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1.
The reported study investigated students’ perceptions of their high-performing classmates in terms of intelligence, social skills, and conscientiousness in different school subjects. The school subjects for study were examined with regard to cognitive, physical, and gender-specific issues. The results show that high academic achievements in particular school subjects lead to negative reactions in the peer group whereas high achievements in other school subjects result in positive peer reactions. In contrast, the respondents’ gender and the gender of the successful classmates had little influence on student perceptions of high achievers. The results are discussed in regard to their implications for gifted education.  相似文献   

2.
Students’ point of view for inclusion and for their classmates with disability is essential for its successful implementation. The objectives of this work are to examine the primary school students’ attitudes towards students with disabilities. The findings of the research indicate that the majority of typically developing students has a positive attitude towards their classmates with disabilities. However, they are not so much in favour of inclusion. According to the research data, a number of factors including the age of the students, their gender, their previous experience with people with disabilities, the information they have received from their parents regarding disabilities, intervene and determine the success of inclusion of students with disability but also influence the students’ attitudes towards their classmates with disability.  相似文献   

3.
This article describes the effects of an intergenerational friendly visit program on the attitudes toward the elders of one fourth grade class. Students visited with their elder "special friends" at a nursing home every week for five months. In-class lessons regarding students' knowledge and attitudes toward elders prepared students for the visits. The results of this qualitative study indicated that students gained a raised level of awareness regarding elders and the aging process. Their attitudes revealed a realistic view of both the positive and negative aspects of aging. Their attitudes toward their "special friends" were consistently positive and their empathy increased during the course of the study.  相似文献   

4.
文章针对留学生对汉语课＂教师反馈＂的态度做了全面的调查。调查结果发现：（1）学生普遍认为教师的口头反馈和书面反馈很重要;（2）初级汉语学习者更喜欢积极反馈,而中高级学习者更偏爱纠正性反馈;（3）初级学习者更依赖教师的口头纠错,而中高级学习者不太喜欢老师当众口头纠错;（4）学生最喜欢的纠正性反馈形式是＂重铸＂和＂明确纠正＂;（5）多数学生认为纠错的主体应主要为教师,同伴纠错被排在了最后。通过调查,建议汉语教师在提供教学反馈前,应充分考虑到学生不同的认知水平、情感因素和对反馈形式的偏好。  相似文献   

5.
This article examines gender differences in science achievements and attitudes during the middle grade, when our nation's scientific pipeline begins to emerge. It uses data from a large, nationally representative sample of eighth-grade students (NELS-88). The findings show that in these grades female students do not lag behind their male classmates in science achievements tests, grades, and course enrollments. Actually, some female students have higher probabilities of enrolling in high-ability classes than males. However, female students have less positive attitudes toward science, participate in fewer relevant extracurricular activities, and aspire less often to science careers than males. Students' science attitudes and career interests vary according to students' gender as well as their racial or ethnic background. These findings emphasize the need to further examine the interrelationships between gender and race or ethnicity in our efforts to understand the processes leading to women's limited participation in science-related careers.  相似文献   

6.
The theory of planned behaviour (Ajzen, 1988) was used to examine the relationship between the attitudes and behaviour of primary school children towards peers with physical disabilities included in regular education. The participants were 188 primary school children aged 8 to 12 years. Children's attitudes toward peers with disabilities, their behavioural intentions to interact with and befriend such peers, and the amount of control they perceived having over interactional behaviour, were assessed using self-report measures. These variables were used to predict the amount of time children reported spending with their classmates with physical disabilities in the classroom and playground. The results supported the theory of planned behaviour. Children's attitudes and perceived behavioural control were significant predictors of their intentions to interact with a child with physical disabilities. Intentions predicted actual behaviour to a modest extent, while perceived behavioural control was not directly associated with actual behaviour. The implications of these findings for interventions to change the attitudes and behaviours of students toward classmates with disabilities are discussed.  相似文献   

7.
This study investigated the effects of personalized instruction on the achievement and attitudes of Taiwanese students on two-step mathematics word problems. A total of 136 fourth-graders in a Taiwanese public school participated in the study. Subjects initially completed a Student Survey on which they chose their favorite foods, sports, stores, classmates, and other selections. The most popular items were then used to create personalized math word problems for the pretest, personalized instructional program, and posttest. Subjects were blocked by ability based on their pretest scores and were randomly assigned within ability levels to either a personalized or nonpersonalized version of the print-based instructional program. After finishing the program, subjects completed a student attitude survey and the posttest. A repeated-measures univariate analysis of variance revealed that subjects in the personalized treatment made significantly greater pretest-to-posttest gains than those in the nonpersonalized treatment. Subjects also performed significantly better on the personalized pretest and posttest problems than on the nonpersonalized problems. Personalized subjects and higher-ability students both had significantly more positive attitudes toward the instructional program than did their nonpersonalized and lower-ability counterparts. This research was conducted while he was a doctoral student at Arizona State University.  相似文献   

8.
档案袋评价是形成性评价的一种。本研究主要针对档案袋评价是否能提高学生的口语水平以及学生对档案袋评价的态度两个方面。通过实证研究发现,档案袋评价对学生的英语口语水平有积极的促进作用,特别是语言表达能力,而对朗读部分则提高的不明显。研究还发现学生对档案袋评价持肯定的态度,认为档案袋评价能提高他们的口语水平,能真实地反映他们的学习,有利于发现自己的优缺点,有利于和同学之间相互理解与合作,同时还能提高他们学习英语的兴趣和自信。  相似文献   

9.
Fourth- through seventh-grade children (mean age 11.5 years) estimated the likelihood that various consequences would occur following hypothetical acts of aggression toward victimized and nonvictimized classmates. Children also indicated how much they would care if the consequences were to occur. When contemplating aggression toward victimized classmates, children were more likely to expect tangible rewards, more likely to expect signs of victim suffering, and less likely to expect retaliation than when considering aggression against nonvictimized classmates. Also, when considering aggression toward victimized classmates, children cared more about securing tangible rewards but were less disturbed by the thought of hurting their victims or by the thought of their victims retaliating than when imagining aggression toward nonvictimized classmates. The foregoing pattern was stronger for boys than for girls. Implications for theories of aggression and for intervention with aggressive and victimized children are discussed.  相似文献   

10.
There appears to be a complex network of cognitive and affective factors that influence students’ decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students’ awareness of their science teacher’s learning leadership and how it relates to the students’ attitudes toward science and positive thinking. Initial results revealed that the optimism of positive thinking is highly and positively correlated with the future participation in science and learning science in school attitudes toward science and self-concept in science. Moreover, structural equation modelling (SEM) results indicated that the subscale of teachers’ leadership with idealised influence was the most predictive of students’ attitudes toward science (β = .37), and the leadership with laissez-faire was predictive of students’ positive thinking (β = .21). In addition, the interview results were consistent with the quantitative findings. The correlation and SEM results indicate some of the associations and potential relationships amongst the motivational and affective factors studied and students’ attitudes toward and intentions to study science, which will increase their likelihood of future involvement in science careers.  相似文献   

11.
Implicit attitudes can be activated by the mere presence of the attitude object. They are assumed to guide behavior in demanding situations, including the educational context. Implicit attitudes toward racial minority students could be important in contributing to the disadvantages those students experience in school. This study employed three different measures to investigate implicit attitudes toward racial minority students among preservice teachers. The IAT and the AMP showed more negative implicit attitudes toward racial minority than toward racial majority students; the affective priming task revealed that implicit attitudes toward racial majority students were positive, while those toward racial minority students were neutral. Results are discussed in their implications for preservice teachers’ judgments and behaviors.  相似文献   

12.
Negative peer attitudes are generally recognised as being a major barrier to full social inclusion at school for children and youth with disabilities. The present study examined the attitudes of 1,872 grade nine high school students in Ontario, Canada toward their peers with disabilities. A bioecological perspective and a structural equation modeling approach were adopted to investigate how various aspects of school culture and student interpersonal factors influenced attitudes. The majority of students (61%) held attitudes toward peers with disabilities that ranged from slightly above neutral to very positive. However, a substantial number (21%) held slightly below neutral to very negative attitudes. Positive student relationships at the school level and a school goal task structure that promoted learning and understanding for all students, rather than social comparison and competition among students, were two aspects of school culture that had both direct associations with positive attitudes and indirect associations through student interpersonal factors. Teacher and student relationships at the school level was an aspect of school culture that had an indirect association with positive attitudes via interpersonal support from teachers. Results support the development of ecologically based programs aimed at promoting aspects of school culture that contribute to positive attitudes of students toward their peers with disabilities.  相似文献   

13.
Aging education is relatively new to the university, and our understanding of the perspectives students bring to aging populations is correspondingly limited. This investigation surveys 546 students at a midsized, Midwestern university to explore students' views toward elders, toward serving elders, and toward the relevance of aging education for various other areas of study. Our results suggest generally favorable attitudes: older students and students with greater contact with aging populations were more positive than their counterparts; gender, GPA, and aging courses taken showed sporadic or no effects on various attitudes. These preliminary findings offer a baseline for future investigations. Our findings suggest that students who have more contact through friendship and volunteer experiences have more positive attitudes toward working with older adults. Additional research is needed to examine if type of gerontological instruction is associated with attitudes toward aging and aging education.  相似文献   

14.
Few studies have been conducted to identify what kinds of online information are provided by institutions and needed by international students in social media. This study aims to identify critical constructs of study abroad information (SAI) that can generate positive attitudes toward the university. Specifically, this study attempts to investigate the effectiveness of persuasive communication via social media among students looking to study abroad as well as examining their impacts on attitude change. This paper used the elaboration likelihood model to map out information processing flow of students looking to study abroad. Based on a series of qualitative and quantitative studies, the findings highlighted the importance of peripheral communication cues in influencing students’ attitudinal change toward overseas institutions and countries. This study uncovered that the peripheral cues mediate the relationship of study abroad online reviews and attitude change.  相似文献   

15.
Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students’ learning. This survey-based study records and examines Pakistani pre-service teachers’ and teacher-educators’ current uses of Facebook, and their attitudes toward using Facebook for collaborative learning, and to see if there is a significant relationship between participants’ intensity of Facebook use and their attitude toward instructional use of Facebook. Results of the study indicated that pre-service teachers’ and teacher-educators’ motives for their current Facebook use are mainly limited for social purposes. Pre-service teachers’ use of Facebook is more intensified than the use of Facebook by teacher-educators. Further, pre-service teachers showed more positive attitudes toward using Facebook for collaborative learning than the attitudes of their faculty. Findings also indicated a positive relationship between participants’ Facebook intensity and their attitudes toward its use for collaborative learning.  相似文献   

16.
In this study 1,453 Chinese high school and college students’ attitudes toward seeking professional psychological help and factors contributing to attitude differences were examined. Results revealed that Chinese students possessed generally positive attitudes and their attitudes were significantly associated with gender, prior counseling contact and prior knowledge about counseling and psychology. Previous help-seeking behavior for a major problem was predictive of respondent attitudes. Students with a broad range of help-seeking preferences had more positive attitudes than students with a narrower range. Students who sought help from parents or teachers perceived counseling more positively than students not seeking such help; this result was more significant for high school students. College students’ attitudes differed more in the area of whether or not to seek help. In addition, family structure was related to two dimensions of attitudes toward help seeking—interpersonal openness and stigma tolerance, but not to attitudes toward seeking psychological help.  相似文献   

17.
This study used the theory of reasoned action to investigate determinants of primary school children's attitudes and behavioural intentions towards peers with physical disabilities. The influence of children's own attitudes toward working with peers with physical disabilities in regular classes and subjective norms provided by their teachers, principals, and parents were used to predict behavioural intentions to befriend and interact with classmates with physical disabilities. The participants were 143 fourth and fifth grade primary school students, their mothers, teachers, and school principals. The students completed an attitude questionnaire and a behavioural intention scale. Their parents, teachers, and principals completed a similar disability attitude questionnaire. The results supported the predictions made by the theory of reasoned action. Children's own attitudes towards the inclusion of peers with disabilities was the strongest predictor of behavioural intentions to interact with a classmate with a physical disability. The attitudes of teachers, principals, and parents were also significant predictors of intentions. However, only the attitudes of parents and school principals accounted for any more variance than children's attitudes alone. The implications of these findings are discussed in terms of developing whole class interventions to promote the social integration of children with physical disabilities.  相似文献   

18.
This study examined first-year medical student attitudes concerning the elderly before and after instituting a geriatric mentoring program. The program began and ended with a survey designed to assess students' attitudes toward the elderly. During the mentoring program, students visited the same senior for four visits throughout the academic year. After each visit, students were required to write a narrative that included reflections on assigned themes. Comparisons of pre- and postsurvey data indicated that students became more positive in their attitudes toward older patients after the geriatric experience. Narratives indicated students were highly engaged in the visits with their seniors.  相似文献   

19.
Elementary and secondary students spend more hours outside of class than in formal school and thus have more time for interaction with everyday science. However, evidence from a large international survey, Program of International Student Assessment (PISA) (OECD 2012), found a negative relationship between number of hours attending after-school science and science assessment scores in many countries, raising questions about why. The secondary analysis of the 2006, 2009, and 2012 PISA surveys found that in most Western countries the longer students attended after-school science programs (in a typical week), the lower their PISA standardized science test score, but the higher their positive attitudes toward future science careers, interest in science, and self-confidence in science. Several potential hypotheses for this relationship are examined and rejected. Further analysis of a causal relationship between frequent attendance in after-school programs and student achievement and attitudes should clearly identify the content of the program so that the analysis could distinguish experiences closely related to regular school curricula from the informal science activities that are not. A new analysis also should include carefully designed longitudinal surveys to test the effectiveness of informal experiences on later life choices in career and study.  相似文献   

20.
ABSTRACT

This study investigates the preferences of students with learning disabilities regarding the location in which they receive help and the person from whom to get help. The attitudes of students with learning disabilities towards school as a function of the time they spend in the mainstream and their characteristics were also investigated. Results of the structured interviews and survey statements of 150 students indicated that they preferred receiving extra help in the special education class from the special education teacher. Students’ preferences for setting or teacher were not related to age, sex, IQ or academic achievement level, nor to the time students spent in the mainstream. The students expressed a positive attitude towards school in general, and towards their teachers, their classmates and the schoolwork in particular.  相似文献   

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