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31.
Cognitive Representations of Self, Family, and Peers in School-Age Children: Links with Social Competence and Sociometric Status 总被引:4,自引:0,他引:4
Attachment and social-cognitive theories of interpersonal relations have underscored the integral role that internalized cognitive representations may play as mediators of the link between family and peer relationships. 3 predictions consistent with this conceptualization received support in the present study of 161 7–12-year-old school children. In Part 1 of the study, significant connections were found among different components of cognitive representations, including social perceptions, interpersonal expectancies, and schematic organization and processing of social information. Moreover, generalization was found among children's representations across 3 interpersonal domains–that is, family, peer, and self. In Part 2, negative representations of self and others were found to be associated with increased social impairment, including dysfunctional social behavior and less positive status in the peer group. Implications of the findings for theories of interpersonal competence and interventions with socially impaired children are discussed. 相似文献
32.
Monique Gagné Magdalena Janus Constance Milbrath Anne Gadermann Martin Guhn 《教育心理学》2018,38(8):1050-1067
AbstractWe examined how emotional and communication functioning at kindergarten predicted the academic trajectories of refugee children. Drawing from a population-based Canadian cohort, the study followed 629 refugee children from age 5 to 13 and (i) modeled kindergarten, Grade 4, and Grade 7 academic trajectories via group-based trajectory modeling and (ii) investigated to what extent teacher ratings of kindergarten emotional and communication functioning predicted academic trajectory group membership. Three groups were identified: ‘Average’ (n?=?438), ‘Declining’ (n?=?119), and ‘Low-But-Improving’ (n?=?72) groups. Logistic regression analyses revealed that, in comparison to the Average trajectory, lower emotional functioning at kindergarten was associated with an increased likelihood of a Declining academic trajectory, whereas lower communication functioning at kindergarten was associated with a greater likelihood of a Low-But-Improving trajectory (versus an Average trajectory). The findings indicate that refugee children are more likely to overcome early communication challenges versus emotional challenges to achieve academically, and this has important implications for early mental health support. 相似文献
33.
Anne M. Phelan Russell Sawa Constance Barlow Deborah Hurlock Gayla Rogers 《Asia-Pacific Journal of Teacher Education》2006,34(2):161-179
Caught between the demands of the normative (what they believe they ought to be and value) and normalisation (what professional others tell them that they should be and value), teacher candidates often experience themselves as belated even though they are newcomers to the profession—simultaneously heirs to a history and new to it. In this paper we illustrate and explore the tensions that result between ‘new’ and ‘old’ in teacher education. Drawing on Lyotard's concept of the différend, we examine the narratives of a practicum triad—one student teacher and his two mentors—as they each attempt to make sense of their irreconcilable differences. We conclude by discussing how the profession might fulfill its obligation to judge the adequacy of new teachers while remaining hospitable to the difference they introduce. 相似文献
34.
35.
Joseph Balkin David Brandt Constance Katz Dr. James Levin 《Research in higher education》1977,7(1):1-11
This study compared the values of college open admissions students and of college police students to their teachers' values. It was found that for both groups new students differ from the faculty more than do advanced students, suggesting value changes in the direction of the faculty. Also found was no relationship between students' value similarity to the faculty and their academic success. 相似文献
36.
The primary goal of this study was to examine the science process skill of prediction using qualitative research methodology. The think-aloud interview, modeled after Ericsson and Simon (1984), let to the identification of 63 program exploration and prediction behaviors. The performance of seven formal and seven concrete operational high-school biology students were videotaped during a three-phase learning sequence on water pollution. Subjects explored the effects of five independent variables on two dependent variables over time using a computer-simulation program. Predictions were made concerning the effect of the independent variables upon dependent variables through time. Subjects were identified according to initial knowledge of the subject matter and success at solving three selected prediction problems. Successful predictors generally had high initial knowledge of the subject matter and were formal operational. Unsuccessful predictors generally had low initial knowledge and were concrete operational. High initial knowledge seemed to be more important to predictive success than stage of Piagetian cognitive development. Successful prediction behaviors involved systematic manipulation of the independent variables, note taking, identification and use of appropriate independent-dependent variable relationships, high interest and motivation, and in general, higher-level thinking skills. Behaviors characteristic of unsuccessful predictors were nonsystematic manipulation of independent variables, lack of motivation and persistence, misconceptions, and the identification and use of inappropriate independent-dependent variable relationships. 相似文献
37.
Debb Hurlock Constance Barlow Anne Phelan Florence Myrick Russell Sawa Gayla Rogers 《Teaching in Higher Education》2013,18(3):291-301
This article is situated within an experience of conflict for Tina, a social work student, who is caught between her beliefs about the virtues of social work practice, and her disillusioning encounter with the school's administration. In this paper, we interpret Tina's experience of conflict by drawing on the central concepts of liminality and natality, and how she moves through disillusionment to illumination, thereby generating new self-understandings and meanings of social work practice. We conclude with the pedagogical implications for students, and educators, and that as messy and complex as the liminal is, it is also vital to the creation of new understandings and regeneration of meaning in professional education. 相似文献
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39.
Andrew Sinclair Jeanne Basinger Alison Reid John C. Stubbs Constance D. Markley Marc Lenzini 《Communication Booknotes Quarterly》2013,44(4):78-80
Andrew Sinclair, John Ford (New York: The Dial Press, 1979 – $11.95) Jeanne Basinger, Anthony Mann (Boston: Twayne Publishers, 1979 – $10.95) Richard Leiterman by Alison Reid (120 pages, $5.50 in paper) Federico Fellini: A Guide to References and Resources by John C. Stubbs with Constance D. Markley and Marc Lenzini (246 pages, $30.00) Richard Lester: A Guide to References and Resources by Diane Rosenfeldt (152 pages, $15.00) Ernest Lubitsch: A Guide to References and Resources by Robert Carringer and Barry Sabath (262 pages, $20.00) Sidney Lumet: A Guide to References and Resources by Stephen E. Bowles (151 pages, $15.50) Ken Russell: A Guide to References and Resources by Diane Rosenfeldt (140 pages, $14.00) John Schlesinger: A Guide to References and Resources by Nancy J. Brooker (130 pages, $14.00) Frederick Wiseman: A Guide to References and Resources by Liz Ellsworth (212 pages, $ 24.95) 相似文献
40.
Matthew T. Marino Maya Israel Constance C. Beecher James D. Basham 《Journal of Science Education and Technology》2013,22(5):667-680
Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students’ reading ability level and disability status are related to their video game-playing behaviors outside of school and their perceptions about the use of science video games during school. Thirty-four teachers and 876 sixth- through ninth-grade students from 14 states participated in the study. All student groups reported that they would prefer to learn science from a video game rather than from traditional text, laboratory-based, or Internet environments. Chi-square analyses indicated a significant association between reading ability level, disability status, and key areas of interest including students’ use of video games outside of school, their perceptions of their scientific abilities, and whether they would pursue a career in the sciences. Implications of these findings and areas for future research are identified. 相似文献