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1.
Cándido J. Inglés María C. Martínez-Monteagudo Maria C. Pérez Fuentes José M. García-Fernández María del Mar Molero Raquel Suriá-Martinez 《教育心理学》2017,37(2):237-248
The aim of this study was to analyse the relationship among emotional intelligence (EI) and learning strategies, identifying different emotional intelligence profiles and determining possible statistically significant differences in learning strategies through the identified profiles. Thousand and seventy one Spaniards secondary school students aged 14–17 participated in the study, completing the Trait Meta-Mood Scale-24 (TMMS-24) and the Cuestionario de Estrategias de Aprendizaje [Learning Strategies Questionnaire] (LSQ). Cluster analysis identified four differentiated EI profiles: a group of adolescents with a low EI profile, a group with high scores in attention and low scores in repair, a high EI profile group, and a group of adolescents with predominance of low attention and high repair. The results also revealed statistically significant differences among the profiles in most of the learning strategies, in which students with high general EI and those with predominance of low attention and high repair use more learning strategies than the other groups, suggesting the importance of developing programmes of emotional skills to study in greater depth EI and its influence on students’ learning strategies. 相似文献
2.
本研究从国内两所特殊教育学校采集了133名年龄在7岁至17岁之间的弱智学生的智力和适应行为的测量数据,经过统计处理,结果发现:随着智力落后程度的加重,弱智学生在智力测验的各个分测验上的发展水平会显著地下降;平均水平较低;学生智力落后的程度越重,其适应行为的发展水平越低;弱智学生的智力与适应行为存在极其显著的相关;弱智学生的智力和适应行为的发展不存在显著的性别差异。建议培智学校的课程设置和课程标准的制定需要针对不同程度弱智学生的认知特点,以适应学生的能力差异,这也是培智学校课程研究必然的方向。 相似文献
3.
The present study sought to determine the effect of three different types of teacher nomination forms on a group of teachers' effectiveness and efficiency in identifying gifted children; to compare the effectiveness and efficiency of the three forms with each other, with that of the Renzulli-Hartman Scale for Rating Behavioral Characteristics of Superior Students, and with that of a form that requested teachers to identify their gifted students; and to examine the relationship between the scores on the intelligence test, on the various nomination forms, and on the California Achievement Test (CAT). The subjects of the investigation were 183 children in grades K-5 and their teachers. Based on the findings of the study, the following conclusions were reached. First, the use of a behavior rating scale teacher nomination form will result in the greatest number of gifted children being correctly identified. Secondly, it is possible to increase the effectiveness, without overly affecting the efficiency, of any teacher nomination form by making the criterion standard for giftedness sensitive to the specific population it is screening. Thirdly, while the relationship between the scores was relatively low, because of its high effectiveness, its acceptable completion time, and its scores having the highest positive relationship with the intelligence test scores of any of the forms used, Form C is recommended as the teacher nomination form to be considered to assist teachers in the identification of gifted children. Fourthly, in schools where a large majority of the children score very high on a standardized achievement test, some other measure of academic success must be found if academic achievement is to be a component in the screening process. Finally, while, as a group, teachers in a school all may appear to be very good identifiers of gifted children, careful examination across grade levels, and within grade levels if the teacher sample size per grade is large enough, may assist in the identification of groups of teachers for in-service training. 相似文献
4.
In the development of performance excellence, the relative roles played by intellectual ability and motivation remain speculative. This study investigates the role played by general intelligence, school environment, self‐efficacy, and aspects of personal identity in the formation of learning motivation in German students attending the Gymnasium schools. Using self‐reports of academic achievement and scores on a shortened version of the Berlin intelligence structure test for adolescence to differentiate students as achievers or underachievers, ninth‐grade students were administered a battery of self‐report instruments, designed to measure learning motivation, school environment, self‐efficacy, and personal identity. After the posited factor structure was confirmed, factor scores were computed and then used as data in hierarchical regression analyses using learning motivation as the criterion variable. The results showed that the greatest predictors of learning motivation were variables related to personal identity‐style, rather than general intelligence, supporting the hypothesis that learning motivation is a moderator variable of intellectual achievement for students with intellectual giftedness, rather than an inherent component of giftedness. 相似文献
5.
Matthias Ziegler Maximilian Knogler Markus Bühner 《Learning and individual differences》2009,19(2):288-292
Studies on the interface between cognitive ability (intelligence) and personality in the prediction of academic performance have yielded mixed results so far. Especially an interaction between conscientiousness (and its facet achievement striving) and intelligence has been investigated. The hypothesis is that conscientiousness enhances the impact of intelligence on performance. Based on findings supporting the idea of a non-linear relationship between conscientiousness and performance the present study aimed at a clarification of the mixed results. Given such a non-linear relationship, studies investigating a possible moderating effect should pay attention to the performance level. A sample of N = 271 students completed a conscientiousness and an intelligence measure. Moderated regression analyses revealed a moderation for conscientiousness but not its facet achievement striving in the total sample. However, splitting the sample into a low and a high performer group revealed an enhancing effect of achievement striving for low performers and a buffering effect for high performer. Practical as well as theoretical implications are discussed. 相似文献
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7.
Ability grouping or tracking during secondary schooling is widespread. Previous research shows academic track schools are more successful than non-academic track schools in teaching mathematics, reading and foreign languages. Reasons include a more favorable student composition and higher instructional quality. However, there is less evidence that between track differences are even large enough to differentially affect the students' cognitive development. We used data from a large Hamburg panel study to test this hypothesis (N = 8628). By employing several propensity score matching algorithms we formed parallelized samples of academic track and either non-academic track students or comprehensive school students. After four years of tracking, academic track students showed considerably higher intelligence scores than their counterparts at the non-academic tracks and slightly higher scores than students at the comprehensive schools. Our results underline the importance of a cognitively stimulating learning environment in school to support students' cognitive development. 相似文献
8.
J. K. Talabi 《Learning, Media and Technology》1989,15(1):17-24
This study compared the effects of televised and programmed instruction on the achievement of students from secondary schools located in rural and urban areas in Kwara State of Nigeria. A total of 300 fourth form students taking geography in their West African School Certificate Examinations were used for the urban location study, while another set of 300 students studying the same subject in the fourth form were used for the rural location study. For each location, the students were divided into three ability groups, based on average scores of their continuous assessment records in geography. The research was of the pre‐test‐post‐test control group design (Campbell & Stanley, 1966).
Results for the urban location group showed that students who studied through televised instruction performed better than those who studied with programmed instruction. For the rural location group results showed that televised instruction was more effective for high achievers while programmed instruction was more effective for the average and low achievers 相似文献
9.
This paper presents a counterfactual decomposition of the public–private gap on test scores obtained by 8th graders in Brazil. Quantile regression methods are used to obtain a characterization of the conditional distribution of scores, which is then used to build counterfactuals. The results obtained suggest that low performance students attending public schools would perform even worse with the returns to characteristics from private schools’ students. Further analysis brings the importance of the family background to children's scholar achievement. 相似文献
10.
Data on student achievement gain in a large urban school district during the 1984–85 school year were analyzed to identify schools with achievement consistently higher or lower than schools with similar student and school characteristics. Before calculating gain scores, students were grouped with others of the same sex, ethnicity, initial grade level, and initial achievement level. After residuals for students who were above or below similar students were summed and averaged for reading and math at each grade, school-level regression analysis was used to further control for student and school characteristics. Results indicated that schools with reading gains one standard deviation above the mean had average raw scores less than two items higher than the district average on the sixty-item reading test, while schools with math gains this large had raw scores little more than one item higher than the average on the 44-item math test. In addition, examination of data on schools with residual (combined) reading and math gain scores 1.5 or more standard deviations above the average showed that after taking account of student background information and salient school characteristics, only one elementary school among 173 and no secondary school among 71 had unusually high achievement scores. Implications are discussed regarding efforts to identify and reward meritorious schools which allegedly have improved achievement more than other similar schools. 相似文献
11.
It was suggested that fluency, defined as number of responses, may misleadingly influence both high Intercorrelations sometimes reported among measures of creativity and low correlations sometimes reported between measures of creativity and intelligence. Subjects were 93 Saturday art school students between the ages of 9 and 15 years. Intercorrelations among five “creativity” scores derived from a slightly modified version of Torrance's Figure Completion Test and between these scores and Henmon-Nelson Intelligence were compared using both raw creativity scores and creativity scores corrected for the effect of fluency. Uncorrected creativity scores intercorrelated high among themselves (mean r= .45) and low with intelligence (mean r= .09), while corrected creativity scores showed low intercorrelations among themselves (mean r= .08) and with intelligence (mean r= .13). These findings are interpreted as confirming the influence of fluency upon high intercorrelations among so-called measures of creativity and as failing to support the suggestion that fluency may also influence low correlations among creativity and intelligence measures. 相似文献
12.
Maria S. Poulou 《Early education and development》2017,28(8):996-1010
The present study used hierarchical linear modeling to examine predictors of students’ emotional and behavioral difficulties in preschool classrooms. Specifically, the study examined (a) the link between teachers’ perceptions of their own emotional intelligence and students’ emotional and behavioral difficulties, (b) the link between teachers’ perceptions of students’ social skills and emotional and behavioral difficulties, and (c) how teachers’ perceptions of their own emotional intelligence were related differentially to their perceptions of students’ emotional and behavioral difficulties based on students’ social skills. Participants were 92 preschool teachers and 238 students from 52 state schools in central Greece. Research Findings: Results indicated that higher scores for teachers’ perceptions of emotional intelligence and students’ social skills were related to lower scores for teachers’ perceptions of students’ emotional and behavioral difficulties. Teachers’ perceptions of emotional intelligence were important in predicting students’ emotional and behavioral difficulties, especially in the case of students’ lack of social skills. Practice or Policy: This study provides empirical support for the predictors of students’ emotional and behavioral difficulties by taking into consideration both teachers’ perceptions of emotional intelligence and students’ social skills, thus suggesting new insights into the interpretation of emotional and behavioral difficulties in preschool. 相似文献
13.
The interrelationship between senior high school students’ science achievement (SA) and their self‐confidence and interest in science (SCIS) was explored with a representative sample of approximately 1,044 11th‐grade students from 30 classes attending four high schools throughout Taiwan. Statistical analyses indicated that a statistically significant correlation existed between students’ SA and their SCIS with a moderate effect size; the correlation is even higher with almost large effect sizes for a subsample of higher‐SCIS and lower‐SCIS students. Results of t‐test analysis also revealed that there were significant mean differences in students’ SA and their knowledge (including physics, chemistry, biology, and earth sciences subscales) and reasoning skill subtests scores between higher‐SCIS and lower‐SCIS students, with generally large effect sizes. Stepwise regression analyses on higher‐SCIS and lower‐SCIS students also suggested that both students’ SCIS subscales significantly explain the variance of their SA, knowledge, and reasoning ability with large effect sizes. 相似文献
14.
Fikret Korur Gülfem Efe Fisun Erdogan Berna Tunç 《International Journal of Science and Mathematics Education》2017,15(2):251-271
The aim of this 2-group study was to investigate the following question: Are there significant differences between scaffolded design-based learning controlled using 7 forms and teacher-directed instruction methods for the toy crane project on grade 7 students’ posttest scores on the simple machines achievement test, attitude toward simple machines, and attitude toward creativity in simple machines after adjusting for their respective pretest scores and the prior semester science grades? The study group (N = 65) consisted of grade 7 students in public middle schools in Burdur, Turkey. There were significant treatment effects favoring the first method with large effect sizes on both achievement and creative attitude scores. Teaching topics about simple machines with the design-based method increased students’ achievement and creative attitude without disadvantaging their attitude toward the topic as they constructed new knowledge through each step of the precise process. 相似文献
15.
以内省智能的12项指标为依据设置量表,对16-20周岁的青年学生进行测试,结果显示电子游戏对内省智能有显著影响;玩不同类型的电子游戏对内省智能有显著差异,其中玩角色扮演类游戏者得分最高。对经常玩同一类型但不同特色系统要素构成的电子游戏青年学生进行独立样本T检验,初步析出了电子游戏影响内省智能的六个因素,包括自由度、社会互动、反馈、经验值、时间倒退和关卡。 相似文献
16.
This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at five schools; nine of these classes were part of a gifted track (n = 179). Academic self-concept and school grades were assessed by a self-report questionnaire, intelligence by a standardized test. Higher class-average ability led to lower academic self-concepts after controlling for the positive influence of individual ability (contrast effect). Class type had a counterbalancing positive effect on self-concept (assimilation effect). For students in gifted classes, both effects were of comparable size. Thus, no evidence for a big-fish-little-pond effect (stronger contrast than assimilation effect) was found. Effects of individual and group level ability were partially mediated by school grades. Implications for educational practice of highly able students are discussed. 相似文献
17.
A study of 97 students from two schools in Göteborg, Sweden, examined reading proficiency and phonological skill using a comprehensive battery of group measures in the classroom. The sample comprised 38 monolingual native‐Swedish speakers, and 59 multilingual students for whom Swedish is an additional language. Students were administered tests of non‐verbal intelligence, vocabulary, reading comprehension, word recognition and non‐vocal phonological tasks. Two sub‐groups of 26 monolingual and 26 multilingual students, matched on non‐verbal intelligence, also participated in oral word and nonword reading tasks. No significant differences were found between language groups on the separate phonological subtests or the composite phonological score after controlling for non‐verbal intelligence in hierarchical regression analyses. The language groups were equally represented at the 20th percentile on both composite phonology and word reading measures. The composite phonological score was equally powerful for both language groups in predicting word recognition. The results of the present study suggest that, given sufficient exposure to the majority language, it is possible to assess a range of phonological skills among speakers of minority languages using the same battery of tasks as for native speakers. 相似文献
18.
In recent decades, Norwegian schools have experienced increased cultural diversification among students. Growing heterogeneity in origin and culture may enhance the risk of student marginalisation, segregation and exclusion. In response to these challenges, this paper examines students’ intercultural empathy and, particularly, how schools can develop their intergroup empathy to support social inclusion. Theoretically, we applied an inclusive citizenship perspective. The study draws primarily on quantitative data gathered from paper questionnaires collected from 1006 students in two upper secondary schools and three lower secondary schools. We explored the antecedents of intercultural empathy among the students using regression analyses. First, we found that there are substantial differences between the scores of boys and girls on intercultural empathy. Second, we found that information on culture and diversity was a predictor of certain aspects of intercultural empathy. Third, a variety of school variables were applied to explore possible ways to support student intercultural empathy, which showed moderate associations with intercultural empathy. Fourth, variables measuring students’ perceptions of human rights implementation in school were also moderately associated with aspects of intercultural empathy. The results and their implications for teaching are discussed. 相似文献
19.
Fairness in access to HE is unarguably a subject of paramount importance. Wherever a student’s secondary school scores are relevant for access to HE, grade inflation practices may jeopardize fair access. Pressures for high grading are common in the context of educational consumerism and competition between schools and students. However, they are not equally distributed across different types of schools, given that they have distinct relationships with the State and the market, and work with distinct populations. Specifically, the schools that are more subject to market pressures (namely private schools) are, in principle at least, the ones with more incentives to inflate their students’ grades. This paper presents an empirical study based on a large, 11 years database on scores in upper secondary education in Portugal, probing for systematic differences in grade inflation practices by four types of schools: public schools, government-dependent private schools, independent (fee-paying) private schools, and specially funded public schools in disadvantaged areas (TEIP schools). More than 3 million valid cases were analysed. Our results clearly show that independent private schools inflate their students’ scores when compared to the other types of schools. They also show that this discrepancy is higher where scores matter most in competition for HE access. This means that—usually wealthier—students from private independent schools benefit from an unfair advantage in the competition for the scarce places available in public higher education. We conclude discussing possible solutions to deal with such an important issue. 相似文献
20.
Amla Salleh Syed Mohamad Syed Abdullah Zuria Mahmud Simin Ghavifekr Noriah Ishak 《Asia Pacific Education Review》2013,14(2):209-219
A study was carried out to test the effects of a 2-week structured intervention program on academically challenged students’ career development. A quasi-experimental study was designed using pre-tests, post-tests, and a control group approach to examine the effects of the intervention program. Data were collected from both the experimental and control groups. The test was carried out on eight schools in the state of Kedah in Malaysia. Eight school counselors were trained to facilitate the assignment to the experimental groups and to collect data. A total number of 335 students with low academic achievement participated in this study. This number included male (43.6 %) and female (56.4 %) students who were aged 15–16 and a half. Modes of measurement used consisted of a career planning inventory (measuring career planning skills), an academic learning motivation scale (measuring attitude toward academic learning), and an academic study skills test (measuring academic study competencies). Analysis was performed using t-tests and the multivariate analysis of variance to examine the differences in the mean scores. The results show that the sample’s career academic score improved significantly from the pre-test to the post-test. A simple regression analysis was also performed to see the effect of the intervention program on the three dependent variables, which revealed that the career intervention program has positive and significant effects on the three variables. However, further studies on the career program for academically challenged students are highly recommended to support the present study. 相似文献