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51.
We examined whether perceived self-efficacy moderated the relationship between performance goals and self-regulatory strategy use in two different samples of 178 and 108 Norwegian post-secondary students. Using multiple regression with interaction terms, we found that perceived self-efficacy moderated the relation between performance-avoidance goals and reported use of self-regulatory strategies for students in a competitive, performance-oriented context. Specifically, in that context, there seemed to be a negative effect of increased performance-avoidance goal orientation for students with high self-efficacy and a positive effect of increased performance-avoidance goal orientation for students with low self-efficacy. While the nature of this moderator effect is not consistent with what has previously been suggested by researchers using a goal orientation framework, our findings point to the importance of examining self-efficacy moderator effects in different study contexts. 相似文献
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In many situations, readers are asked to learn from multiple documents. Many studies have found that evaluating the trustworthiness and usefulness of document sources is an important skill in such learning situations. There has been, however, no direct evidence that attending to source information helps readers learn from and interpret a document's content. In this study we examined whether students' awareness of sources predicts their comprehension of documents, controlling for prior knowledge, interest and perceived comprehensibility of the texts. Participants read multiple texts that provided different perspectives on the causes and solutions of climate change. Deep comprehension was measured using both within-text and across-text inference verification tests. Source awareness was measured using a test of memory for sources. We found that memory for sources predicted both types of deep comprehension. These results, in combination with source training studies, suggest that improving students' sourcing skills may benefit their learning of text content. 相似文献
54.
Third- and fourth-grade Norwegian children completed a battery of tasks that measured indicators of orthographic and phonological processing skill, leisure time reading, home literacy environment, and nonverbal intelligence. Using latent variable structural equation modeling, it was found that home literacy environment influenced leisure time reading, and that leisure time reading contributed to orthographic processing skill beyond the prediction provided by phonological processing skill. Home literacy environment influenced orthographic processing skill indirectly by its influence on leisure time reading. In addition, some children with poor phonological skill and good orthographic skill were found to score high on a leisure time reading measure. Even though Norwegian has much more regular orthography than English, these results are consistent with previous findings in the United States linking variance in orthographic processing skill to differences in leisure time reading. Thus, this study showed the robustness of orthographic skill independent of phonological processing even within the context of an orthographically regular language. 相似文献
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Ivar A. Bjørgen Johan O. Undheim Karen A. Nordvik Inge Romslo 《European Journal of Psychology of Education - EJPE》1987,2(3):283-295
From a group of 75 children, originally selected as dyslectic on the basis of their reading and/or spelling problems relative to a total group of 1000 4.th grade children in the city of Trondheim, blood tests were obtained on 35 children. A control group of 45 children was drawn among the 1000 children. Among the 12 different hormones measured, significant differences came out on cortisol, triiodothyronine (T. 3), prolactin, and human growth hormone (HGH, somatotrophin) in boys and girls separately. A follow-up study of 22 dyslectic children from the same cohort gave results consistent with those obtained in the original study. The higher values of the dyslectic group on cortisol and prolactin may suggest the dyslectics to be in a stressful situation, possibly due to their language problems in school. The most striking difference, however, was the very low levels of HGH in the dyslectic group—to the extent that there was little overlap in the two distributions. This result was totally unexpected and is, in fact, opposite of what to be expected on the basis of at least short — time stress events. The results holds up when age and pubery development are controlled for. 相似文献
56.
Measuring strategic processing when students read multiple texts 总被引：1，自引：0，他引：1
This study explored the dimensionality of multiple-text comprehension strategies in a sample of 216 Norwegian education undergraduates
who read seven separate texts on a science topic and immediately afterwards responded to a self-report inventory focusing
on strategic multiple-text processing in that specific task context. Two dimensions were identified through factor analysis:
one concerning the accumulation of pieces of information from the different texts and one concerning cross-text elaboration.
In a subsample of 71 students who were also administered measures of intratextual and intertextual comprehension after responding
to the strategy inventory, hierarchical multiple regression analysis indicated that self-reported accumulation of information
and cross-text elaboration explained variance in intertextual comprehension even after variance associated with prior knowledge
had been removed. 相似文献
57.
Ivar Bråten 《教育心理学》1995,15(1):69-87
TJ, a 10‐years, 7‐months‐old spelling‐disabled boy suffering from aphasia, was exposed to a spelling remediation programme introduced in the autumn term of Grade 4 and concluded in the spring term of Grade 6. A systematic strategy instructional approach was used to teach the boy 65 phonetically irregular words. The remedial spelling programme was successful in developing appropriate spelling strategies which were applied to the processing of these words and maintained at follow‐up at 2 months. Generalisation of programme effects was shown on standardised spelling tests administered during training. However, the programme did not seem to be very successful in lessening the disparity between the boy's spelling performance and average spelling performance for his grade. It was concluded that spelling‐disabled students suffering from neurological impairment probably need more cumulative training than other spelling‐disabled students. The potential role of a verbally orientated strategy approach in spelling remediation was also discussed in relation to a visually orientated approach. 相似文献
58.
Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts 总被引：1，自引：0，他引：1
Ivar Brten Helge I. Strms Marit S. Samuelstuen 《Contemporary educational psychology》2008,33(4):814-840
In a sample of 135 Norwegian education undergraduates, we examined the effects of topic-specific epistemic beliefs concerning the simplicity and source of knowledge on deep-level understanding of multiple expository texts about the same topic—climate change. The results showed that students holding sophisticated simplicity beliefs, viewing knowledge about climate change as complex, gained better multiple-text understanding than did students holding naïve simplicity beliefs, viewing knowledge about climate change as simple. However, students holding sophisticated source beliefs, viewing knowledge about climate change as personal construction, performed poorer than did students holding naïve source beliefs, viewing knowledge about climate change as transmitted from experts. Moreover, students believing knowledge to be complex and, simultaneously, relying on expert authors were at a particular advantage with respect to multiple-text understanding. Thus, in this complex reading-task context, source beliefs usually located at the sophisticated ends of epistemic belief continuums turned out to be maladaptive, presumably because they distracted from the building of a high-quality representation of author and text meaning. 相似文献