The relationship between metacognition and intelligence in normal adolescents: Some tentative but surprising findings

This study explored the relationship between metacognition and intelligence in a group of normal adolescents. The relationship has strong theoretical support in current conceptions of intelligence. For the purposes of this study metacognition was assessed across three different cognitive problem sets. Correlational analyses indicated a nonsignificant relationship between intelligence and metacognition. These results suggest that tests of metacognition and intelligence may tap unrelated aspects of cognition and that additional research will be required to understand the relationship between these two constructs.     

Face-to-face versus computer-mediated discussion of teaching cases: Impacts on preservice teachers’ engagement, critical analyses, and self-efficacy

Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed.     

Voices of university students with disabilities: inclusive education on the tertiary level – a reality or a distant dream?

Twenty-four university students with disabilities were interviewed about their experiences studying at Czech universities. The interviews were analysed using the grounded theory approach. The most commonly experienced barriers faced by these students were institutional barriers, attitudinal barriers, and disability-specific barriers. The types of support mentioned by the students included family support, peer support, and support provided by assistants. The participants also shared strategies they used to deal with the barriers they faced. These were assertiveness, self-determination, metacognition, efforts to ‘fit in’, optimism, and career planning. The implications for policy and universities are discussed.     

Introducing teaching cases with face-to-face and computer-mediated discussion: Two multi-classroom quasi-experiments

Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases.     

Visual and auditory memory: Relationships to reading achievement

In two experiments, visual and auditory memory was tested for good and for poor readers from the upper elementary grades. Under experimenter-blind conditions, no reading group differences existed for single mode presentation in recognition frequency or recognition latency. With a multimodal presentation, latencies for poor readers were similar to those for the single mode presentation. Good readers, however, had significantly faster latencies with multiple input. Generally, results supported dual coding and self-terminating memory search hypotheses for previously encoded stimuli. Implications of the latency differences between reader groups were discussed with respect to the reading process and reading theory.     

Keywords and vocabulary acquisition: Some words of caution about words of assistance

Consistent results of two experiments with relatively technical, native language vocabulary, showed that effectiveness of keyword methods depended upon whether meanings of words to be learned were abstract or concrete and whether comprehension was assessed immediately or after a delay. Keywords bearing acoustical similarities to vocabulary items whose meanings were presented as sentences consistently facilitated students’ retention of the meanings of concrete items on immediate posttests. However, in contrast to recent research on foreign language vocabulary having simpler definitions, these experiments showed that it may be difficult to use the keyword method to aid long-term retention with moderately complex. abstract, native language vocabulary. Parts of this study, which was partially supported by the Kansas State University Bureau of General Research, were presented at the Annual Meeting of the American Educational Research Association, Boston, 1980.     

An Evaluation of Videomodeling on Fundamental Motor Skill Performance of Preschool Children

Proficiency in fundamental motor skills (FMS) is important for both the health and the overall growth and development of young children. To identify factors that facilitate the development of FMS, the study provided preliminary data on the effect of videomodeling (VM) on the acquisition of FMS by typically developing young children. Participants were six conveniently selected typically developing preschool-age children from an early care and education center. A multiple-baseline-across-participants single-subject research design was used to evaluate VM effects. Motor skill acquisition was assessed with validated developmental sequences of the standing long jump and the overarm throw. The results demonstrated that the VM intervention improved participants’ FMS performance and the improvement was maintained even after the withdrawal of the VM, 2 weeks after the last VM session. Qualitative data collected via a self-report enjoyment scale and field notes with the instructors elicited four factors that might have affected participants’ performance: their attention and motivation to perform the task and the skill complexity and reproduction. The data suggest that VM may be an efficient strategy for teaching FMS to preschool-age children.     

What really matters for students’ school satisfaction in Bangladesh?

School satisfaction is the reflection of students’ comprehensive evaluation of their school experience. This study reports the level of school satisfaction among students in Grades 6 and 8 in Bangladesh to perceive and the factors that might contribute to it using a cross‐sectional research design. A 61‐item survey questionnaire was utilized to collect data. The students’ mean score on the school satisfaction subscale of the Multidimensional Students’ Life Satisfaction Scale equated to a slightly positive attitude towards school. Three demographic factors including students’ academic achievement, gender, and grade level; and two school climate factors of perceived teacher–student relationship, and perceived academic support, emerged from the multiple regression analysis. The study findings are discussed from the perspective of self‐determination theory with implications for practice and avenues for future research offered.     

Examining the role that personal,professional, and community relationships play in respondent relationship recognition and intended behavior

At a time when organizations are being structured to decrease interaction between organizational representatives and key public members, the findings from the current investigation suggest that organization‐public relationships play a role in influencing the behavioral intent of key public members. Specifically, key public members who identify themselves as in a relationship with an organization are more likely to intend to stay with that organization in the face of competition. Because self‐identification of being in a relationship with an organization can influence intended behavior, the investigation also sought to determine those relationship variables that best differentiate those who indicate they are in a relationship with the organization from those who feel they are not or are uncertain. Suggestions fin‐managing organization‐public relationships grounded in interpersonal communication strategies are provided, and arguments for measuring key public member relationship attitudes, evaluations, and intended behaviors are presented.     

Students with autism transitioning from primary to secondary schools: parents’ perspectives and experiences

The transition from primary to high school can be a challenging process for students with autism spectrum disorder (ASD). During this time, research-based practices like home–school collaboration are crucial in facilitating a smoother transition. However, existing research indicates that the transition from primary to high school is a period of anxiety and reduced support for students with ASD and their families. This article describes the experiences of parents of students with ASD in regard to this transition and home–school collaboration. Semi-structured interviews were carried out with 15 parents of children with ASD who attended mainstream government high schools in metropolitan Sydney. Through content analysis, parents were found to have received varying levels of transition support. Their experiences of home–school collaboration were, however, generally positive. Overall, it is recommended that parents’ knowledge of their children with ASD should be prioritised and utilised in transition planning. Findings also suggest that a greater implementation of practices including mandated transition planning and home–school collaboration in schools would contribute to more authentic inclusion of students with ASD.