HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH‐STAKES TESTING     

Natasha K. Segool  John S. Carlson  Anisa N. Goforth  Nathan von der Embse  Justin A. Barterian 《Psychology in the schools》2013,50(5):489-499

This study explored differences in test anxiety on high‐stakes standardized achievement testing and low‐stakes testing among elementary school children. This is the first study to directly examine differences in young students’ reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred thirty‐five students in Grades 3 through 5 participated in the study. Students completed assessments of test anxiety following NCLB testing and typical classroom testing. Students reported significantly more overall test anxiety in relation to high‐stakes testing versus classroom testing on two measures of test anxiety, effect sizes r = ?.21 and r = ?.10. Students also reported significantly more cognitive (r = ?.20) and physiological (r = ?.24) symptoms of test anxiety in relation to high‐stakes testing. This study adds to the test anxiety literature by demonstrating that students experience heightened anxiety in response to NCLB testing.  相似文献   

Entrepreneurship education     

Antje Barabasch 《Studies in Continuing Education》2013,35(1):103-106

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German language sport historiography of the 1980s     

Arnd Krüger  Lothar Wieser with assistance of Angela Daalmann  Antje Fenner  Tara Magdalinski 《国际体育史杂志》2013,30(1):138-167

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German language sport historiography of the 1980s     

Arnd Krüger  Lothar Wieser with the assistance of Angela Daalmann  Antje Fenner  Tara Magdalinski 《国际体育史杂志》2013,30(2):122-162

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Use of performance-enhancing drugs and the Internet     

Antje Dresen PhD  Mischa Kläber PhD  Dipl.-Sportwiss. Pavel Dietz PhD 《Sportwissenschaft》2014,44(3):153-159

The use of physical performance-enhancing drugs is not limited to professional sports only, but has also been reported as common practice in recreational sports. A significant amount of epidemiological studies have highlighted the collective of fitness center visitors to be a high-risk group for using performance-enhancing drugs. From a sociological perspective, however, the decision to use performance-enhancing drugs (e.g., doping in the context of high-performance sport) is not an individual phenomenon only, but rather a result of social opportunity structures. This research article gives insight into enhancing-related Internet forums, in which the expertise of using and applying substances is passed on step by step. Using selected criminological learning theories, the “doping talk” in these social networks is hermeneutically reanalyzed and the Internet is exposed as a previously under-analyzed option for acquiring knowledge on the use of performance-enhancing drugs. This article shows that users of “doping platforms” are highly informed about doping and this offer of information acts like a knock-on effect to athletes who have so far abstained from doping. Consequently, future prevention models against the abuse of performance-enhancing drugs should consider the subcultural background of the milieu in which the athletes act.  相似文献   

Family resources and mid‐life level of education: a longitudinal study of the mediating influence of childhood parental involvement          下载免费PDF全文

Cecilia von Otter 《British Educational Research Journal》2014,40(3):555-574

This paper draws on the concept of parental involvement, popular among educators and policy‐makers, in investigating differences in level of attained education by family background. The question is if parental involvement in children's schooling at age 14 acts as a mediator between family resources and mid‐life level of attained education. Using structural equation modeling we analyze longitudinal survey and register data of a Swedish metropolitan cohort born in 1953 (n = 3300). Several of the commonly used indicators of involvement are investigated, distinguishing between parents' involvement beliefs, such as educational aspirations and agreement with school curriculum, and involvement practices, such as reading children's schoolbooks and helping with homework. We find that parents' educational aspirations are an important mediator between family resources and attained level of education, while other involvement forms are related to academic performance only. We also find that parental involvement is greater in families with more resources, which leads us to warn against developments turning more responsibility for children's schooling over to parents. Unless sensitive to the diverse family contexts this might increase the importance of family resources for children's educational outcomes.  相似文献   

Game-based practice versus traditional practice in computer-based writing strategy training: effects on motivation and achievement     

Antje Proske  Rod D. Roscoe  Danielle S. McNamara 《Educational technology research and development : ETR & D》2014,62(5):481-505

Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this study, the ARCS model (Keller, Perform Instr 26(8):1–7, 1987b) was used to investigate the motivational characteristics of different practice conditions. To this end, 175 students were randomly assigned to one of four experimental conditions: game-based, question-based, model-based, and writing-based practice. All students first learned strategies to write an essay introduction. Subsequently, students practiced using the strategies in the four different conditions. Game-based practice was expected to positively affect ARCS-related motivation toward practice. Results showed that students perceived game-based practice as significantly more interesting and engaging than question-based practice. However, although game-based practice was perceived more positively, only model-based and question-based practice demonstrated a beneficial impact on students’ ability to implement the writing strategies. These results underline the necessity of interconnecting motivational and instructional design when developing practice methods for computer-based writing strategy training.  相似文献   

Feminist Popular Education in Transnational Debates: Building Pedagogies of Possibility     

Astrid von Kotze 《International Journal of Lifelong Education》2013,32(5):671-675

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AusBildung in der Sportpädagogik     

Klinge  Antje 《Sportwissenschaft》2003,33(3):349-350

German Journal of Exercise and Sport Research -  相似文献   

Introduction to the Special Issue: Using Inquiry-Based Learning in Mathematics for Liberal Arts Courses     

Philip K. Hotchkiss  Volker Ecke  Julian F. Fleron  Christine von Renesse 《PRIMUS》2015,25(3):193-197

Abstract

Mathematics for liberal arts courses are a staple of most mathematics departments and are often populated with students who have disengaged from mathematics. Inquiry-based learning is a student-centered pedagogical tool for re-engaging students in mathematics. In this paper, we introduce a Special Issue of PRIMUS on “Using Inquiry-Based Learning in Mathematics for Liberal Arts Courses.”  相似文献