A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension     

Vanessa A. Völlinger  Nadine Spörer  Dirk Lubbe  Joachim C. Brunstein 《The Journal of educational research》2018,111(6):733-745

This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements.  相似文献   

Experimentation in biology lessons: guided discovery through incremental scaffolds     

Nadine Großmann 《International Journal of Science Education》2019,41(6):759-781

Experimentation is a complex problem-solving process. In biology lessons, experiments involve creative thinking and open discovery; however, they still require some degree of instructional guidance. The right balance between discovery learning and instructional guidance depends substantially on students’ prior knowledge. Students with low prior knowledge in particular might have difficulties with conducting and understanding experiments. Incremental scaffolds might be a valuable tool to meditate between pure discovery and strong guidance while simultaneously taking learners’ individual knowledge and skills into account. In the current study, we examined the effects of incremental scaffolds (IncSc), no scaffolds (NoSc), and worked-out examples (WoEx) on students’ knowledge acquisition while doing inquiry-based experimentation with a special focus on students with low prior knowledge. In a pre-posttest design, 193 students (M_age?=?13.02?±?0.81 years) participated in a four-hour teaching unit on animals’ overwintering strategies. In the pre- and posttest, we assessed the students’ conceptual and procedural knowledge. Our results partially confirmed our hypotheses: Regarding the conceptual and procedural knowledge of all students, incremental scaffolds showed no additional benefit regarding students’ knowledge in the posttest when compared to working with no scaffolds or worked-out examples. For the students with low prior knowledge, working with incremental scaffolds led to higher conceptual and procedural knowledge after the teaching unit than working with worked-out examples.  相似文献   

Effort and ability attributions as explanation for differences in study choice after failure: evidence from a hypothetical vignette study among first-entry bachelor students in a Belgian university     

Cincinnato  Sebastiano  Engels  Nadine  Consuegra  Els 《European Journal of Psychology of Education - EJPE》2020,35(4):931-953

European Journal of Psychology of Education - This study investigates to what extent differences in ability and effort attributions can explain students’ reluctance to reorient after failure...  相似文献   

Promoting Interest by Supporting Learner Autonomy: the Effects of Teaching Behaviour in Biology Lessons     

Großmann  Nadine  Wilde  Matthias 《Research in Science Education》2020,50(5):1763-1788

Research in Science Education - In self-determination theory, Ryan and Deci (2017) propose that psychological well-being is based on three innate psychological needs: relatedness, competence, and...  相似文献   

Encouraging Engagement with Students and Integrating Librarians into the Curriculum through a Personal Librarian Program     

Shalu Gillum  Natasha Williams  Pamela Herring  Deedra Walton  Nadine Dexter 《Medical reference services quarterly》2018,37(3):266-275

Five years ago, the Harriet F. Ginsburg Health Sciences Library created a Personal Librarian Program (PLP) to encourage librarian engagement with first- and second-year medical students and to promote awareness of library resources and services. Prior to the creation of the PLP, the library struggled with finding ways to connect with its medical students, especially because the library is 98% digital. The PLP was created to give students an individualized library experience and an easier way to interact with librarians. As a result, opportunities for librarian-student engagement increased, and Personal Librarian groups facilitated the integration of librarians into two first- and second-year medical school courses.  相似文献   

桑树情缘     

Wilma Bednarz 《海外英语》2005,(3):28-29

一篇温馨的、洋溢着桑果清香的生活随笔。恬淡的生活气息之中回荡着生命之伟大的乐章。春回大地之际,我刊特向读者朋友献上一篇与树、与生命有关的文章,与大家一起感受生命、感受生活。  相似文献   

Multiple-pattern learning by rats on an eight-arm radial maze     

C. Nadine Wathen  William A. Roberts 《Learning & behavior》1994,22(2):155-164

Rats were trained over a number of sessions on an eight-arm radial maze with eight trials on each session. Each of four arms on the maze contained a different pattern formed by sequences of reward (two pellets) or nonreward (no pellets) over successive trials within sessions. The patterns were single alternation, double alternation, and two patterns in which four rewards or four nonrewards were preceded and followed by two nonrewards or two rewards, respectively. The other four arms on the maze served as control arms and always contained one pellet. It was found that rats tracked all of these patterns when they were required to climb over barriers to enter and leave arms. However, rats showed no ability to extrapolate patterns beyond the training trials. These findings, and a further analysis of arm-choice stereotypy, led to the conclusion that rats tracked by using a trial-number strategy.  相似文献   

Toddlers Help a Peer          下载免费PDF全文

Robert Hepach  Nadine Kante  Michael Tomasello 《Child development》2017,88(5):1642-1652

Toddlers are remarkably prosocial toward adults, yet little is known about their helping behavior toward peers. In the present study with 18‐ and 30‐month‐old toddlers (n = 192, 48 dyads per age group), one child needed help reaching an object to continue a task that was engaging for both children. The object was within reach of the second child who helped significantly more often compared to a no‐need control condition. The helper also fulfilled the peer's need when the task was engaging only for the child needing help. These findings suggest that toddlers’ skills and motivations of helping do not depend on having a competent and helpful recipient, such as an adult, but rather they are much more flexible and general.  相似文献   

Students embracing change towards more powerful learning environments in vocational education     

Inge Placklé  Karen D. Könings  Wolfgang Jacquet  Arno Libotton  Jeroen J. G. van Merriënboer  Nadine Engels 《Educational studies》2018,44(1):26-44

Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments (PLEs). This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets the requirements of PLEs, and to what extent it meets students’ preferences. Additionally, it was investigated whether students who perceive their learning environment as more powerful, are also more engaged for school. Survey data of 532 students showed that student perceptions of their current learning environment were largely discrepant from the characteristics of PLEs. Students strongly asked for more challenging learning pathways, in combination with adaptive learning support. Students who perceived the characteristics of PLEs as being present, reported higher satisfaction and stronger engagement than students who perceived their education to be a less powerful environment. There is a need to redesign curricula in vocational education in such a way that these more intensely implement characteristics of PLEs.  相似文献   

Model based assessment of learning dependent change within a two semester class     

Nadine Schlomske  Pablo Pirnay-Dummer 《Educational technology research and development : ETR & D》2009,57(6):753-765

The following empirical study examines the acquisition of expertise. The model structures in the domain of empirical methodologies were examined in a time period of two semesters. At each measurement point (N = 5), the model structures of the reference groups were compared with those of the group of learners. The group of learners consisted of (N = 31) students who did not have any experience with research methods and their theoretical foundations. The results indicate that the external criteria enabled a precise assessment of learning dependent model change.  相似文献