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排序方式： 共有105条查询结果，搜索用时 125 毫秒
61.
This study aims at enhancing math learning and general self-regulation by supporting daily self-regulated learning during
math homework. The authors use standardized diaries as a self-monitoring tool to support self-regulatory behaviour. Following
the theory of self-monitoring, frequent selfmonitoring of self-regulation will lead to an enhancement of self-regulated learning.
Complete data stem from a sample of 195 8th grade students. 95 students from the experimental group answer questions in diaries
for a period of 49 days and participate in the pre-post measurement whereas the control group only works on the pre- and posttests.
The diary consists of questions regarding main components of self-regulation. The time-series analyses of the diary variables
show a positive linear trend for self-regulation. The results of the analyses of variance for the pre-post experimental-control
group comparison yielded time by group interactions for self-regulation and the math test. 相似文献
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Soghra Akbari Chermahini Marian Hickendorff Bernhard Hommel 《Thinking Skills and Creativity》2012,7(3):177-186
The Remote Associates Test (RAT) developed by Mednick and Mednick (1967) is known as a valid measure of creative convergent thinking. We developed a 30-item version of the RAT in Dutch with high internal consistency (Cronbach's alpha = 0.85) and applied both Classical Test Theory and Item Response Theory (IRT) to provide measures of item difficulty and discriminability, construct validity, and reliability. IRT was further used to construct a shorter version of the RAT, which comprises of 22 items but still shows good reliability and validity—as revealed by its relation to Raven's Advanced Progressive Matrices test, another insight-problem test, and Guilford's Alternative Uses Test. 相似文献
66.
Bernhard von Rosenbladt Prof. Dres. Rainer H. Lehmann 《Zeitschrift für Erziehungswissenschaft》2013,16(1):55-77
Low literacy in the adult population has been subject of a broad range of studies in Germany in recent years. The main learning opportunities provided for low literates are courses where reading and writing skills are taught at a basic level. The outcome in terms of improved reading and writing capacity were not a focus of discussion by now. The article presents empirical data showing that there are positive though limited effects of participation in such courses. Additionally, participants’ subjective assessments of their learning achievements are provided. Implications of findings are discussed. 相似文献
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Franziska Bouley Eveline Wuttke Kathleen Schnick-Vollmer Bernhard Schmitz Stefanie Berger Sabine Fritsch 《Peabody Journal of Education》2013,88(4):491-502
Teacher competence is crucial for quality of teaching and learner achievement. Competency models and competence measurement are prevalent in domains such as the natural sciences and lacking in others. We conducted our research in the field of business and economics education by focusing on the accounting domain because it is key to a deep understanding of the economic context and the development of economics competence. To teach well, teachers require professional knowledge, which is mainly composed of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). Our competence model comprises the cognitive component of professional knowledge and the noncognitive components of beliefs, self-efficacy, and self-regulation. To measure competence in competence of prospective teachers, we employed novel instruments to test for professional knowledge and beliefs as well as established ones to test for self-regulation and self-efficacy. The sample consists of 1,152 students at 24 German universities. The structure of the competence model was tested. Results suggest that professional competence in accounting has at least four distinct dimensions (CK, PCK, beliefs, and self-regulation aspects). 相似文献
69.
Bernhard Vom Brocke 《Minerva》1991,29(3):269-293
70.
Mara Gerich Monika Trittel Bernhard Schmitz 《Journal of educational and psychological consultation》2017,27(2):203-238
Counseling parents concerning students’ learning processes is considered to be an increasingly important competence area of teachers. However, few educational programs exist specifically focusing on improving this essential teacher competence, particularly in early teacher education. The current study, which took place at a German university, describes the evaluation of a corresponding training program for prospective teachers as well as a process-oriented feedback intervention. We conducted a quasi-experimental study with three treatment groups (training group, training + feedback group, control group) combining pre-, post-, and follow-up test measures with time–series data. By means of multivariate repeated measures MANOVAs and time-series analyses, we were able to demonstrate that prospective teachers’ counseling competence can be successfully fostered by training and individual process-oriented feedback. Our results provide several practical implications concerning the improvement of teachers’ counseling competence within the context of teacher education. 相似文献