Do self-efficacy,incentives and confidence in public speaking influence how students self-assess? / ¿Influyen la autoeficacia,los incentivos y la confianza para hablar en público en cómo se autoevalúan los estudiantes?     

Alicia Bolívar-Cruz  Inmaculada Galván-Sánchez 《Cultura y Educación》2018,30(3):528-555

The development of a critical spirit as well as the capacity to self-assess and oral presentation competence are essential in relation to students’ future employability. This study examines the influence of confidence, self-efficacy and the existence of incentives on student self-assessments of their oral presentation competence during an educational activity, taking into account the students’ gender. Data from 201 self-assessments was analysed using different statistical techniques. The results show that the existence of rewards is the only variable that has a significant influence on the self-assessment of male students, while those of female students are determined, above all, by their self-efficacy. The results suggest the need to increase student training on self-assessment, taking these differences into account. They also highlight the need to implement initiatives aimed at improving speakers’ confidence in public speaking as well as self-efficacy levels.  相似文献   

The role of new technologies in competence teaching in higher education： The case of accounting     

M Del Mar Marin Sanchez Alicia Mateos Ronco 《美中教育评论》2010,(3):53-61

The Spanish educational system will require certain changes in order to achieve the Bologna objectives for the European Higher Education Area, including a more professional profile, with new activities and roles for both students and teachers, who must assume new skills that will affect concepts and attitudes related to the teaching and learning processes within the framework of training projects. However, students must also take a leading role in the educational process by adopting independent, meaningful and cooperative learning methods. This process will imply a notable change of mindset for the typical Spanish students and will involve a high degree of collaboration between students and teachers. Teachers will have to choose suitable methodologies for achieving those objectives, within the academic framework and considering the characteristics of professional training in skills. In addition, they must create the appropriate structural and organizational conditions to carry out these activities （class size, space, educational organization, etc.）. This paper describes the authors＇ experience in designing learning methodologies for the teaching of accountancy in the business administration degree course at the Polytechnic University of Valencia. The paper is divided into three parts. The first part describes the methodology designed for teaching accounting, based on PBL （problem-based learning）, compiled with Internet-based technologies. We analyze its use and evolution in two accounting subjects in the first and the fourth years of the degree. The second part presents the results for each subject in these years. The authors also point out the differences between students who chose the learning methodology described and those who used the traditional approach. The final part of the paper presents the conclusions obtained from the statistical treatment of the results and the analysis of different options for correlating the information obtained. These results show that there is a direct correlation between the use of an active learning model--through the teaching methodology--and obtaining satisfactory exam results in the subject. Finally, the authors analyze these results and consider how they should be used for evaluating the suitability of the methodology and to determine whether it is necessary to redesign the methodology to fit in with the characteristics, conditions and limitations of the teaching and learning processes.  相似文献   

Assessing heterogeneous student bodies using a methodology that encourages the acquisition of skills valued by employers     

Alicia Perdigones  José Luis García  Vanesa Valiño  Cecilia Raposo 《Assessment & Evaluation in Higher Education》2009,34(4):389-400

This work compares the results of three assessment systems used in two Spanish universities (the Universidad Politécnica de Madrid and the Universidad Católica de Ávila): the traditional system based on final examinations, continuous assessment with periodic tests and a proposed system (specially designed for heterogeneous student bodies) orientated towards motivating students. This third system involved dividing the syllabus into two different parts: a common core assessed by multiple choice tests, and a specialisation assessed by a literature review, the writing of an article and an oral presentation. The latter skills are highly valued by employers. The proposed system led to a greater pass rate than that achieved by students taking similar courses assessed by the more conventional systems. In addition, the results show that involving students in the assessment process increases their participation in their studies and generates a feeling of satisfaction and justice.  相似文献   

Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement   总被引：1，自引：0，他引：1  

Derek R. Becker  Alicia Miao  Robert Duncan  Megan M. McClelland 《Early childhood research quarterly》2014

The present study explored direct and interactive effects between behavioral self-regulation (SR) and two measures of executive function (EF, inhibitory control and working memory), with a fine motor measure tapping visuomotor skills (VMS) in a sample of 127 prekindergarten and kindergarten children. It also examined the relative contribution of behavioral SR, EF, and VMS skills for concurrent academic achievement. Results indicated that a measure of working memory (WJ-Working Memory) and a measure of behavioral SR (Head–Toes–Knees–Shoulders task; HTKS) were directly related to VMS. Differential relations were also examined for prekindergarten and kindergarten children. Results revealed a significant interaction between age and inhibitory control (Day–Night), and an interaction at a trend level between age and working memory suggesting both tasks are more related to VMS skills for younger children. Results also indicated that behavioral SR, EF, and VMS skills were differentially related to the three achievement outcomes. Both behavioral SR and VMS were significantly related to math, behavioral SR, EF, and VMS were significantly related to emergent literacy, and behavioral SR and EF were related to vocabulary scores. Results point to significant relations between behavioral SR and EF with VMS, and how each is related to early academic achievement in preschool and kindergarten.  相似文献   

Exploring the contribution of attribution retraining to student perceptions and the learning process     

Alicia R. Chodkiewicz 《Educational Psychology in Practice》2014,30(1):78-87

This paper looks at current research into how thinking influences learning. How people explain to themselves why they fail and succeed inevitably impacts on how well they learn new skills. Researchers have been developing attribution retraining programmes targeted at improving student academic achievement and learning experience through the promotion of positive thinking. These findings can often be found in scientific psychological journals far removed from the educational practitioners and learning environments they attempt to influence. This paper introduces the educational practitioner to the principles underlying attribution theory. The potential benefits of incorporating attribution retraining programmes into the school curriculum are then outlined and the future of this area for both researchers and educational psychologists alike is discussed.  相似文献   

Linguistic awareness and dyslexia beliefs among teachers of students who are blind or visually impaired     

Gul  Nosheen  Harris  Lindsay N.  LaRouech  Alicia  Strohm  Gracie 《Reading and writing》2022,35(9):2109-2129

Reading and Writing - US students who are blind or have visual impairments do not read at the level of a third-grader with typical sight until, on average, halfway through the seventh grade. As a...  相似文献   

Neglected Elements of a High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions     

Kwon  Kyong-Ah  Ford  Timothy G.  Salvatore  Alicia L.  Randall  Ken  Jeon  Lieny  Malek-Lasater  Adrien  Ellis  Natalie  Kile  Mia S.  Horm  Diane M.  Kim  Sun Geun  Han  Minkyung 《Early Childhood Education Journal》2022,50(1):157-168

Early Childhood Education Journal - The majority of teachers in the early care and education (ECE) workforce face disparities in physical and psychological well-being as well as working conditions....  相似文献   

Prevalence of mindfulness literature and intervention in school psychology journals from 2006 to 2016          下载免费PDF全文

Stacy L. Bender  Rachel Roth  Alicia Zielenski  Zachary Longo  Ashley Chermak 《Psychology in the schools》2018,55(6):680-692

Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006–2016. The prevalence of mindfulness articles and research specifically focused on mindfulness intervention were examined. Additionally, the type of intervention implemented, tier of intervention, and targets of intervention were examined. Results indicated that .57% of articles during the ten‐year time frame were related to mindfulness (n = 17). Eight of the 17 articles investigated mindfulness interventions, with interventions ranging from informal practices (e.g., Mandala coloring) to specific intervention programs (e.g., Compassion and Attention in the Schools). Majority of interventions were implemented at the universal level for students. Future directions for mindfulness research and the importance of mindfulness in school psychology are discussed.  相似文献   

The effects of incentives,instructor motivation and feedback strategies on faculty evaluation response rates in large and small class sizes     

Alicia M. Alvero  Kathleen Mangiapanello  Jennifer Valad 《Assessment & Evaluation in Higher Education》2019,44(4):501-515

Four instructor-led strategies designed to increase faculty teaching response rates were assessed across both small (n?<?50) and large (n?≥?50) class sizes. The interventions included: (a) individual incentives, (b) group incentives, (c) instructor motivation and (d) instructor motivation plus feedback. A comparison group utilizing the standard university strategies was also included in the study. The percentage of answers to open-ended or qualitative questions was measured across groups. The results show that implementing a contingency – whether group or individual – significantly improves the rate at which students complete course evaluation ratings regardless of class size; however, these contingencies, while effective for increasing overall rating response rate, do not promote increased submission rates of qualitative comments. Furthermore, it was found that class GPA did not differ across intervention strategy nor did it influence response rates.  相似文献   

Development and Evaluation of Food Safety Modules for K‐12 Science Education          下载免费PDF全文

Rachel C. Pfuntner  Matthew J. Stasiewicz  Martin Wiedmann  Alicia Orta‐Ramirez 《Journal of Food Science Education》2015,14(2):48-53

Career and educational opportunities in food science and food safety are underrecognized by K‐12 students and educators. Additionally, misperceptions regarding nature of science understanding persist in K‐12 students despite being emphasized as an important component of science education for over 100 y. In an effort to increase awareness concerning career and educational opportunities in food science and food safety and to improve the nature of science understanding among K‐12 students, a series of problem‐based learning modules was developed and pilot tested with a total of 61 K‐12 students. Results of pre‐ and postevaluations and assessments indicated that (1) interest in science, food science, and food safety increased and (2) content knowledge related to the nature of science, food science, and food safety was improved. We further suggest that these modules provide opportunities for educators in traditional as well as extracurricular settings to demonstrate important concepts contained in the newly released Next Generation Science Standards.  相似文献