing personal needs and values. 相似文献
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