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Eran Shadach Orit Ganor-Miller 《European Journal of Psychology of Education - EJPE》2013,28(2):585-596
The effects of perceived parental over-involvement on students’ level of test anxiety were examined in two studies. In study 1, parental over-involvement scale was developed. The sample comprised 105 male and female undergraduate college students between the ages of 21 and 26. The scale contained two aspects of parental over-involvement: parental attitudes toward academic studies and parental involvement in academic studies. Students’ self-reported attitudes toward academic studies were also included. In study 2, the effects of the three aspects on students’ level of test anxiety were examined. The sample comprised 90 male and female undergraduate college students, between the ages of 21 and 26. Research hypotheses were that the two aspects of parental over-involvement and students’ attitudes will positively correlate with students' test anxiety and that results will persist with high anxious students. Finally, an exploratory question was examined as to whether the two aspects of parental over-involvement will differ in their impact on test anxiety. As expected all three factors positively correlated with test anxiety; however, regression analysis indicated that only parental involvement was predicting text anxiety. Results for participants with high test anxiety partially supported research hypothesis as parental involvement correlated with test anxiety (TA) total score and with worry but not with emotionality. Findings are discussed as response to the exploratory question. Finally, although not hypothesized, academic education of parents was positively related to students' test anxiety. Results suggest that parental attitudes and behaviors are significant factors in college students’ TA. 相似文献
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This study examines the process by which system thinking perceptions develop within the context of a water cycle curriculum. Four junior high school students undergoing an especially designed inquiry‐based intervention were closely observed before, during, immediately after, and 6 years after completing a year long systems‐based learning program. The employed research tools included observations, semi‐structured interviews, and a number of “concept viewing” tools (drawings, concept maps, and repertory grids). Out of the data, four distinct “stories,” each presenting a different way of constructing hydro system mental models, are described. The paper's main conclusion is that students develop their systems mental models and remember the learned material based on learning patterns that tend to remain unchanged over time. Consequently, in order to facilitate efficient and lasting construction of students' system models, learning experiences should harness these, and especially the meta‐cognitive learning pattern, which holds special significance for constructing systems. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1253–1280, 2010 相似文献
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The paper is a reflective account of the design and implementation of mathematical tasks that evoke uncertainty for the learner.
Three types of uncertainty associated with mathematical tasks are discussed and illustrated: competing claims, unknown path or questionable conclusion, and non-readily verifiable outcomes. One task is presented in depth, pointing to the dynamic nature of task design, and the added value stimulated by the uncertainty
component entailed in the task in terms of mathematical and pedagogical musing. 相似文献
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Orit Gadiesh 《现代企业教育》2006,(19):7
中国最近提出的减少海外投资的计划并不是跨国企业在中国大陆面临的唯一威胁.在中国政府频频修改其监管框架的同时,一个庞大的、定价格外低廉而质量却可以接受的低端产品领域正在悄然形成.这个“够用就好“(Good-Enough)的市场冲击着公司原本想将中国作为低成本加工中心,或者向中国不断走向富裕的消费者销售优质产品的想法.…… 相似文献
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Research in Science Education - This mixed-method research focuses on how school children visiting a science museum with their class perceive the overall experience of their visit to the... 相似文献
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While it is well known that resilience develops from a young age, specific interventions that might promote resilience in very young children remain to be developed. The A.R.Y.A. Project addresses 4-year-old inner-city kindergartners. The project comprises individual sessions, 20 minutes each, and group sessions (involving either part of or the entire kindergarten)—lasting altogether for an approximately 8-month period. In both the individual and group sessions, children learned and discussed various topics concerning animal stress and coping behavior. Subsequently, they are guided to adapt this knowledge to their own personal life. First-year evaluation indicates that both kindergarten teachers' and parents' evaluations as well as children's responses support the assumption that the project positively affects children's resilience. 相似文献
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