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1.
School is an excellent place to foster young learners’ creative thinking skills. However, the emphasis on creativity varies among schools. In two studies the putative influence of school education on the development of students’ creativity was examined by means of a retrospective approach. We investigated whether two influential factors within school education (1) school type (i.e., traditional vs. alternative vs. religious) and (2) perceived teaching style (i.e., independence, judgment, flexibility, integration) associate with students’ creativity at university entrance level. The difference was examined at the primary and secondary school level, respectively. Study 1a found that students who attended alternative schools at the secondary school level performed better on divergent thinking tasks as compared to students who attended traditional or religious schools. Relationship between students’ creative performance and the perceived teaching styles were inconclusive. Finally, teaching styles in alternative schools during secondary education were perceived as high in independence and flexibility. Study 1b replicated the finding that university students who attended alternative schools during secondary education have an advantage in divergent thinking. Taken together, our results highlight the positive influence of alternative school education on students’ creative performance at the university entrance level.  相似文献   

2.
The assumptions of Kohlberg, Turiel and Shweder regarding the features of moral reasoning were compared empirically. The moral reasoning of Finnish Evangelical Lutheran, Conservative Laestadian and non‐religious adolescents was studied using Kohlberg’s Moral Judgment Interview and Turiel Rule Transgression Interview methods. Religiosity and choice in moral dilemmas (orientation) were related to the structural stages of reasoning. The choice in moral dilemmas was related to the distinction between morality and social convention as separate domains. Religious participants made no distinction between morality and social convention, and their conception of morality was dependent on religious authorities. The implications of the results for moral education in schools are briefly discussed.  相似文献   

3.
Teacher perceptions of the social-behavioral characteristics of 99 boys were examined. Subjects were divided into three groups (Low Nonverbal, High Nonverbal, Equal) on the basis of their scores on two verbal and two performance WISC-R subtests, considered to be good measures of left- and right-brain functioning. The pattern of strengths and weaknesses shown by Low Nonverbal subjects suggested good left-brain functioning, but a right-brain dysfunction. These subjects were good readers, but relatively weak in arithmetic. Behaviors reported significantly more often for the Low Nonverbal subjects were low motivation, poor work habits, inability to work independently or to take age-related responsibility, disorganization, and poor relationships with peers. High Nonverbal subjects, who exhibited signs of a probable left-brain dysfunction, were usually perceived by their teachers as sociable, responsible, and determined to succeed, in spite of their having language disorders and dyslexia. It is argued that the constellation of behaviors displayed by the Low Nonverbal subjects is part of the right-brain dysfunction syndrome. To date, there are limited resources available for helping such children.  相似文献   

4.
The need to enhance the STEM workforce and, in turn, the STEM educational pipeline is a prevailing issue in the U.S. One critical component in this pipeline is students’ interest in STEM majors and their persistence in such majors, theorized to be a function of both students’ perceived value and expectancy beliefs in the subject matter. Using an expectancy-value lens, we examined cross-domain patterns of high school students’ expectancy beliefs and values in both mathematics and science using a person-centered or profile approach. With data from the High School Longitudinal Study, latent profile analysis revealed five profiles characterized as Low Math/Low Science (i.e., endorsing low levels of expectancy and value beliefs in math and science), Moderate Math/Moderate Science, High Math/High Science, Low Math/High Science, and High Math/Low Science. Taking into account aspects of students’ background and school context, we found that motivational profile membership predicted math and science high school achievement, college persistence, and both STEM major intentions and major choices. Moreover, there were a number of gender and racial/ethnic differences and contextual variation in profile memberships as well. Implications for theory and educational practice are discussed in relation to study findings.  相似文献   

5.
Abstract

Motivation differences of gender, science class type (biological vs. physical), and ability level of 242 high school students were investigated. High achievers and physical science students had higher scores than did low achievers and biological science students on academic goals, valuing science, and perceived ability. Boys had higher scores than did girls on perceived ability and stereotyped views of science. For only a subset of variables, these main effects were moderated by class type using achievement-level interaction. The class type main effect was moderated by gender in only one instance. Gender did not interact with achievement level for any variable. Instructional implications are discussed.  相似文献   

6.
Abstract

Students of 102 Elementary and Secondary school classes in Illinois rated their teachers on Rogge’s Style of Teaching Inventory, Reducing the item ratings to class means, the inter-item correlation matrix was computed and subjected to factor analysis. Three main factors were extracted: (a) Friendly and warm teacher; (b) Understanding and flexible teacher; and (c) Encouraging students’ initiative and participation teacher.

Teachers were classified along the four main types of personality preference as determined by the Myers- Briggs Type Indicator and in terms of their cognitive modes (high vs. low convergent and divergent thinking) by means of Guildord’s tests. The six bipolar classifications (Extrovert vs. Introvert, Sensing vs. Intuition, Thinking vs. Feeling, Judging vs. Perceiving, High Convergent vs. Low Convergent, and High Divergent vs. Low Divergent) provided the scheme for comparing the ratings assigned to the teachers by their students on the three factors. Comparisons were carried out separately for males and females.

The results indicated that statistically significant ratings were received by the male Sensing vs. Intuition and female High Convergent vs. Low Convergent. The Sensing male teachers were rated high as friendly and warm and low as understanding and flexible; the Intuitive male teachers were perceived and rated high as understanding and flexible and low as friendly and warm. The female Low Convergent received higher ratings on all three factors. They were perceived as more friendly and warm, understanding and flexible, and encouraging students’ participation and initiative than the High Convergent thinking female teachers.  相似文献   

7.
Expectancy-value theory (Eccles, 2009) posits that students’ relative expectancies and values across domains inform their academic choices. Students should therefore be more likely to choose a STEM major if they have higher expectancies and values in STEM domains compared with other domains. Accordingly, this study aimed to explore how upper secondary school students’ profiles in expectancy-value beliefs in math and English are related to concurrent achievement and university major choice. Data on expectancies and values in math and English were collected from 2153 German students in their last school year, along with their concurrent math and English achievement and their university major 2 years later. Latent profile analyses revealed four distinct expectancy-value profiles characterized as Low Math/High English, Moderate Math/Moderate English, High Math/Low English, and High Math/High English. Students’ gender, socioeconomic status, and type of school were meaningfully associated with profile membership. For instance, female students were overrepresented in the Low Math/High English profile compared with other profiles. Students in the four profiles also differed in their math and English achievement. These differences were mostly in line with students’ expectancies and values in the respective domain, but some differences suggested that intraindividual cross-domain comparison processes were also at play. Finally, profile membership predicted students’ choice of a STEM major over and above demographic characteristics and achievement. Students in the High Math/Low English profile were most likely to choose a STEM major. These findings support the importance of considering intraindividual comparisons of expectancies and values for students’ achievement-related behavior and choices.  相似文献   

8.
Academic dishonesty has been growing in both digital and analog settings. The present study aimed to generalize the ethical dissonance index (EDI), which was established in a sample of Israeli school students as the gap between the pervasiveness of academic dishonesty and its perceived legitimacy. Furthermore, the study examined how technology, dishonesty type and individual differences affect these factors. The study employed a scenario-based approach – an indirect strategy for deducing academic dishonest behaviors. Participants were 1055 school students from various grade levels, geographic locations and religious/ethnic sectors. Results regarding the role of technology revealed that, overall, digital academic dishonesty was less pervasive and deemed more legitimate compared to analog dishonesty. However, this relationship varied as a function of dishonesty type. Findings confirmed that students experienced some level of ethical dissonance, generalizing the EDI. Notably, individual differences did not affect the relationship between media, dishonesty type and the EDI.  相似文献   

9.
中国现代作家许地山、丰子恺独特的艺术追求，深切的宗教归依体验。为现代人以宗教艺术疗救痛苦心灵提供了有意义的历史借鉴。从许地山诸教沟通的宗教体验到丰子恺宗教、自然、童年相互融通的体验，他们都在人类精神的高层次上升华了自己的感受和认识。都取得了一个共同的效果：超越现实苦闷，领悟到了人生的价值和意义，包蕴了文学创作中的宗教归依体验治疗世疾。解救人心的内涵。  相似文献   

10.
This study investigated whether social information can affect Ease-of-Learning (EOL), Judgments-of-Learning (JOL), and Feeling-of-Knowing (FOK) and their accuracy. Participants first learned associated word pairs and made the above-mentioned judgments. They were later divided into two groups of metacognitive ability in order to assess if they had been affected differently by the social cues, which consisted of information about previous performances of college students. Results revealed that the magnitude of the metamemory judgments assessed was significantly affected by the social cues and that participants with a Low level of metacognitive ability were more influenced than those with High metacognitive ability. Concerning accuracy, however, only the recall accuracy of JOL judgments was affected. Further, different patterns of influence across the three judgments were observed for the two ability groups. Results and educational implications were discussed.  相似文献   

11.
ABSTRACT

Much has been written about the need for schools to engage in activities which promote the academic achievement of students. Two major factors which appear to influence student achievement are an organization's goals and the instructional leadership of the principal. The focus of this study was to investigate whether differences exist between schools which were successful in promoting student achievement and schools which were not successful in promoting student achievement in each of these areas. This paper is based upon a study conducted in an urban school district with a diverse student population. It identified 10 High Achieving Schools and 10 Low Achieving Schools (based upon student gain scores calculated from standardized achievement tests). Data regarding school goals and the instructional leadership of the principal were based upon responses to questionnaires designed to measure staff perceptions of these factors. The findings suggest that no clear differences are evident in the “official” goals selected by schools but differences do appear when the “operative” goals are analyzed. Specifically, the evidence suggests that High Achieving Schools emphasize goals stressing academic excellence to a greater degree than Low Achieving Schools. More important, the evidence from this study also suggests that principals in High Achieving Schools emphasize and engage in activities related to instruction to a much greater degree than principals in Low Achieving Schools. Those activities, which are identified and discussed at length, reinforce the view that a principal's behaviors rather than style are the primary factor in being an instructional leader.  相似文献   

12.
In Europe, the nineteenth and twentieth centuries are characterised not only by processes of secularisation, but also by religious reactions to the perceived secularisation of society. In the Catholic Church, the rise of active congregations constitutes a prominent part of this reaction. With their work “in the world”, the members of the active congregations (brothers and sisters) had to represent and disseminate religious values in a modernising and secularising world. In the latter part of the nineteenth century, many of them became active in the field of education. Until well into the twentieth century, teaching sisters and teaching brothers were a customary feature in the system of Catholic education. This article provides a theory-driven historical–sociological and historical–educational analysis of this form of religious activism in the field of education. Overall, its focus is on mechanisms of social differentiation and inclusion in modern society at large, and on the opportunities and problems they create for fields such as religion and education. Empirically, the focus is on the rise and fall of the congregations of teaching brothers and teaching sisters in the Low Countries, especially Belgium.  相似文献   

13.
The focus of this paper is religion and education with particular reference to EFL (English as a Foreign Language) textbooks. The writers of this paper aim to raise the awareness of research community, educators, and teachers regarding the interconnectedness of religion and education. In the first phase of the study, the researchers scanned a series of secondary-level Iranian EFL textbooks prescribed by the Iranian Ministry of Education to determine religious concepts in the form of linear and/or non linear content. The next phase of research was the analysis of the content to determine the level of inclusiveness of the textbooks in terms of culture and religion. These textbooks were also analyzed to determine whether the propagation of religious content was overt or covert. Finally the impact of religious content in textbooks was discussed with reference to identity and nation building.  相似文献   

14.
This paper provides a detailed analysis of different aspects of public attitudes towards faith schools in Britain. It examines two questions relating to government policy on this issue and two questions that ask about the perceived outcomes of this type of school. After discussing existing public opinion on this issue it uses data from the British Social Attitudes Survey 2007 to analyse the bivariate relationships between attitudes towards faith schools and religious characteristics. It then assesses the relative impact of religious characteristics on public attitudes when estimating logistic regression models that simultaneously examine for the effects of other explanatory variables. These include demographic characteristics, socio‐economic status, party‐political affiliation and ideological beliefs. The main findings are that religious characteristics, especially attendance at religious services and perceived religiosity, have a strong impact in all four model estimations, while previous or current attendance at a private school by a household member and ideological beliefs also play a role.  相似文献   

15.
This study examined British young people's understanding of the rights of asylum-seeking young people. Two hundred sixty participants (11-24 years) were read vignettes involving asylum-seeking young people's religious and nonreligious self-determination and nurturance rights. Religious rights were more likely to be endorsed than nonreligious rights. In general, younger participants were more likely than older participants to endorse the rights of asylum-seeking young people. Supporting a social cognitive domain approach, patterns of reasoning varied with the type of right and whether scenarios involved religious or nonreligious issues. Few developmental differences were found regarding participants' reasoning about asylum-seeking young people's religious or nonreligious rights. The findings are discussed with reference to available theory and research on young people's conceptions of rights.  相似文献   

16.
为了揭示河南省人口与经济空间分布状态,采用空间一致性指数与空间自相关对人口与经济的空间分布变化及地域关联性在县域与市域两个尺度上进行了分析.结果显示,河南省人口集聚大于经济集聚的县域数量大于经济集聚高于人口集聚的县域数量,且人口集聚大于经济集聚的县域主要位于河南东部、南部地区,而经济集聚高于人口集聚的县域主要位于中西部的郑州、洛阳、许昌及周边区域.市域中周口市、驻马店市人口经济一致性偏离程度最大,人口经济一致性程度较差,且较其他地区变化大.各县域人口经济一致性空间自相关系数逐年增加,显著的“高—高”与“低—低”的一致性关联模式在区域分布较广,分别位于东部与中西部地区,呈“带”状与“团状”分布.而人口经济一致性空间相互作用为“高—低”与“低—高”模式的数量最少,且变化较稳定.  相似文献   

17.
以甘肃W镇天主教为例,采用问卷调查和深度访谈两种方法,对农村基督徒宗教皈依的历程做了简要分析,主要内容包括宗教皈依的社会根源、动机、途径以及皈依效果的强化等方面。  相似文献   

18.
The study aimed to trace teachers’ role behaviors that religious teachers perceive as mandatory versus discretionary and non-prescribed at work. Based on interviews with 15 teachers working in the Israeli religious state education, it was found that teaching the subject matter, preparing students for national exams, encouraging students to learn, and teaching religious values unrelentingly is perceived as in-role tasks, while helping students and colleagues, committing to the school as a whole, and refraining from wasting learning time is perceived as extra-role activities. Most interesting is the impact of Jewish heritage and belief on our interviewees’ tendency to perform extra-role activities.  相似文献   

19.
This study investigates the contribution of personality traits (HEXACO traits and Schizotypy) and social status dimensions (sociometric and perceived popularity) in understanding boys’ and girls’ respective academic achievement. The sample included 163 elementary school students from Serbia, aged 14–15 (87 girls and 76 boys). Regression analysis reveals that personality traits explain a similar amount of academic achievement variance in two gender groups (22% vs. 20% in girls’ favor), but social status proves to be a better predictor of academic achievement for boys (27% vs. 4% in boys’ favor). High Conscientiousness, perceived popularity as well as low extraversion turned out to be related to girls’ academic achievement. Low Schizotypy and Honesty‐Humility, as well as high openness, sociometric, and perceived popularity turned out to be related to boys’ academic achievement. Conscientiousness appears not to be related to boys’ academic achievement. The results are discussed and recommendations for improving educational practices are offered.  相似文献   

20.
The current study reviewed and synthesized studies employing a person-centered approach to studying achievement goals. Towards this end, a common labeling scheme was developed for goal profiles. Ten profile types were identified across studies and compared via meta-analytic techniques in terms of academic motivation, social/emotional well-being, engagement, and achievement. Two theoretically relevant profiles—Mastery High and Approach High—were relatively common and adaptive across all outcomes; the Performance/Work Avoidance Low profile was also generally adaptive. The Average All Goals and Low All Goals profiles, conversely, were consistently maladaptive. The pursuit of performance-approach, performance-avoidance, or work-avoidance goals alone was rare and generally maladaptive except with respect to achievement. Supplementary moderator analyses revealed that school level and goal model—but not analytic technique—were important variables to consider regarding both the prevalence and adaptive nature of goal profiles. This research synthesis provides insight into longstanding debates within the achievement goal literature and highlights the potential of person-centered analyses to complement findings from more predominant variable-centered research.  相似文献   

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