Determinants of middle school students' intention to enroll in a high school science course: An application of the theory of reasoned action     

Frank E. Crawley  Annette S. Coe 《科学教学研究杂志》1990,27(5):461-476

The determinants of intentions to enroll in a high school science course were investigated, using the theory of reasoned action, among earth science students enrolled in a middle school located in a middle-income, suburban community in central Texas. The sample consisted of 5 of 14 eighth-grade earth science classes, randomly selected for this study. Classes contained Caucasian and minority students, male and female, of differing science abilities who were grouped according to general academic abilities—basic, average, and gifted and talented. The prediction of behavioral intention of sample participants was tested using four external variables, attitude, and subjective norm (Direct-Full Effects Model), attitude and subjective norm alone (Direct-Reduced Effects Model), and disaggregated data on attitude and subjective norm (Indirect Effects Model). Results of the study revealed attitude and subjective norm to be the sole predictors of behavioral intention for the aggregated data, but to be differentially effective for groups formed on the basis of sex, ethnicity, general ability, and science ability. Evidence is presented to show that the relative contributions of attitude and subjective norm to the prediction of behavioral intention varies among students depending upon their sex, ethnicity, general ability, and science ability. Results of the study are discussed in terms of increasing the enrollment of all students in elective science courses.  相似文献   

Motivational interference in learning: The impact of leisure alternatives on subsequent self-regulation     

Stefan Fries  Franziska Dietz  Sebastian Schmid 《Contemporary educational psychology》2008,33(2):119-133

Students are often obliged to fulfill home assignments for school. While being engaged into such compulsory schooling, learners may be tempted to switch to a leisure alternative. Whenever students pursue the learning task although attractive leisure alternatives are present, thoughts about the missed activity can lead to motivational interference. Thus, self-regulation in learning does not only depend on the learning task itself but also on the dismissed alternatives. In a questionnaire study 704 students (mean age: 13.5) were confronted with hypothetical conflicts between a school activity and a leisure activity. The students envisioned themselves in the course of both activities after the decision. As predicted, self-reported self-regulation depended on the valences of both activities. High valence of the performed activity was related to better self-regulation, whereas high valence of the alternative activity resulted in worse self-regulation.  相似文献   

Effect of Internet Literacy in Understanding Older Adults’ Social Capital and Expected Internet Support     

Juan Sebastian Rios  Donghee Yvette Wohn  Yu-Hao Lee 《Communication Research Reports》2019,36(2):93-102

This article investigates whether knowledge of Internet usage among older adults is related to social capital as well as their expectations to obtain social support online. A U.S. national survey of adults aged 60 and older (n = 1,101) found that Internet literacy is significantly associated with their expected Internet support and bridging and bonding social capital even after controlling for age, Internet use, and other factors.  相似文献   

Cognitive and Attitudinal Predictors Related to Line Graphing Achievement among Elementary Pre-service Teachers     

Sebastian Szyjka  Frackson Mumba  Kevin C. Wise 《Journal of Science Teacher Education》2011,22(7):563-578

The purpose of this study was to determine the extent to which six cognitive and attitudinal variables predicted pre-service elementary teachers’ (N = 87) performance on line graphing. Predictors included reading comprehension and mathematics scores, logical thinking performance scores, as well as measures of attitudes toward science, mathematics and graphing. Results indicated that mathematical and logical thinking ability were the most significant predictors of line graph performance among the other variables, accounting for 41% of the total variability. Findings from this study suggest that elementary science education programs augment instruction to include aspects of mathematics and logical thinking.  相似文献   

Peer acceptance and peer status in relation to students’ special educational needs,migration biography,gender and socio-economic status     

Sebastian Wahl  Mike Trauntschnig  Lisa Hoffmann  Susanne Schwab 《Journal of Research in Special Educational Needs》2022,22(3):243-253

Research within the context of inclusive education is strongly focused on the investigation of students’ special educational needs (SEN). However, a broader understanding of inclusion requires consideration of other factors that may compromise inclusion, especially when it comes to social participation. This study investigates the social participation of 512 students from Austrian secondary mainstream schools. Aside from students’ SEN, their migration biography, gender and socio-economic status (SES) were also considered. Students’ social participation was measured using peer nominations and peer status. The results indicate that, apart from students with SEN, those with a migration biography and low SES are at risk of low social participation. Amongst the popular students, those with SEN were significantly underrepresented. Regarding peer nominations, students with SEN received less positive and more negative nominations compared to those without SEN. Similar effects for negative nominations were found for students with migration biography and extreme SES. The results suggest that being at risk of low social participation is not only a problem for students with SEN but also a problem for those belonging to minority groups. In terms of research and practical implications (e.g., prevention of the negative outcomes of low social participation), the results of the current study suggest considering student diversity in a broader sense. Furthermore, students from other minority groups, such as those with a migration biography or students from low socio-economic status backgrounds (SES), are likely to suffer from social exclusion.  相似文献   

Primate vocalization: a psychobiological approach     

S Levine  S G Wiener  C L Coe  F E Bayart  K T Hayashi 《Child development》1987,58(6):1408-1419

Scientific inquiry, for the most part, can be described as parochial. Not only are there clear demarcations between broad disciplinary categories (i.e., anatomy, physiology, psychology), but subspecialties are common within disciplines. Modern technology has made possible a trend toward greater and greater specialization. In fact, there are now areas of scientific investigation that did not exist a few years ago. This increasing specialization and its concomitant reductionism is not without its pitfalls and problems. There is a tendency to move away from the basic evolutionary concept of living organisms as organized systems functioning and adapting within an ecosystem. The laboratory scientist often ignores the inherent organization of living systems in favor of an intense pursuit of his or her particular chosen bit of the biological puzzle. However, there are still disciplines that not only subscribe to the notion of living organisms as organized systems but have made a valiant attempt to bring this concept under laboratory scrutiny. Often, in order to identify these endeavors, a technique is used to combine two or three words into one. Thus, we have several flourishing disciplines described as psychoneuroimmunology, psychoneuroendocrinology, neurochemistry, physiosociology, and so on. For the investigator who attempts a more integrated approach to the broad biological and psychological universe, the demands are heavy. He or she is faced with the need to maintain credibility in several disciplines, each of which is advancing at an accelerated pace. However, we feel that the value of an integrated approach that crosses traditional disciplinary lines will be illustrated in a small way by this article and, we hope, by the series of articles presented in this symposium section of Child Development.  相似文献   

Conflicting values and their impact on learning     

Stefan Fries  Sebastian Schmid  Franziska Dietz  Manfred Hofer 《European Journal of Psychology of Education - EJPE》2005,20(3):259-273

Based on Inglehart’s (1997) idea that the importance of modern values is challenged by a growing importance of postmodern values in postindustrialised sociaties, we analyse the consequences of students’ attempts to integrate (modern) achievement values and (postmodern) well-being values. Since opportunities for value integration are limited, students should frequently experience conflicts, whether to work for school or to engage in free time activities. In a questionnaire study, students (n=184) showed mostly high scores in both, achievement and well-being values. Value conflict — measured by a specific conflict formula — was related to the frequency of action conflicts as well as to the reported difficulty to decide which action to pursue. Values predicted the students’ school-related decisions. Furthermore, students with high achievement values reported better performance in school-related tasks than students with high well-being values. Finally, values were systematically related to time investment and grades.  相似文献   

Links between early oral narrative and decoding skills and later reading in a New Zealand sample*     

Elizabeth Schaughency  Sebastian Suggate  Elaine Reese 《Australian Journal of Learning Difficulties》2017,22(2):109-132

Abstract

We examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of instruction (M = 7; 0 years) and followed to their fourth year (M = 9; 0 years). Oral narrative and decoding were assessed initially, oral reading, retell, and maze fluency, plus reading age, obtained at outcome. For the Year 2 sample, oral narrative and decoding contributed to oral reading and comprehension two years later. For the Year 1 sample, decoding contributed to most reading outcomes, with narrative quality uniquely predicting Year 3 retell fluency. Post-hoc exploratory analyses suggest story memory indirectly contributed to Year 3 reading via Year 2 retell.  相似文献   

A novel μ-fluidic whole blood coagulation assay based on Rayleigh surface-acoustic waves as a point-of-care method to detect anticoagulants     

Sascha Meyer dos Santos  Anita Zorn  Zeno Guttenberg  Bettina Picard-Willems  Christina Kl?ffling  Karen Nelson  Ute Klinkhardt  Sebastian Harder 《Biomicrofluidics》2013,7(5)

A universal coagulation test that reliably detects prolonged coagulation time in patients, irrespective of the anticoagulant administered, has not been available to date. An easily miniaturised, novel μ-fluidic universal coagulation test employing surface acoustic waves (SAW) is presented here. SAW was employed to instantly mix and recalcify 6 μl citrated whole blood and image correlation analysis was used to quantify clot formation kinetics. The detection of clinically relevant anticoagulant dosing with old anticoagulants (unfractionated heparin, argatroban) and new anticoagulants (dabigatran, rivaroxaban) has been tested and compared to standard plasma coagulation assays. The applicability of this novel method has been confirmed in a small patient population. Coagulation was dose-proportionally prolonged with heparin, argatroban, dabigatran, and rivaroxaban, comparable to standard tests. Aspirin and clopidogrel did not interfere with the SAW-induced clotting time (SAW-CT), whereas the strong GPIIb/IIIa-inhibitor abciximab did interfere. Preliminary clinical data prove the suitability of the SAW-CT in patients being treated with warfarin, rivaroxaban, or dabigatran. The system principally allows assessment of whole blood coagulation in humans in a point-of-care setting. This method could be used in stroke units, emergency vehicles, general and intensive care wards, as well as for laboratory and home testing of coagulation.  相似文献   

Task Switching Effects in Anticipation Timing     

Jeffrey T. Fairbrother  Sebastian Brueckner 《Research quarterly for exercise and sport》2013,84(1):116-121

Abstract

In an effort to devise a simple but effective test to indicate the overall volleyball playing ability of high school boys, a thorough review of published tests was made. From this review, it was determined that there were four important aspects of a wall-volley test. Preliminary studies investigated each of these aspects and, as a result, a test similar to Brady's test was devised.

Data regarding the finalized form of the test were gathered by administering it to three classes of grade 10 and 11 boys (total N=71). The test for validity produced a correlation coefficient of .767. The reliability test yielded a coefficient of .817.

It was concluded that the test gave evidence of being worthy of further experimentation and use in its present form.  相似文献