How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes     

Charlotte Dignath  Gerhard Buettner 《Educational Research Review》2008,3(2):101-129

Recently, research has increasingly focused on fostering self-regulated learning amongst young children. To consider this trend, this article presents the results of a differentiated meta-analysis of 48 treatment comparisons resulting from 30 articles on enhancing self-regulated learning amongst primary school students. Based on recent models of self-regulated learning, which consider motivational, as well as cognitive, and metacognitive aspects [Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational research, 31(6), 445-457], the effects of self-regulated learning on academic achievement, on cognitive and metacognitive strategy application, as well as on motivation were analyzed. As the results show, self-regulated learning training programmes proved to be effective, even at primary school level. Subsequent analysis tested for the effects of several moderator variables, which consisted of study features and training characteristics. Regarding factors that concern the content of the treatment, the impact of the theoretical background that underlies the intervention was tested, as well as the type of cognitive, metacognitive, or motivational strategy which were instructed, and if group work was used as instruction method. Training context related factors, which were included in the analyses consisted of students’ grade level, the length of the training, if teachers or researchers directed the intervention, as well as the school subject in which context the training took place. Following the results of these analyses, a list with the most effective training characteristics was provided.  相似文献   

MPS/CAS Partner Group on Cosmology     

Jing Yipeng  Gerhard Brner 《中国科学院院刊(英文版)》2004,18(2)

The Partner Group does research in cosmology, focussing on the quantitative modeling of the structure and evolution of galaxies and galaxy clusters, the pattern of galaxies and of larger structures.  相似文献   

Predictors of Behavior Problems in Three-Year-Old Sons of Alcoholics: Early Evidence for the Onset of Risk     

Hiram E. Fitzgerald  Linda A. Sullivan  Hazen P. Ham  Robert A. Zucker  Stefan Bruckel  rew M. Schneider  Robert B. Noll 《Child development》1993,64(1):110-123

We investigated risk factors in a population-based sample of alcoholic (father) and comparison families with 3-year-old sons. Alcoholic and comparison parents did not differ in socioeconomic status (SES), education, years married, family size, or cognitive functioning. Anti-social behavior and depression were significantly greater in alcoholic parents. High risk children were more impulsive than comparison children, but there were no differences in developmental age, IQ, or behavior problems. A higher percentage of high-risk children were rated in the extreme clinical range for behavior problems than were comparison children. For alcoholic families, mothers' ratings of their children's total behavior problems, externalizing behavior problems, and internalizing behavior problems were predicted by mothers' lifetime alcohol problems, current depression, and family SES. Father variables failed to predict children's behavior problems. Maternal variables were stronger predictors of their 3-year-old sons' problem behaviors than were paternal variables.  相似文献   

职业学校模拟公司教学中的典型问题辨析   总被引：2，自引：0，他引：2  

郑建萍 《职业技术教育》2011,32(1)

模拟公司通过创造模拟的企业情境聚焦于职业性的认知脚本,为激发学生形成职业角色意识提供支撑条件,为概念的形成与理解提供更为直观的经验基础.然而,模拟公司作为对劳动世界的虚拟与简化,承载着教育教学目的,因而在目的、情境、知识类型等方面都与劳动世界有着质的区别.鉴于此,模拟学习中要重视学习任务的设计与处理,从学生自主建模和总结等角度讨论深化模拟学习质量的必要与可能.  相似文献   

Pedagogical practices in non-formal adult literacy classes in Zambia     

Sichula  Noah Kenny  Genis  Gerhard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(6):879-903

International Review of Education - In Zambia, adult literacy education is mainly provided in the form of non-formal literacy classes, with a general emphasis on the economic purpose of alleviating...  相似文献   

Developmental relationship between declarative metacognitive knowledge and reading comprehension during secondary school     

Edossa  Ashenafi Kassahun  Neuenhaus  Nora  Artelt  Cordula  Lingel  Klaus  Schneider  Wolfgang 《European Journal of Psychology of Education - EJPE》2019,34(2):397-416

European Journal of Psychology of Education - Knowledge about one’s own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading...  相似文献   

The effects of summary production and encoding condition on children��s metacognitive monitoring     

Nicole von der Linden  Wolfgang Schneider  Claudia M. Roebers 《Metacognition and Learning》2011,6(1):3-23

Two studies were conducted to investigate whether context variations were suitable to improve metacognitive judgments in children in a complex, everyday memory task. In the first phase of each experiment, participants were shown a short event (video) and gave judgments-of-learning (JOLs), that is, rated their certainty that they would later be able to recall specific details correctly. In the second phase of the experiments, participants took part in a memory interview about the memory event and gave confidence judgments (CJs), that is, rated their certainty that the provided answers to the memory questions were correct. Study 1 specifically investigated the potential positive influence of giving a verbal summary before the JOL-interview on metacognitive monitoring, whereas Study 2 had a closer look on the effect of intentional versus non-intentional encoding on JOL and CJ accuracy. Results revealed no significant influence of giving a summary and hardly any effect of encoding condition on metamemory monitoring although children from age 6 on showed adequate monitoring performance. JOL accuracy appears to be a complex process, which is even more difficult to influence in children than in adults.  相似文献   

Constructing and Reconstructing a Critical Discourse and Pedagogy of Techno-Knowledge     

Sandra B. Schneider  Dianne Smith 《Educational Studies A Journal of the American Educational Studies Association》2014,50(1):3-7

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Identifying Promising Items: The Use of Crowdsourcing in the Development of Assessment Instruments     

Philip M. Sadler  Gerhard Sonnert  Harold P. Coyle  Kelly A. Miller 《Educational Assessment》2016,21(3):196-214

The psychometrically sound development of assessment instruments requires pilot testing of candidate items as a first step in gauging their quality, typically a time-consuming and costly effort. Crowdsourcing offers the opportunity for gathering data much more quickly and inexpensively than from most targeted populations. In a simulation of a pilot testing protocol, item parameters for 110 life science questions are estimated from 4,043 crowdsourced adult subjects and then compared with those from 20,937 middle school science students. In terms of item discrimination classification (high vs. low), classical test theory yields an acceptable level of agreement (C-statistic = 0.755); item response theory produces excellent results (C-statistic = 0.848). Item response theory also identifies potential anchor items without including any false positives (items with low discrimination in the targeted population). We conclude that the use of crowdsourcing subjects is a reasonable, efficient method for the identification of high-quality items for field testing and for the selection of anchor items to be used for test equating.  相似文献   

The role of classroom differences in achievement changes     

Wolfgang Schneider  Andreas Helmke 《European Journal of Psychology of Education - EJPE》1986,1(3):81-91

A combined criterion involving the regression slopes of pretest-posttest achievement scores and achievement gain scores was used to classify similar types of classrooms. Mathematics achievement differences among 632 fifth graders were analysed in a longitudinal design and explained in a structural equation framework provided by LISREL, separately for four types of classrooms. The results replicated the findings of an earlier study (Schneider & Treiber, 1984) in that the local nature of achievement models could be demonstrated. That is, the structural components of the causal models could not be generalized across the four groups of classrooms. The inclusion of a second grouping criterion (i. e., achievement gain) proved useful in that a better model fit was always obtained for classrooms with high achievement agains. As a global model test ignoring group and classroom membership did mask the differential validity of the achievement model in the various subgroups, the need for multilevel approaches was emphasized.  相似文献