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71.
Children's conceptions of the self-conscious emotions guilt versus shame were investigated. In Study 1, 10–12-year-old children answered questions about scenarios that should elicit feelings of guilt and/or shame (moral transgressions and social blunders). In Study 2, 7–9- and 10–12-year-old children completed a sorting task to ascertain the features they associate with guilt and shame. Feelings of guilt were aroused by moral norm violations. Guilt feelings were also seen as involving an approach-avoidance conflict with respect to the victim, self-criticism, remorse, desire to make amends, and fear of punishment. Feelings of shame resulted from both moral transgressions and social blunders. Younger children associated shame with embarrassment, blushing, ridicule, and escape. Older children additionally characterized shame as feeling stupid, being incapable of doing things right, and not being able to look at others. 相似文献
72.
The role of importance and interest in the processing of text 总被引:4,自引:0,他引:4
In this review, text-based research on importance and interest is analyzed with several objectives in mind. First, the constructs of importance and interest are unidimensionally considered to show that various forms of each can operate within any text-learning environment. Second, research specifically addressing the interplay between these two factors is explored in relation to the goal of learning from text. The purpose of this analysis is to evaluate the research on importance and interest from a methodological standpoint and to delineate key findings that emerge from this body of research. Finally, based on the review of the literature, implications for future research and instructional practice are presented. 相似文献
73.
Vincent Hoogerheide Sofie M.M. Loyens Fedora Jadi Anna Vrins Tamara van Gog 《教育心理学》2017,37(2):112-127
Example-based learning is a very effective and efficient instructional strategy for novices. It can be implemented using text-based worked examples that provide a written demonstration of how to perform a task, or (video) modelling examples in which an instructor (the ‘model’) provides a demonstration. The model-observer similarity (MOS) hypothesis predicts that the effectiveness of modelling examples partly depends on the degree to which learners perceive the models to be similar to them. It is an open question, however, whether perceived similarity with the person who created the example, would also affect learning from text-based worked examples. Therefore, two experiments were conducted to investigate whether MOS would also play a role in learning from worked examples. In Experiment 1 (N = 147), students were led to believe via pictures and a short story that the worked examples were created by a male or female peer student. Males showed higher performance and confidence, but no effects of MOS on learning were found. In Experiment 2 (N = 130), students were led to believe that a peer student or a teacher created the examples. Again, no effects of MOS were found. These findings suggest that the perceived origin of text-based worked examples is not important for learning. 相似文献
74.
This study examined adolescents' and young adults' use of topic avoidance with their mothers, fathers, stepmothers, and stepfathers. The types of topics avoided differed according to the type of parent-child relationship. Specifically, adolescents and young adults engaged in the most topic avoidance with their stepparents (regardless of whether the stepparent was a stepmother or stepfather), followed by their fathers, and then their mothers. Quantitative measures indicated that sex was the most frequently avoided topic across all relationship types. Open-ended responses revealed additional commonly avoided topics, including talking about the other parent/family, deep conversations, and money (e.g., child support payments). The most frequently reported reasons for this avoidance were self protection, relationship protection, and conflict. This research suggests that children in stepfamilies face unique decisions about topic avoidance. Communication Boundary Management Theory (Petronio, 1991) was used to explain how adolescents and young adults might engage in topic avoidance to regulate their personal boundaries, constructing relatively impermeable boundaries with some adults while maintaining looser boundaries with others. Finally, numerous practical suggestions are offered for understanding the balance between openness and closedness in stepfamilies and for promoting healthy stepfamily functioning. 相似文献
75.
Mariëtte H. van Loon Anique B. H. de Bruin Tamara van Gog Jeroen J. G. van Merriënboer 《Metacognition and Learning》2013,8(2):173-191
When studying verbal materials, both adults and children are often poor at accurately monitoring their level of learning and regulating their subsequent restudy of materials, which leads to suboptimal test performance. The present experiment investigated how monitoring accuracy and regulation of study could be improved when learning idiomatic phrases. Elementary school children (fourth and sixth-graders) were instructed to predict their test performance by providing judgments of learning (JOLs). They provided JOLs immediately after studying each idiom, after studying all idioms, or after studying all idioms followed by generating sentences in which the idioms were used. Correlations between JOLs and test performance showed that delayed-JOLs and delayed-JOLs with sentence generation were more accurate than immediate JOLs. JOLs after sentence generation also improved regulation of study compared to delayed-JOLs only. Analyses of JOL reaction times suggest that delayed-JOLs led children to retrieve the literal meaning of the idiom, whereas JOLs after sentence generation led children to focus on connections between studied information, contextual information, and prior knowledge. Sentence generation presents a promising method to improve regulation of study, and thus idiom learning. 相似文献
76.
Koen Levels Jos de Koning Iris Broekhuijzen Tamara Zwaan Carl Foster Hein Daanen 《Journal of sports sciences》2013,31(9):845-852
AbstractThe goal of this study was to investigate the effects of different durations of skin temperature manipulation on pacing patterns and performance during a 15-km cycling time trial. Nineteen well-trained men completed three 15-km cycling time trials in 18°C and 50% relative humidity with 4.5-km (short-heat), 9.0-km (long-heat) or without (control) radiant heat exposure applied by infrared heaters after 1.5 km in the time trial. During the time trials, power output, mean skin temperature, rectal temperature, heart rate and rating of perceived exertion were assessed. The radiant heat exposure resulted in higher mean skin temperature during the time trial for short-heat (35.0 ± 0.6°C) and long-heat (35.3 ± 0.5°C) than for control (32.5 ± 1.0°C; P < 0.001), whereas rectal temperature was similar (P = 0.55). The mean power output was less for short-heat (273 ± 8 W; P = 0.001) and long-heat (271 ± 9 W; P = 0.02) than for control (287 ± 7 W), but pacing patterns did not differ (P = 0.55). Heart rate was greatest in control (177 ± 9 beats · min?1; P < 0.001), whereas the rating of perceived exertion remained similar. We concluded that a radiant heat exposure and associated higher skin temperature reduced overall performance, but did not modify pacing pattern during a 15-km cycling time trial, regardless of the duration of the exposure. 相似文献
77.
Tamara G. Halle Elizabeth C. HairLaura D. Wandner Nina C. Chien 《Early childhood research quarterly》2012
This study uses the Family and Child Experiences Survey (FACES) data from 1997 to investigate the degree to which child, family, classroom, teacher, and Head Start program characteristics are related to children's school readiness and continued development over the four-year-old Head Start year. Latent class analyses were used to examine the constellation of school readiness competencies within individual Head Start children in both the fall and spring of the four-year-old Head Start year. Multinomial regression analyses examined patterns of association between demographic and program characteristics and profile membership over time. Four distinct developmental profiles were found in the sample in the fall, and three were found in the spring. Furthermore, a substantial proportion of Head Start children (43%) moved from a developmental profile including some risk to a strengths profile between the fall and spring of the Head Start year. Child age, family structure, parental educational attainment, classroom quality and teacher's level of educational attainment emerged as important factors associated with stability and change in profile membership over the four-year-old Head Start year, but receipt of social services through Head Start was not associated with stability or change in profile membership. 相似文献
78.
Jamie N. Mikeska Tamara Shattuck Steven Holtzman Daniel F. McCaffrey Nancy Duchesneau Yi Qi 《International Journal of Science Education》2013,35(18):2594-2623
ABSTRACTIn order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed. 相似文献
79.
This article presents 2 studies aimed at validating a measure of stress experienced by children and parents around the issue of homework, applying Benson's program of validation (Benson, 1998). Study 1 provides external validity of the measure by supporting hypothesized relations between stress around homework and students’ and parents’ positive and negative affect, students’ sense of competence, and students’ type of motivation. In Study 2, the measure was administered to students with and without learning disability—2 groups assumed to differ in the level of stress experienced while doing homework. Results of both studies support the validity of the measure. 相似文献
80.
Tamara Chowdhury 《European Journal of Engineering Education》2013,38(4):452-467
Senior design courses are a core part of curricula across engineering and technology disciplines. Such courses offer Construction Management (CMG) students the opportunity to bring together, assimilate and apply the knowledge they have acquired over their entire undergraduate academic programme to an applied technical project. Senior or Capstone design course engages students in a real-world project, enhance leadership development, and prepare to manage and lead project teams. The CMG programme's multidisciplinary approach at Alabama A&M University, combines essential components of construction techniques with concepts of business management to develop technically qualified individuals for responsible management roles in the design, construction and operation of major construction projects. This paper analyses the performance of the students and improvement due to the interaction with the faculty advisors and industrial panel during the two semester Capstone project. The results of this Capstone sequence have shown a continuous improvement of student performance. 相似文献