Identifying affective domains that correlate and predict mathematics performance in high-performing students in Singapore     

Siew Yee Lim  Elaine Chapman 《教育心理学》2015,35(6):747-764

Past studies have shown that distinct yet highly correlated sub-constructs of three broad mathematics affective variables: (a) motivation, (b) attitudes and (c) anxiety, have varying degree of correlation with mathematics achievement. The sub-constructs of these three affective constructs are as follows: (a) (i) amotivation, (ii) external regulation, (iii) introjection, (iv) identification, (v) intrinsic motivation; (b) (i) enjoyment of mathematics, (ii) self-confidence in mathematics, (iii) perceived value of mathematics; (c) (i) anxiety with mathematics and (ii) ease with mathematics. This study identifies, both within and across these three affective variables, the key sub-constructs that educators should focus upon when selecting learning process variables for mathematics achievement. Results were analysed using a series of stepwise regression analyses using data from 1018 Grade 12 students enrolled in a top pre-tertiary institution in Singapore, both for concurrent and predictive relationships, and also for both genders. Results of this study showed that after taking into account self-confidence in mathematics and ease with mathematics, all other sub-constructs of mathematics motivation, attitudes and anxiety were not significantly correlated with mathematics achievement. This is true for both concurrent and predictive relationships, and for both genders. Implications of the results of this study are twofold. First, results of this study provide educators with priority affective variables to focus upon in their efforts to enhance performance in mathematics via the affective domain. Second, in situations where administration time is limited, it may be possible to consider only self-confidence and ease with mathematics when investigating relationships between affect and mathematics achievement.  相似文献   

Globalisation and localisation enmeshed—towards a framework for the development of guidance curriculum in Hong Kong     

Pattie Yuk Yee Luk‐Fong 《Globalisation, Societies & Education》2005,3(1):83-100

Hong Kong’s 150 years of colonisation by the British is a classic example of how globalisation comes into direct contact with a local Chinese culture and creates cultural hybridities. The paper presents a framework for developing a hybrid guidance curriculum, drawing together western traditions of developmental contextualism in guidance and Chinese traditions of Confucian humanism in moral education. The core of the framework is a hybrid self, integrating the individualist and the embedded self. The paper highlights the importance of culture and context in considering school guidance and the ‘fluid’ and dynamic nature of ‘glocalisation’ working towards integration.  相似文献   

The development of personal,intercultural and professional competence in international field experience in initial teacher education     

Tang  Sylvia Yee Fan  Choi  Pik Lin 《Asia Pacific Education Review》2004,5(1):50-63

This paper reports a qualitative case study of four preservice student teachers’ professional learning experiences in an international field experience programme situated in the language and cultural immersion component of a PGDE(Primary) Programme in Hong Kong. Two of the student teachers undertook the international field experience in Australia and Canada. The other two had their “non-local” field experience in mainland China1. The findings reveal student teachers' development in personal and intercultural competence in cross-cultural experiences. Their professional learning experiences in the action context, socio-professional context, and supervisory context of the cross-cultural school settings, and their reflection upon these experiences constituted the development of their professional competence. Suggestions for improvement of the international field experience programme and implications for future research are discussed.  相似文献   

Assessment of the phase synchronization effect in modal testing during operation     

Zhi Chao Ong  Hong Cheet Lim  Shin Yee Khoo  Zubaidah Ismail  Keen Kuan Kong  Abdul Ghaffar Abdul Rahman 《浙江大学学报(A卷英文版)》2017,18(2):92-105

The impact-synchronous modal analysis (ISMA), which uses impact-synchronous time averaging (ISTA), allows modal testing to be performed during operation. ISTA is effective in filtering out the non-synchronous cyclic load component, its harmonics, and noises. However, it was found that at operating speeds that coincide with the natural modes, ISMA would require a high number of impacts to determine the dynamic characteristics of the system. This finding has subsequently reduced the effectiveness and practicality of ISMA. Preservation of signatures during ISTA depends on the consistency of their phase angles on every time block but not necessarily on their frequencies. Thus, the effect of phase angles with respect to impact is seen to be a very important parameter when performing ISMA on structures with dominant periodic responses due to cyclic load and ambient excitation. The responses from unaccounted forces that contain even the same frequency as that contained in the response due to impact are diminished with the least number of impacts when the phase of the periodic responses is not consistent with the impact signature for every impact applied. The assessment showed that a small number of averages are sufficient to eliminate the non-synchronous components with 98.48% improvement on simulation and 95.22% improvement on experimental modal testing when the phase angles with respect to impact are not consistent for every impact applied.  相似文献   

Women teachers in Hong Kong: stories of changing gendered identities     

Yuk Yee Pattie Luk-Fong  Marie Brennan 《Asia Pacific Journal of Education》2010,30(2):213-229

In a time of mass schooling in most parts of the world, the discourse of the “woman primary teacher” is often the subject of discourse. Yet most stories of these women teachers emerge from other (Western) contexts, with little known about how changing education processes affect the gendered identities of women in other cultural settings. This paper explores how women teachers negotiate their gendered identities in Hong Kong, where modernization has already mingled with the indigenous Chinese culture. It provides the stories of four Chinese women teachers as they engage in ongoing construction and negotiations of gendered identities over their life histories in Hong Kong. All are ethnically Chinese, of different ages and at different stages of their personal and professional lives, and all have grown up in Hong Kong. A framework of post-colonial concepts of hybridity and border crossing helps to suggest how identity resources develop in relation to a range of contemporary practices which are experienced as both pressures and opportunities. These Chinese women teachers' identities are seen to be complex, fluid and multi-faceted, continually under construction in their daily lives, with changes experienced in both work and family settings.  相似文献   

基于大学生成功学习的美国本科新生体验计划   总被引：3，自引：0，他引：3  

韩映雄  林倩仪 《比较教育研究》2009,(10)

美国新生体验计划不是一个单独的项目、活动或课程,而是新生们在本科第一年中的经验总和。新生这些体验大都来自于大学为他们设计的课程以及课外活动,最终是为了让学生们更好地适应大学学习和生活并获得成功。  相似文献   

Direction dependence of displacement time for two-fluid electroosmotic flow     

Lim CY  Lam YC 《Biomicrofluidics》2012,6(1):12816-1281617

Electroosmotic flow that involves one fluid displacing another fluid is commonly encountered in various microfludic applications and experiments, for example, current monitoring technique to determine zeta potential of microchannel. There is experimentally observed anomaly in such flow, namely, the displacement time is flow direction dependent, i.e., it depends if it is a high concentration fluid displacing a low concentration fluid, or vice versa. Thus, this investigation focuses on the displacement flow of two fluids with various concentration differences. The displacement time was determined experimentally with current monitoring method. It is concluded that the time required for a high concentration solution to displace a low concentration solution is smaller than the time required for a low concentration solution to displace a high concentration solution. The percentage displacement time difference increases with increasing concentration difference and independent of the length or width of the channel and the voltage applied. Hitherto, no theoretical analysis or numerical simulation has been conducted to explain this phenomenon. A numerical model based on finite element method was developed to explain the experimental observations. Simulations showed that the velocity profile and ion distribution deviate significantly from a single fluid electroosmotic flow. The distortion of ion distribution near the electrical double layer is responsible for the displacement time difference for the two different flow directions. The trends obtained from simulations agree with the experimental findings.  相似文献   

CLASSROOM QUALITY AND STUDENT BEHAVIOR TRAJECTORIES IN ELEMENTARY SCHOOL     

Marissa Swaim Griggs  Amori Yee Mikami  Sara E. Rimm‐Kaufman 《Psychology in the schools》2016,53(7):690-704

Student behavioral concerns are a top priority for school psychologists. This project took an ecological systems perspective by examining the contribution of students’ initial externalizing and internalizing behaviors and the quality of their classroom environments to their behavioral outcomes across one school year. Participants included 322 elementary students and their 32 teachers. Results suggested that externalizing and internalizing behaviors were stable over time. However, the correlation between fall and spring internalizing behavior was accentuated if students also had high externalizing behavior in the fall. Poor spring behavioral engagement was predicted by students’ fall internalizing (but not externalizing) behavior. Importantly, classrooms high in emotional support attenuated the stability of students’ internalizing behavior. In addition, students’ fall externalizing behavior appeared to be associated with reduced spring internalizing behavior in classrooms high in emotional support or classroom organization. Findings underscore the importance of considering both student‐ and classroom‐level factors when predicting elementary students’ behavioral outcomes.  相似文献   

CLASSROOM VICTIMIZATION: CONSEQUENCES FOR SOCIAL AND ACADEMIC ADJUSTMENT IN ELEMENTARY SCHOOL     

Meg M. Reuland  Amori Yee Mikami 《Psychology in the schools》2014,51(6):591-607

Peer victimization is a well‐established risk factor for children's adjustment, but it has rarely been studied as a feature of classroom climate. This study examines the consequences of classroom victimization for children's social and academic adjustment. Classroom victimization, social functioning, and academic adjustment were assessed in two subsamples taken from a full sample of 523 children nested in 28 classrooms, followed over the course of a school year. Results from a subsample of 213 students suggested that higher classroom levels of victimization predicted attenuated growth in children's reading achievement as well as greater stability of reading achievement over the course of the year. Results from a subsample of 490 children suggested that lower levels of classroom victimization predicted reduced stability of peer social preference and mitigated the trajectory between children's externalizing behavior and poor social preference. Implications for prevention of and interventions targeting peer victimization are discussed.  相似文献   

Investigating the effectiveness of three-dimensionally printed anatomical models compared with plastinated human specimens in learning cardiac and neck anatomy: A randomized crossover study     

Sreenivasulu Reddy Mogali  Ramya Chandrasekaran  Shairah Radzi  Zhen Kai Peh  Gerald Jit Shen Tan  Preman Rajalingam  Wai Yee Yeong 《Anatomical sciences education》2022,15(6):1007-1017

Three-dimensional printing (3DP) technology has been increasingly applied in health profession education. Yet, 3DP anatomical models compared with the plastinated specimens as learning scaffolds are unclear. A randomized-controlled crossover study was used to evaluate the objective outcomes of 3DP models compared with the plastinated specimens through an introductory lecture and team study for learning relatively simple (cardiac) and complex (neck) anatomies. Given the novel multimaterial and multicolored 3DP models are replicas of the plastinated specimens, it is hypothesized that 3DP models have the same educational benefits to plastinated specimens. This study was conducted in two phases in which participants were randomly assigned to 3DP (n = 31) and plastinated cardiac groups (n = 32) in the first phase, whereas same groups (3DP, n = 15; plastinated, n = 18) used switched materials in the second phase for learning neck anatomy. The pretest, educational activities and posttest were conducted for each phase. Miller's framework was used to assess the cognitive outcomes. There was a significant improvement in students' baseline knowledge by 29.7% and 31.3% for Phase 1; 31.7% and 31.3% for Phase 2 plastinated and 3DP models. Posttest scores for cardiac (plastinated, 3DP mean ± SD: 57.0 ± 13.3 and 60.8 ± 13.6, P = 0.27) and neck (70.3 ± 15.6 and 68.3 ± 9.9, P = 0.68) phases showed no significant difference. In addition, no difference observed when cognitive domains compared for both cases. These results reflect that introductory lecture plus either the plastinated or 3DP modes were effective for learning cardiac and neck anatomy.  相似文献