共查询到20条相似文献，搜索用时 31 毫秒
1.
Ken R. Lodewyk 《教育心理学》2007,27(3):307-327
Students with differing profiles of epistemological beliefs—their beliefs about personal epistemology, intelligence, and learning—vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students’ epistemological beliefs according to gender, school orientation, overall academic achievement, and performance on two differently structured academic tasks. Epistemological beliefs in fixed and quick ability to learn, simple knowledge, and certain knowledge differed significantly as a function of gender, school orientation, and levels of academic achievement. These beliefs, particularly the belief in simple knowledge, significantly predicted overall performance and reflective judgment scores on the ill‐structured task but not on the well‐structured task. Implications concerning the relations among epistemological beliefs, reflective judgment, gender, school orientation, task structure, and achievement are discussed. 相似文献
2.
Joseph A. Buckhalt 《Psychology in the schools》1985,22(2):224-230
Students referred by teachers for a gifted program and students referred for evaluation because of learning difficulties were asked a series of questions about their highest and lowest subtest scores on the WISC-R. Both groups tended to view Performance subtests as best, and the correlations between particular subtests perceived as best or worst and actual scores were significant. For free response attributions, no students ascribed success or failure to luck, and very few mentioned effort. High-achieving students credited ability as most responsible for their best subtest. No significant difference between the groups was found, however, when students rated the relative importance of ability, effort, task difficulty, and luck. Equal proportions of students in both groups expressed preferences for continued work on their best or worst subtest. 相似文献
3.
Luísa Faria Anne-Marie Fontaine 《European Journal of Psychology of Education - EJPE》1997,12(1):51-62
This study presents the building of an instrument to measure personal conceptions of intelligence based upon Dweck research, and some exploratory evidence. The instrument is directed to adolescents, has got more items than the original one and incorporates new aspects, such as the importance of effort and ability in relation with personal conceptions of intelligence. The results of a factor analysis evidenced the existence of two distinct factors — a static and a dynamic one — that explain together 31.7% of the total variance. The internal consistency of the scales evidenced alpha coefficients between .74 and .80. The results of a test-retest reliability study (with a month interval) proved to be better for the static scale than to the the dynamic one, as well as the results of an external validity study (correlations with grade point average). Some differential exploratory studies showed differences in personal conceptions of intelligence related to school grades (5th to 11th): the scores increased from the 5th to the 11th grade, showing that older students were less “static” (more “dynamic”), and also related to the socio-economic status (high vs. low): the higher SES subjects appeared less “static” (more “dynamic”) than the lower SES subjects. 相似文献
4.
Isabel Roque Marina Serra de Lemos Teresa Gonçalves 《European Journal of Psychology of Education - EJPE》2014,29(1):159-173
This study examined the development of school-related causality beliefs which are children’s generalized perceptions of the utility or power of different categories of specific means in producing school outcomes. Based on the action theory perspective, we analyzed the developmental model of these beliefs as well as the trajectories of the five perceived causes of school success and failure: ability, effort, luck, teacher’s help, and unknown causes. On a 5-year longitudinal study, following a group of 63 students over an 8-year period (from the second to the ninth grades), using hierarchical linear models, intraindividual changes and interindividual differences in these changes were identified; also, factors that might account for this variability were tested. The results showed a decrease of the effectiveness attributed to the various causes, but their differentiated trajectories, and a relative independence of gender and achievement factors (engagement and school grades) in the evolution of these beliefs. School children in the lower grades value most highly ability and effort as causes of school success. Student’s beliefs about the causes of school performance become both more conservative and more differentiated along schooling, which is probably a normative general tendency. Findings from this longitudinal study corroborate, to a large extent, a consistent set of important developmental findings based on previous cross-sectional designs. 相似文献
5.
Ellen A. Skinner 《Child development》1990,61(6):1882-1890
2 studies investigated developmental differentiation of children's causal beliefs across middle childhood. Grounded in meta-theories suggesting that development is characterized by progressive differentiation, hypotheses were derived from theory and research on the multiple dimensions of children's perceived control and on developmental changes in children's concepts of causal constructs. Age differences in the organization of children's causal perceptions were explored and replicated ( N 's = 294 and 240, ages 7–12). Analyses of factor structure of children's beliefs about the effectiveness of 5 causes for school success and failure (effort, ability, powerful others, luck, and unknown factors) revealed that beliefs became more differentiated with age. At ages 7–8, 2 dimensions were found, 1 marked by unknown and 1 by the remaining causes. At ages 9–10, 3 factors were present, marked by "internal,""external," and unknown means. By ages 11–12, 4 factors were indicated, marked by effort, ability, "external," and unknown causes. Findings suggested that different theories of perceived control may provide more useful accounts of the dimensions of causal beliefs at different ages. Implications were derived for measurement of perceived control and investigation of developmental change in its effects on children's motivation and behavior. 相似文献
6.
Adopting a person-centered approach, we profiled 5th and 6th grade children's (152 boys and 161 girls) school-related beliefs about perceived task difficulty and agency beliefs in ability and effort. Five clusters were compared across key learning-related dimensions encompassing underlying worldviews (means–ends beliefs, normative difficulty, nature of ability), motivation (intrinsic, identified, introjected, and extrinsic), and adjustment (achievement and well-being): Agentic (high ability, high effort, low difficulty), Strivers (above average ability, high effort, high difficulty), Normative (average ability, effort and difficulty), Disengaged (low ability, low effort, average difficulty) and Challenged (low ability, low effort, high difficulty). The findings suggest that difficulty, perceived either as challenge or obstacle, plays an important role for the belief profiles, and that relationships with worldviews and motivation are indicative of adaptation and maladaptation. 相似文献
7.
Susanne Koerber Daniela Mayer Christopher Osterhaus Knut Schwippert Beate Sodian 《Child development》2015,86(1):327-336
The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8‐, 9‐, 10‐year‐olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66‐item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naïve conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed. 相似文献
8.
Theresa A. Thorkildsen 《Child development》1991,62(4):852-862
Conceptions of fair educational practices develop differently for testing and learning situations. After about age 8, children judged peer tutoring to be an unfair practice during a test. (Most 6–8-year-olds judged it fair). Yet, peer tutoring was seen as the most fair way to help students learn until at least age 17. In addition, 4 levels of conceptions of fair testing practices were found. Adult-like conceptions of fair testing practices emerged at about age 11, which contrasts with about 18 for conceptions of fair learning practices. Conceptions of fair testing practices parallel the development of the concepts of ability and effort as factors limiting immediate performance; whereas conceptions of fair learning practices parallel the development of concepts concerning the long-term acquisition of intelligence. These findings support the conclusion that children's understanding of different types of situations is reflected in their conceptions of social justice. 相似文献
9.
Loredana R. Diaconu-Gherasim Ana-Maria Tepordei Cornelia Mairean Andrei Rusu 《Educational studies》2019,45(1):95-112
This study evaluated how gender is related to children’s intelligence beliefs, goal orientations and academic achievement and whether there are gender differences in how intelligence beliefs and goal orientations are related to academic achievement. The participants, 362 seventh grade students (55.8% girls; Mage = 13.20, SD = .57 years), completed measures regarding their intelligence beliefs and goal orientations at the beginning of the second semester and the grades were collected at the end of the semester. Girls reported higher scores on incremental belief, mastery goal and higher achievement but lower levels of performance avoidance compared to boys. The relations between intelligence beliefs and academic achievement were fully mediated by both performance goals. Further, there were no gender differences in the associations among intelligence beliefs, goal orientations and achievement. The findings reveal that goal orientations are a mechanism that might explain why intelligence beliefs are linked with academic achievement in early adolescence. 相似文献
10.
This study investigated to what extent primary school teachers’ perceptions of their students’ ability and effort predict developmental changes in children’s self-concepts of ability in math and reading after controlling for students’ academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their teachers were followed for four years. Children’s self-concepts and performance ability in math and reading were measured annually during Waves 2–4. Teachers rated the children’s ability and effort at each of the four waves. Domain-specific differences and developmental changes could be identified in the associations between teachers’ perceptions and children’s ability self-concepts. Teachers’ ability perceptions predicted children’s concurrent and subsequent ability self-concepts in math and reading, whereas teachers’ effort perceptions predicted children’s math ability self-concept only at Wave 4. Analyses with multi-sample procedure showed that these models were similar for boys and girls and for children in different cohort groups. 相似文献
11.
Do young boys and girls understand what leads to academic success (e.g., talent, effort, good teaching, luck) in the same way? Do young girls and boys have equivalent perceptions of their academic competence? Are these beliefs engendered in the same way across sociocultural contexts? In a cross-cultural study of over 3,000 children in grades 2 to 6, ages 7.2 to 13.6, we discovered that boys and girls around the world have very similar ideas about what generally leads to academic success. Moreover, in the few contexts where boys' and girls' academic performances were equal, their beliefs were also equal. However, when girls outperformed boys, their beliefs in their own talent were no greater than boys' beliefs, even though they did have stronger beliefs than boys in other facets of their achievement potential (e.g., putting forth effort, being lucky, getting their teacher's help). Our findings support the generally close correspondence between children's achievement and their competence-related beliefs, with the exception that young girls appear to specifically discount their talent. The effects held regardless of the children's achievement, intelligence, or age (approximately 8 to 13 years). Girls were more biased in some contexts than in others, however, suggesting that competence-related biases are rooted in culture-specific aspects of school settings. 相似文献
12.
Pre-service teacher education students' epistemological beliefs and their conceptions of teaching 总被引：3，自引：0，他引：3
A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education programme to examine the student-teachers' epistemological beliefs and conceptions of teaching. The results show that most of the student-teachers (i) strongly believed that learning effort was more important than innate ability, (ii) strongly believed that knowledge changes, and (iii) were inclined to question the authority of knowledge. Although student-teachers who had sophisticated or mixed epistemological beliefs tended to believe in constructivist or mixed conceptions of teaching as predicted, inconsistent cases were identified. Implications for teacher education programmes are discussed. 相似文献
13.
This study examined relationships within and between measures of personality characteristics, personal and teaching practices beliefs, levels of dogmatism, and cognitive out-comes (NTE scores and GPA) for a sample (n=63) of teacher education students at the time of exiting a teacher education program. Moderate, negative correlations were established between dogmatism and the cognitive outcomes. Teaching practices beliefs consistent with the philosophy of John Dewey were positively related to both NTE scores and GPA, but were inversely related to dogmatic beliefs. Personality characteristics were essentially unrelated to the cognitive outcomes examined, but were consistently found to relate positively to dogmatism scores. Other results of the study questioned the subscale independence of the personality measure used. Results were interpreted in terms of past research with the various cognitive and affective measures used and implications for teacher education program planners and evaluators were discussed. 相似文献
14.
Preschool children's reasoning about ability 总被引：3，自引：0，他引：3
Young children's reasoning about ability was investigated among 155 preschoolers (M = 4 years, 10 months) across 3 studies. Results suggest that preschoolers are sensitive to mental state information when making judgments about another child's ability: They judged a child who finds a task easy to be smarter than one who finds the same task hard. Systematic patterns of errors on recall tasks suggest that preschoolers perceive positive correlations between (a) exerting effort and experiencing academic success, and (b) being nice and having high academic ability. Results from a comparison group of forty 9- to 10-year-olds (M = 9 years, 10 months) suggest that the preschool findings generally reflect emerging patterns of reasoning about ability that persist into later childhood, but that the perceived correlations between high effort and academic outcomes and between social and academic traits diminish with age. 相似文献
15.
Children's developing conceptions of what is right or proper are commonly studied without reference to concomitant changes in their understanding of beliefs, just as studies of young people's maturing grasp of the belief entitlement process ordinarily proceed separately from any examination of the value considerations that invest beliefs with meaning. In an effort to reverse these isolationist practices, a case is made for rereading the fact-value dichotomy that currently works to divide the contemporaneous literatures dealing with children's moral reasoning development and their evolving theories of mind. Findings from two research programs, in which children's beliefs about truth and rightness are combined, serve to illustrate the natural interdependence of these moral and epistemic matters. 相似文献
16.
Students often hold misconceptions about natural phenomena. To overcome misconceptions students must become aware of the scientific conceptions, the evidence that bears on the validity of their misconceptions and the scientific conceptions, and they must be able to generate the logical relationships among the evidence and alternative conceptions. Because formal operational reasoning patterns are necessary to generate these logical relationships, it was predicted that, following instruction, formal operational students would hold significantly fewer misconceptions than their concrete operational classmates. To test this hypothesis 131 seventh-grade students were administered an essay test on principles of genetics and natural selection following instruction. Responses were categorized in terms of the number of misconceptions present. The number of misconceptions was compared to reasoning ability (concrete, transitional, formal), mental capacity (<6, 6, 7), verbal intelligence (low, medium, high), and cognitive style (field dependent, intermediate, field independent). The only student variable consistently and significantly related to the number of misconceptions was reasoning ability; thus, support for the major hypothesis of the study was obtained. 相似文献
17.
Joni M. Lakin 《Psychology in the schools》2012,49(8):756-768
Verbal and quantitative reasoning tests provide valuable information about cognitive abilities that are important to academic success. Information about these abilities may be particularly valuable to teachers of students who are English‐language learners (ELL), because leveraging reasoning skills to support comprehension is a critical aptitude for their academic success. However, due to concerns about cultural bias, many researchers advise exclusive use of nonverbal tests with ELL students despite a lack of evidence that nonverbal tests provide greater validity for these students. In this study, a test measuring verbal, quantitative, and nonverbal reasoning was administered to a culturally and linguistically diverse sample of students. The two‐year predictive relationship between ability and achievement scores revealed that nonverbal scores had weaker correlations with future achievement than did quantitative and verbal reasoning ability scores for ELL and non‐ELL students. Results do not indicate differential prediction and do not support the exclusive use of nonverbal tests for ELL students. © 2012 Wiley Periodicals, Inc. 相似文献
18.
Complexity of parental reasoning about child development was studied in mothers who varied in ethnic background and biculturalism. Middle-class mothers from Mexican-American and Anglo-American backgrounds were compared on their level of concepts of development on a scale from categorical to perspectivistic reasoning. Categorical mothers interpreted child development as being caused by single constitutional or environmental factors. Perspectivistic mothers interpreted development as the result of the dynamic interplay between constitution and environment over time and accepted that the same developmental outcome could have multiple determinants. In a comparison among moderately acculturated Mexican-Americans, highly acculturated Mexican Americans, and Anglo Americans, the highly acculturated Mexican-American group scored as more perspectivistic than the other two groups, despite the fact that the Anglo-Americans were the most acculturated. When the 2 Mexican-American groups were subdivided into monocultural (Mexican or American) and bicultural subgroups and compared with the Anglo-American group, the bicultural subgroup of the highly acculturated Mexican-American mothers was the most perspectivistic. These results suggest a complex picture of diversity in Mexican-American mothers who retain values and beliefs from their own culture, as well as taking on values and beliefs of the American culture. Maternal intelligence and adherence to traditional cultural values were not found to correlate significantly with level of developmental reasoning. 相似文献
19.
Allan Wigfield 《Educational Psychology Review》1994,6(1):49-78
I consider Eccles et al.'s (1983) expectancy-value model of achievement performance and choice from a developmental perspective, by examining how recent research on the development of young children's competence beliefs, expectancies for success, subjective task values, and achievement goals can be incorporated into the model. The kinds of change in children's achievement beliefs considered include change in the factor structure of children's competence beliefs and values; change across age in the mean level of those constructs; and change in children's conceptions of ability beliefs and subjective values. I also discuss how achievement goals are conceptualized in this model, and how goals are conceived by other current motivation researchers. Changes in the nature of relations among competence beliefs, subjective task values, achievement goals, and achievement behaviors also are considered. 相似文献
20.
《Learning and individual differences》2006,16(3):217-233
The phase-synchronization of Gamma-band oscillations has been postulated as a mechanism of “network binding” and implicated in various aspects of perception, memory, and cognition. The current study investigates a possible link between Gamma synchrony and individual differences in intelligence within the theory of fluid and crystallized intelligence, with due reference to Hebbian theory. The hypothesis is that there are significant correlations between cognitive performance and synchronous Gamma activity across diverse brain regions. EEG data were recorded from 35 healthy participants, and the peak magnitude and latency of early and late Gamma Synchrony were extracted using a method for quantifying phase synchronization across multiple sites. Participants also completed 11 diverse cognitive ability tests tapping fluid and crystallized intelligence. Overall, moderate-sized correlations were obtained between accuracy and speed composite scores, derived from the ability tests, and magnitude and latency indices of Gamma synchrony. Phase-synchronous Gamma activity provides a plausible physiological mechanism that might account for individual differences in cognitive abilities. 相似文献