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71.
Our study analyzed the influence of motivation towards science in relation individual cognitive achievement scores. 232 10th graders of college preparatory school level (‘Gymnasium’) completed a cognitive achievement test three times and a questionnaire quantifying motivation towards science once. A three-lesson module dealt with aspects of the topic renewable energies. The knowledge test was applied one week before (T-0), directly after (T-1) and six weeks after (T-2) participation in the learning module. The questionnaire on science motivation was completed at T-0 in order to receive unaffected data. A test-retest group (acting as control group) of 37 students completed the questionnaires with no intervention. Three motivational groups were selected: highly motivated, intermediate and less motivated. The intervention group showed substantial knowledge gain in short- and in long-term perspectives, almost independently of motivational levels. A positive linear relation between motivation and content knowledge was observable for each test schedule. In particular, intrinsic factors are shown to be responsible for this relationship.We recommend implementing appropriately designed educational settings to promote intrinsic aspects in order to foster performance almost independently of pre-existing knowledge and science motivation We presume pre-existing knowledge as well as learning to be influenced by motivation towards science. Also, pre-existing knowledge may influence individual motivation towards science. Consequently, beyond scientific contents, a focus on motivation of adolescents in science may lead to a synergetic effect for life-long learning. 相似文献
72.
Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes 总被引:3,自引:0,他引:3
Lia M. Daniels Tara L. Haynes Robert H. Stupnisky Raymond P. Perry Nancy E. Newall Reinhard Pekrun 《Contemporary educational psychology》2008,33(4):584-608
Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels. 相似文献
73.
Most studies of parent–child bookreading have focused on mothers reading to their children. Though the role of fathers in children's lives is widely emphasized, we know almost nothing about father–child bookreading, particularly among low-income families. The present study was designed to examine how often low-income fathers report reading to their children and what the predictors and effects of paternal bookreading are. The fathers in this study were participants in the national evaluation of Early Head Start (EHS) and were recruited via mothers enrolled in the EHS study. Participating fathers were interviewed at home and their children's cognitive and language development were assessed using standardized measures from ages 2 to 5. Results demonstrated a wide variety in frequency of bookreading among fathers. Fathers were more likely to read to their children frequently if they spoke English at home, if they had a high school education, and if their children had better language skills. Fathers’ bookreading predicted children's cognitive outcome. Paternal bookreading did predict children's language outcomes but only for children whose fathers had at least a high school education. 相似文献
74.
75.
Promoting an educated labor force is critical for emerging economies. Educational achievement, in turn, depends heavily on general cognitive abilities as well as non-cognitive skills, such as grit. Current research, however, has not examined how cognition and grit may explain the academic performance of students in an economically disadvantaged context. Thus, this study examines how IQ and grit contribute to academic achievement gains for students in poor areas of rural China. Drawing on data from 2931 students in rural China, we measure general cognitive ability, using the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) and Raven’s Standard Progressive Matrices (Raven IQ); non-cognitive ability, using the Short Grit Scale; and academic achievement, using a curricular-based mathematics exam. We find that IQ and grit each predict achievement gains for the average student. Grit is not positively associated with achievement gains among low-IQ students, however, suggesting that grit does not translate into academic achievement gains for students with delays in general cognitive ability. 相似文献
76.
Few studies have examined the long-term relations between children's early spatial skills and their later mathematical abilities. In the current study, we investigated children's developmental trajectories of spatial skills across four waves from age 3–7 years and their association with children's later mathematical understanding. We assessed children's development in a large, heterogeneous sample of children (N = 586) from diverse cultural backgrounds and mostly low-income homes. Spatial and mathematical skills were measured using standardized assessments. Children's starting points and rate of growth in spatial skills were investigated using latent growth curve models. We explored the influence of various covariates on spatial skill development and found that socioeconomic status, language skills, and sex, but not migration background predicted children's spatial development. Furthermore, our findings showed that children's initial spatial skills––but not their rate of growth––predicted later mathematical understanding, indicating that early spatial reasoning may play a crucial role for learning mathematics. 相似文献
77.
Dianne J. Hall Casey G. Cegielski James N. Wade 《Decision Sciences Journal of Innovative Education》2006,4(2):237-257
The research described in this article reports the results of a study designed to evaluate the relationship among object‐oriented (OO) computer programming task performance and a student's (1) theoretical value belief, (2) cognitive ability, and (3) personality. The results of this study do not support the assertion that cognitive ability is a main determinant of performance. Rather, the findings suggest that characteristics of an individual nature have more effect on a student's performance. This supports our belief advanced herein that theoretical value belief and personality are significant predictors of computer programming performance in OO environments. From the findings of this study, we assert that academicians who must teach OO computer programming consider these factors when developing course materials or student assistance programs. 相似文献
78.
Leon R. de Bruin 《Teaching in Higher Education》2018,23(1):84-103
Effective teacher-student learning relationships can propel students to advanced ways of knowing and acting. In much arts based higher education learning, dynamic and fluid interplay of cognitive, meta-cognitive and aspirational aims and goals are prevalent and passed to students in a learning relationship that can be described as a cognitive apprenticeship. Interpretative phenomenological analysis is used to explore four conservatoire teachers and their musical improvisation students. Investigating in the lesson experiences reveal pedagogical applications of modeling, scaffolding, coaching, reflection and developing mastery and expertise in students. A cognitive apprenticeship model can provide a framework for teachers to understand how to develop increased student control, ownership of learning, and contextually situated instructional strategies that brings cognitive and creative thinking, action and reflection to the forefront of learning and teaching. The study reveals how educators can develop trajectories of learning and problem-solving concepts that draw students into a culture of expert practice. 相似文献
79.
Sara Djamàa 《学校用计算机》2018,35(2):88-110
In light of the paramount value placed on critical thinking (CT) in higher education and the scarcity of research into the use of cinematic adaptations to this end, this study investigated the incorporation of film into the source literature to hone students’ cognitive skills in the areas of analysis, inference, evaluation, induction, and deduction. Participants were 50 third-year students of English as a foreign language (EFL) enrolled in a university in eastern Algeria for academic year 2015–2016. During the fall semester, the treatment group (n = 24) and the control group (n = 26) took a regular literature course. In the spring semester, the treatment group took a film-literature course and the control group, a reading-only course that drew on Facione's IDEAS critical thinking model. The California Critical Thinking Skills Test (CCTST) was used as a pretest and posttest. Empirical findings indicated that both groups performed on par in all cognitive areas of CT with the exception of inference, wherein the film group outperformed the reading-only group in this dimension. 相似文献
80.