El desarrollo del pensamiento hipotético-deductivo y el entorno educativo     

Elsa Schmid-Kitsikis 《Infancia y Aprendizaje》2013,36(22):73-87

RESUMEN

Recientes investigaciones sobre la adquisición del pensamiento hipotético-deductivo en diferentes clases sociales hacen dudar de la universalidad de esta adquisición. La autora sugiere que el desarrollo operatorio no se completa cuando el entorno es culturalmente pobre. Para que se produzca un desarrollo del pensamiento formal es necesario un entorno que favorezca el intercambio de diferentes puntos de vista y la temprana adquisición de una manera de pensar realista. Para comprobar esta hipótesis se lleva a cabo una investigación con adolescentes de diferentes clases socioeconómicas a los que se enfrentó a dos tareas experimentales. Se entrevistó a los sujetos y a sus padres para conocer sus sistemas de representación. Los resultados muestran la importancia de un entorno favorecedor para la adquisición del pensamiento hipotético-deductivo.  相似文献   

Effects of homework motivation and worry anxiety on homework achievement in mathematics and English     

Eunsook Hong  Elsa Mason  Yun Peng  Nancy Lee 《Educational Research and Evaluation》2013,19(7-8):491-514

Direct and mediating effects of homework worry anxiety on homework effort and homework achievement and the differences in the structural relations among homework motivation constructs and homework achievement across mathematics and English homework were examined in 268 tenth graders in China. Homework motivation included task value, homework self-efficacy, homework worry anxiety, and motivation application. Homework accomplishments were rated by mathematics and English teachers. Homework value had positive effects on homework effort and worry anxiety in both subjects. Homework self-efficacy had positive and negative effects on homework effort and worry, respectively. Homework worry mediated the relation of homework value to effort and to achievement; the relation was more prominent in mathematics than in English homework. The mediating effects of worry anxiety in the relation of self-efficacy to homework effort and to achievement were significant only in mathematics. The domain specificity and direct and mediating effects were discussed in the cultural and educational context.  相似文献   

Motivational and cognitive test-taking strategies and their influence on test performance in mathematics     

Yun Peng  Elsa Mason 《Educational Research and Evaluation》2013,19(5):366-385

A structural equation model of relationships among testing-related motivation variables (test value, effort, self-efficacy, and test anxiety), test-taking strategies (test tactics and metacognitive strategies), gender, and math test performance were examined with a sample of 10th graders (N = 438; 182 males and 256 females). In general, motivation variables influenced the use of test-taking strategies and demonstrated stronger impacts on math performance than did test-taking strategies. Gender differences were found in self-efficacy and test anxiety. With a few surprising but culturally relevant results that warrant further investigation, the current study extended previous works on antecedents of academic achievement to testing situations within the self-regulated learning theory.  相似文献   

The Roles of Hong Kong Preservice Early Childhood Teachers’ Creativity and Zest in Their Self-efficacy in Creating Child-centered Learning Environments     

Sum Kwing Cheung  Ricci Wai-tsz Fong  Suzannie Kit Ying Leung  Elsa Ka-wei Ling 《Early education and development》2013,24(6):788-799

Research Findings: This study investigated the relationships of preservice teachers’ year of study in the teacher education program, creativity, zest, and self-efficacy in managing children’s behaviors to self-efficacy in creating child-centered learning environments. Data were collected from 275 Hong Kong preservice teachers via self-reported questionnaires. Results showed that creativity had a direct positive linkage with self-efficacy in creating child-centered learning environments. Zest was associated with self-efficacy in creating child-centered learning environments, however, indirectly through self-efficacy in managing children’s behaviors. Year of study was unrelated to both self-efficacies. Practice or Policy: Preservice teachers’ creativity and zest can be conceptualized as personal resources for creating child-centered environments. Teacher education programs should therefore incorporate components of fostering pre-service teachers’ own creativity and zest.  相似文献   

Strategic Innovation: Conception of Innovation among Social Sciences Researchers in Higher Education in Northwestern México     

Castellanos  Elsa Catalina Olivas  De Gunther Delgado  Leonel 《Innovative Higher Education》2022,47(5):855-874

Innovative Higher Education - Researchers in universities are encouraged to produce innovative scientific research and participate in the international scientific community. In Mexico, public...  相似文献   

幸福的秘密     

埃尔沙·杨格斯太德  王宏平 《海外英语》2009,(5):42-43

如果你中了彩票或钱袋里有一些多余的美元,你会认为更加幸福吗？再想一想。一项新的研究推翻了经典经济学的至理名言,这项研究表明幸福不在于你拥有多少钱,而在于你怎样花钱。那些给慈善机构捐钱或慷慨施予的人比那些把所有的钱花在自己身上的人更加幸福。  相似文献   

Rules, Right and Wrong, and Children     

Elsa K. Weber 《Early Childhood Education Journal》2002,30(2):107-111

The article is an informal distillation of conversations from severalworkshops held with teachers over a period of several years. Discussionswere focused around examples of ordinary classroom occurrences. Teachersin the workshops analyzed incidents, some simple, some multifaceted, asexamples of the domains of social knowledge, including moral, socialconvention, and personal/psychological, which though unique, sometimesoverlap. Conversations included possible resolutions. A final section,observations and affirmations, includes a discussion of the implicationsfor a domain appropriate approach to classroom interactions betweenteachers and children.  相似文献   

Youth multi-sport events in Austria: tourism strategy or just a coincidence?     

Martin Schnitzer  Elsa Kristiansen 《Journal of Sport Tourism》2017,21(3):179-199

Impact and legacy research of touristic issues has become more popular with the appearance of manifold approaches to examining tourism. In recent years, the region of Western Austria has successfully staged multi-sport youth events, with two being staged in Innsbruck, Tyrol (YOG 2012; ICG 2016) and one in the region of Montafon, Vorarlberg (EYOF, 2015). This leads to the assumption that the high frequency of youth sports events in these regions necessitates and therefore also follows a set hosting policy or at least a strategic approach to event bidding and staging. To examine these assumptions, a mix of desk research and qualitative interviews was chosen, encompassing bidding files, final reports, official tourism statistics, press releases from tourism boards, political working papers, internal documents and interviews with organising committee members, event experts and political representatives. Staging youth sports events is found to have left legacies in Western Austria such as generating immediate overnight stays in the low season and creating a positive image for the host regions, depending on the frequency with which events are staged and affirming the purpose of using events to boost tourism. The host areas lacked a written (youth sport) strategy and unexpectedly, the existing strategies do not include the youth sports events. However, it can be assumed in the case of Innsbruck that a hidden event strategy exists. In conclusion, the study reveals the importance of sharing events and their benefits among the various local stakeholders, thus branding the region as a host city.  相似文献   

Children's Personal Prerogative in Home and School Contexts     

Elsa K. Weber 《Early education and development》1999,10(4):499-515

The present study examined young children's conceptions of personal prerogative in the contrasting contexts of home and school. The central question was whether young children have a stable conception of the personal which underlies their responses to regulations in varying contexts. Interviews concerning conceptions of the personal domain were conducted with 37 middle class first grade children. The children were aware of continuities and discontinuities in personal prerogative at home and school as highlighted by their understandings of conventions at school. They identified areas of prerogative at school, but were aware of the conventionalization of some personal issues. They considered school to be the more restrictive place. Despite some willingness to cede authority to teachers for many personal issues, the children reserved rightful decision locus for themselves. They were noncommittal as to whether prerogative should be narrowed at school. They attempted negotiations in both settings, despite less success at school. The children had a conception of personal prerogative which extended over both home and school contexts. Results have implications for classrooms responsive to children's development of autonomy. The study was limited largely to white middle class children, however it raises questions which could have implications for a much broader range of children. Further studies on prerogative in contrasting contexts considering class and ethnic differences may also yield implications for classroom practice which is child and culture sensitive.  相似文献   

Pacific Relations     

Elsa Strait 《Clearing house (Menasha, Wis.)》2013,86(1)

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