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1.
Productivity of individuals and institutions in educational psychology journals has been previously examined in three separate studies (Hsieh et al. [Hsieh, P., Acee, T., Chung, W., Hsieh, Y., Kim, H., Thomas, G. D., et al. (2004). An alternate look at educational psychologist’s productivity from 1991 to 2002. Contemporary Educational Psychology, 29, 333–343]; Smith et al. [Smith, M. C., Locke, S. G., Boisse, S. J., Gallagher, P. A., Krengel, L. E., & Kuczek, J. E., et al. (1998). Productivity of educational psychologists in educational psychology journals, 1991–1996. Contemporary Educational Psychology, 23, 173–181]; [Smith, M. C., Plant, M., Carney, R. N., Arnold, C. S., Jackson, A., Johnson, L. S., et al. (2003). Further productivity of educational psychologists in educational psychology journals, 1997–2001. Contemporary Educational Psychology, 28, 422–430.]) spanning the years 1991–2002. The present study updates this literature by examining the same five journals: Cognition and Instruction, Contemporary Educational Psychology, the Educational Psychologist, Educational Psychology Review, and the Journal of Educational Psychology from 2003 to 2008. Individual productivity was calculated by the number of (a) articles published and (b) points based on a formula that considers author position in relation to the number of authors. The University of Maryland and Richard E. Mayer maintained their positions as the top research institution and author, respectively. There was also growth in collaboration as well as international involvement as measured by number of authors.  相似文献   

2.
Scientific communication in the field of educational technology was examined by analyzing references from and citations to articles published in Educational Technology Research and Development (ETR&D) for the period 1990–2004 with particular emphasis on other journals found in the citation record. Data were collected on the 369 core articles found in the 60 issues published during that time period, their reference lists (containing over 14,805 individual items), and citations of those articles in other journals (1,896 entries). The top cited and citing journals during that time period are listed. Nine symbiotic journals (i.e. those that are most cited by ETR&D and frequently cite it) were identified: Contemporary Educational Psychology, Educational Psychologist, Instructional Science, Journal of Computer-Based Instruction (no longer published), Journal of Educational Computing Research, Journal of Educational Psychology, Journal of Educational Research, Journal of Research in Science Teaching, and the Review of Educational Research. The results provide an in-depth, quantitative view of informal connections within the field via the citation record. Implications for further research and the potential influence of new technologies on scientific communication are also discussed.  相似文献   

3.
The release from proactive interference task was used to investigate categorical encoding of animal and clothing items with fourth grade low-socioeconomic status black and middle-socioeconomic status white children. The print mode of verbal presentation and an ordered recall requirement were used in order to provide hospitable conditions for the detection of population differences. The results indicated parity in buildup and release from proactive interference for the two populations. The results of this study, consistent with previous estimates of release from proactive interference for these groups (e.g., D. W. Kee & L. Helfend, Journal of Educational Psychology, 1977, 69, 344–348; S. Y. Nakayama & D. W. Kee, Journal of Educational Psychology, 1980, 72, 386–393), indicate that low-socioeconomic status black and middle-socioeconomic white children do not differ in automatic conceptual encoding. Conceptual encoding differences, however, have been detected between these populations when the free recall method has been used. Thus, discussion of the present results includes a consideration of factors which may be responsible for population differences in free recall performance and preliminary evidence on this issue is provided.  相似文献   

4.
To explore dimensions of teacher efficacy, the responses of 310 teachers to a modified version of the Gibson & Dembo (1984) [Journal of Educational Psychology, 76, 569–582], scale were factor analyzed, yielding three factors. Personal efficacy concerned teachers' beliefs about their ability to perform specific behaviors. Outcome efficacy referred to teachers belief that student outcomes were attributable to their actions. We believe these two factors represent the efficacy expectations and outcome expectations of Bandura's model of self-efficacy. The third factor, teaching efficacy, concerned teachers' beliefs about the influence of external factors, including the home, heredity and television violence, on the impact of teaching.  相似文献   

5.
ABSTRACT

In science education, context-based learning is mostly based on problem-oriented tasks [Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976]. Therefore, a relevant question is, how do students integrate the information given in the task into their problem-solving process? The basic assumption is that there is a transition from the situation described in the task to a science model needed to solve the problem [Mestre, J. (2002). Probing adults’ conceptual understanding and transfer of learning via problem posing. Journal of Applied Developmental Psychology, 23(1), 9–50]. The transition needs to be described by parameters of the situation, the science model and the transition process itself. This investigation focuses on the influence of these three elements on the problem-solving process to understand variations in performance [Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347–370]) and the interaction with interest. Despite the large body of research on the mutual influence of context-based problem-solving and interest, research attempting to examine their interplay regarding performance is still lacking. We conducted a hierarchical regression analysis with 178 participants from German high-track schools to investigate three parameters with regard to their influence on affective variables and successful problem-solving: contextualisation of the situation described in the task; the complexity of the scientific model underlying the task; and transparency, which assesses whether and how the learner can identify this model [Löffler, P., & Kauertz, A. (2015). Modellanwendung in kontextualisierten Problemlöseaufgaben [Applying models in contextualised problem solving tasks]. In S. Bernholt (Ed.), Heterogenität und Diversität - Vielfalt der Voraussetzungen im naturwissenschaftlichen Unterricht (Vol. 35, pp. 648–650). Kiel: IPN; Durik, A., & Harackiewicz, J. (2007). Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest. Journal of Educational Psychology, 99(3), 597–610)]. Our findings suggest that these parameters have different effects on how interest is triggered and maintained. Aspects of transparency exhibit small effects on successful problem-solving processes. The results support the assumption that the transition process is the main aspect of context-based problem-solving and can therefore be operationalised as the use of elements of the scientific model in students’ statements. Surprisingly, the usage of such elements cannot be sufficiently explained by pre-knowledge or cognitive abilities.  相似文献   

6.
This study examines the beliefs about effective teaching in student teachers and inservice teachers. We constructed a measurement composed of an adaptation in Spanish of the Gibson and Dembo's (1984. Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582). Teacher Efficacy Scale and of the items included in Emmer and Hickman's (1991. Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51, 755–765) “classroom management/discipline efficacy” dimension. A total of 339 participants took part in the study. The factor analysis carried out of the results obtained showed three principal factors: classroom management/discipline efficacy, personal teaching efficacy and general teaching efficacy. Analyses which compared efficacy expectancies showed significant differences in the management and discipline dimension in favour of the group of working teachers, whereas an opposite pattern emerged in the general teaching dimension. In addition, there were differences in the management/discipline dimension in terms of the number of years’ experience in the group of inservice teachers. The interpretation of the results is expressed in terms of the Bandura's perceived self-efficacy theory. We also indicate some implications that the analysis of these expectancies may have for the training and professional development of teachers, and we suggest lines for future research.  相似文献   

7.
This study examined the nature of 5-, 6-, and 7-year-old children's (n = 113) knowledge of astronomy and the process of knowledge change during learning. Children's pre-existing knowledge was assessed by questions and drawing tasks. About half of the children were taught elementary concepts of astronomy in small groups and afterwards all participants’ knowledge was assessed again. Most children could be categorized as having fragmented astronomy knowledge and the proportion of non-scientific models first proposed by Vosniadou & Brewer [Vosniadou, S., & Brewer, W. F. (1992). Mental models of the Earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535–585] was no greater than could be expected by chance. Children seemed to acquire factual information rather easily and therefore early instruction should introduce the core facts related to the topics. Some children over-generalized new knowledge very easily, indicating that the materials used in teaching may promote the development of non-scientific notions and that those notions must be addressed promptly to avoid the development of coherent non-scientific models.  相似文献   

8.
Culture has mostly been neglected in mainstream educational psychology research. In this paper, we argued for the need to cultivate a cultural imagination and provided seven key recommendations for conducting culturally imaginative research. We explained how these recommendations could prove useful in avoiding the two types of errors that trap cross-cultural researchers. The first type is the cultural attribution error which pertains to attributing any observed difference to culture even if culture is not the relevant factor. The second type is the cultural blind spot error which pertains to the failure to see how culture influences psycho-educational processes and outcomes. We proffered seven recommendations to avoid these twin pitfalls. We reviewed the papers published from 2006 to 2016 in four flagship educational psychology journals including the Journal of Educational Psychology, Contemporary Educational Psychology, Cognition and Instruction, and British Journal of Educational Psychology. Our review focused on how educational psychologists have studied culture over the past decade and how the published studies aligned with our seven recommendations. The content analysis indicated that only a small percentage of the articles dealt with culture, most of the studies drew on Western samples, and that almost all studies relied on an etic approach with very few studies using an emic bottom-up perspective. We ended with a justification for why a culturally imaginative educational psychology is urgently needed in an increasingly diverse world.  相似文献   

9.
This exploratory study addresses differences in self-image as a client characteristic in career counselling by using the Structural Analysis of Social Behaviour (Benjamin, L., Journal of Consulting and Clinical Psychology, 64(6), 1203–1212, 1996; Benjamin, L., Journal of Personality Assessment, 66(2), 248–266, 1996) and an adaptation (Andersson, W.P, and Niles, S.P., The Career Development Quarterly, 48(3), 251–263, 2000) of the Therapist Intention List (Hill C. E and O’Grady K. E., Journal of Counseling Psychology, 32(1), 3–22, 1985; Hill et al., Journal of Counseling Psychology, 35(3), 222–233, 1988). Expected and experienced behaviour of self and other, recalled helpful and non-helpful events during sessions, and evaluation of sessions were compared between two clients with identified positive self-image and two clients with identified negative self-image. The results indicated that the clients with a positive self-image compared to clients with a negative self-image expected more positive behaviours and experienced more positive in-session behaviours from both themselves and from the counsellor; they recalled more positive and fewer negative events in-session and they evaluated their session more positively. Implications for career counselling are discussed.  相似文献   

10.
We cite four disconnections among teacher education programmes, research on teaching, and programme assessment that contribute to a paucity of systematically collected evidence and the inability of teacher educators to fully address the “outcomes question” [Cochran-Smith, M. (2003). Assessing assessment in teacher education. Journal of Teacher Education, 54, 187–191] now central to the conduct and future of teacher education programmes. To reduce those disconnections, we present the Development, Research, and Improvement model of programme assessment [Metzler, M. W., & Tjeerdsma, B. L. (1998). PETE program assessment within a development, research, and improvement framework. Journal of Teaching in Physical Education, 17, 468–492] that has guided a comprehensive, longitudinal, and research-based assessment project at Georgia State University in the United States for 13 years. We situate this work in the framework of Self-Study of Teacher Education, now gaining attention worldwide as a legitimate approach to bridging the methodological and evidentiary gap between teacher education programmes, research on teaching, and programme assessment. Examples of data collected in the longitudinal programme are described, along with illustrations of how those data have guided decisions about our teacher education programme, and how those findings can add to the empirical knowledge in teacher education.  相似文献   

11.
Based on the hypothesis that learning preferences tend to vary over cultures, this study compared and contrasted the learning approaches and learning styles between Chinese and American pre-service teachers in an attempt to know more about the learning/teaching landscapes in these two countries as “teachers teach the way they learned” [Dunn, R., & Dunn, K. (1979). Learning styles/teaching styles: Should they...can they...be matched? Educational Leadership, 36, 243, 238–244]. The results showed significant differences between the two groups in deep and surface-learning approaches as well as kinesthetic and visual learning styles. The underlying cultural backgrounds and social–economic factors accounting for the differences were discussed and the implications for teaching and learning enhancement in teacher education were explored.  相似文献   

12.
This article examines the productivity of both individuals and institutions, indexed through an examination of five educational psychology journals (Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2014. These results are discussed relative to four previous studies (Hsieh et al. Contemporary Educational Psychology, 29, 333–343, 2004; Jones et al. Contemporary Educational Psychology, 35, 11–16, 2010; Smith et al. Contemporary Educational Psychology, 23, 173–181, 1998; Contemporary Educational Psychology, 28, 422–430, 2003). Vanderbilt University and Fred Paas replaced the University of Maryland and Richard E. Mayer as the top research institution and author, respectively. Sixteen of the top 19 researchers’ institutions were outside the USA, compared to only 10 of the top 32 during 2003–2008 and three of the top 20 during 1991–1996. Educational psychology research continues the trend of becoming more international.  相似文献   

13.
Teacher efficacy is linked to student achievement and classroom practices in general and special education, but has not been explored in early intervention (EI). Based upon the work of Gibson and Dembo [Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A contrast validation. Journal of Educational Psychology, 76(4) 569–582], a 15-item early interventionist self-efficacy scale (EISES) was developed for use in understanding child and program outcomes, as well as for use in evaluating interventionist training and practices. Analysis of the internal consistency reliability of the scale was adequate. Factor analysis indicated a personal self-efficacy component (internal consistency reliability was good) and a general self-efficacy component (internal consistency reliability was poor). This two-component solution explained 41% of the variance. Further analysis revealed a significant positive correlation between EI practitioners’ overall self-efficacy with years of intervention experience. There was also a significant positive correlation between personal self-efficacy and years of experience in early intervention. Implications for the application of the EISES are discussed in terms of the relationships between provider beliefs, implementation of practices, child and family outcomes, as well as effective components of early intervention personnel preparation programs.  相似文献   

14.
This paper examines the nature of the Self-confidence factor. In particular, we study the relationship between this factor and cognitive, metacognitive, and personality measures. Participants (N = 296) were administered a battery of seven cognitive tests that assess three constructs: accuracy, speed, and confidence. Participants were also given the Metacognitive Awareness Inventory (MAI, Schraw, G., and Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475.), a personality measure of the Big Five factors and our own Memory and Reasoning Competence Inventory (MARCI). Results indicate the presence of separate Self-confidence and Metacognitive processes factors, and a moderate correlation (.41) between them. The Self-confidence factor taps not only processes linked to performance on items that have correct answers, but also sureness level in beliefs about events that may never occur. A hierarchical multiple regression showed that the Self-confidence factor was predicted by accuracy of performance, Metacognitive Awareness Questionnaire, and beliefs of competence in reasoning ability.  相似文献   

15.
New methods for gathering and analyzing data about events that comprise self-regulated learning (SRL) support discoveries about patterns among events and tests of hypotheses about roles patterns play in learning. Five such methodologies are discussed in the context of four key questions that shape investigations into patterns in SRL. A framework for this review is provided by a model that structures SRL in terms of: conditions of a task, operations, products generated by operations, evaluations of work and standards used in evaluations (COPES; Winne in Journal of Educational Psychology, 89, 397–410, 1997). Four recommendations are made for future work on SRL as patterned activity: prune models of SRL with experimental tests, explicitly include goals in data, ensure learners have options for SRL by training them in tactics and strategies, and provide learners access to accurate displays about the events and patterns that comprise SRL.  相似文献   

16.
To determine the progress women have made in the last 20 years in terms of contributions to the knowledge base (i.e., authorship) and reputations as leading contributors (i.e., appointments as editors and editorial board members) in educational psychology, we analyzed data from six journals: theAmerican Educational Research Journal, Contemporary Educational Psychology,theEducational Psychologist, Educational Psychology Review,theJournal of Experimental Education,and theJournal of Educational Psychology.Results indicated that (a) women's progress in terms of authorships could be predicted by their increasing representation as educational psychologists, (b) opportunities for females to become editorial board members seem to be getting better, and (c) opportunities for females to become editors seem to be getting worse.  相似文献   

17.
The primary purpose of the present study was to determine whether recent findings documenting the benefits of text-related motor activity on young children’s memory for reading passages [Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. (2004). Activity and imagined activity can enhance young readers’ reading comprehension. Journal of Educational Psychology, 96, 424–436.] could be extended to the text processing of Native American children. Forty-five third through seventh-grade students with academic learning difficulties listened to four narrative passages under one of three instructional conditions: manipulate, where students moved toy objects to represent the story’s content; visual, where students observed the results of an experimenter’s toy manipulations; and free-study, where students thought about the content of the presented story sentences. Findings were consistent with the literature documenting the comprehension and memory benefits of text-relevant concrete representations, with students in the manipulate and visual conditions statistically outrecalling students in the free-study condition. In contrast to the results of the Glenberg et al. (2004) reading study, no conditions-related differences were observed on a final passage where students were instructed to generate internal visual images of story events in the absence of external visual support (i.e., when no toys were present).  相似文献   

18.
By adapting the job demands-resources model of Demerouti et al. Journal of Applied Psychology, 86(3), 499–512, (2001) to vocational problem-solving situations, we aimed to investigate how, and to what extent, problem-solving demands and personal resources affect stress responses and task interest. Therefore, we used a problem-solving task from the business administration domain in a computer-based office simulation. We assigned 58 participants into two groups. The treatment group worked on the problem scenario, whereas the control group was instructed to inspect the computer-based scenario and to check the software’s usability without solving the problem. Problem-solving demands, perceived stress, task interest, cardiovascular parameters, and cortisol concentration were assessed before, during and after the task at several time points. The vocational problem-solving task was associated with perceived time pressure, uncertainty, mental effort, task difficulty, and perceived stress. In addition, we found higher heart rate and cortisol concentration and lower heart rate variability values in the treatment group (compared to the control group) at the end of the task. Furthermore, we found that content knowledge buffers the impact of problem-solving demands on stress responses and it maintains task interest under high mental effort. Overall, we found evidence that vocational problem-solving activities bear stress-evoking potential and personal resources may provide buffering and maintaining functions.  相似文献   

19.
The many achievements of the Educational Foundation for Visual Aids and the National Committee for Audio-Visual Aids to Education, under the leadership of the late Dr J A Harrison from their inception until his death last year, might lead many ‘Educational Media’ leaders to think that the audio-visual movement in Education was essentially a postwar development. That this is not so is evidenced by the fact that more classroom teaching films were being made in Britain n i each of the years 1934—39 than are being made today! There were annual conferences organised by the British Film Institute and the Educational Handwork Association; there were frequent articles on the subject and reviews of new films in Sight & Sound, World Film News, The Schoolmaster, The Times Educational Supplement, British Journal of Photography, even one on Schools' television etc, and several books had been published: ‘The Cinema in Education’ in 1925, ‘Report on Educational and Documentary Films’ by the British Association for the Advancement of Science, 1930; ‘The Film in National Life’ 1932; ‘The Film in the Classroom’ 1932; ‘The Cinema in School’ 1933; ‘The Film in the School’ 1935; etc.  相似文献   

20.
Teacher commitment has been found to be a critical predictor of teachers’ work performance, absenteeism, retention, burnout and turnover, as well as having an important influence on students’ motivation, achievement, attitudes towards learning and being at school (Firestone (1996). Educational Administration Quarterly, 32(2), 209–235; Graham (1996). Journal of Physical Education, Recreation and Dance, 67(1), 45–47; Louis (1998). School Effectiveness and School Improvement, 9(1), 1–27; Tsui & Cheng (1999). Educational Research and Evaluation, 5(3), 249–268). It is also a necessary ingredient to the successful implementation, adaptation or resistance reform agendas. Surprisingly, however, the relationship between teachers’ motivation, efficacy, job satisfaction and commitment, and between commitment and the quality of their work has not been the subject of extensive research. Some literature presents commitment as a feature of being and behaving as a professional (Helsby, Knight, McCulloch, Saunders, & Warburton (1997). A report to participants on the professional cultures of Teachers Research Project, Lancaster University, January). Others suggest that it fluctuates according to personal, institutional and policy contexts (Louis (1998). School Effectiveness and School Improvement, 9(1), 1–27) and identify different dimensions of commitment which interact and fluctuate (Tyree (1996). Journal of Educational Research, 89(5), 295–304). Others claim that teachers’ commitment tends to decrease progressively over the course of the teaching career (Fraser, Draper, & Taylor (1998). Evaluation and Research in Education, 12 (2), 61–71; Huberman (1993). The lives of teachers. London: Cassell). In this research, experienced teachers in England and Australia were interviewed about their understandings of commitment. The data suggest that commitment may be better understood as a nested phenomena at the centre of which is a set of core, relatively permanent values based upon personal beliefs, images of self, role and identity which are subject to challenge by change which is socio-politically constructed.  相似文献   

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