Role of teachers in influencing the development of adolescents’ possible selves     

Shadi?RoshandelEmail authorView author&#;s OrcID profile  Cynthia?Hudley 《Learning Environments Research》2018,21(2):211-228

During late childhood and early adolescence, there is a dramatic increase in cognitive skills which influences how young people begin to think about their futures. The construct of possible selves has been used to help understanding of adolescents’ views of their future plans and goals by exploring their social perceptions to gain insight about how they think about the world and themselves. This study examined the role of perceived teacher support in adolescents’ development of possible selves. Results suggest that the four groups (White males, Latinos, White females and Latinas) in this study think in different ways about their future possible selves of graduating from a 4-year university. This study provides important theoretical as well as practical implications.  相似文献   

The Relationship of Client Stages of Change to Working Alliance and Outcome in Short‐Term Counseling     

Aaron B. Rochlen  Stephanie S. Rude  Augustine Barn 《Journal of College Counseling》2005,8(1):52-64

This study evaluated the relationship of J. O. Prochaska's (1984; J. O. Prochaska & C. C. DiClemente, 1992) transtheoretical model of change with the process and outcome of short‐term counseling in college help seekers. Participants completed measures of readiness to change, psychological symptoms, and working alliance. Clients in the precontemplation stage evaluated the working alliance less favorably and experienced less improvement regarding symptoms than clients in other stages. Counselor working alliance did not differ as a function of clients' stage of change.  相似文献   

Severe developmental language disorder — Reading and spelling     

Birgitta Sahlén  Eva Wigforss  Ulrika Nettelbladt 《Reading and writing》1990,2(4):269-295

Linguistic awareness i.e. the ability to identify phonemes, to segment words into syllables and to rhyme is highly correlated with reading/spelling proficiency. Children with severe developmental language disorders DLD (syntagmatic type) have been shown to specifically lack linguistic awareness. Two non-identical twin boys with severe, specific DLD were studied longitudinally with respect to their linguistic, neurolinguistic and pragmatic development. In spite of poor linguistic awareness, the boys acquired normal reading/spelling skills. This might be due to the early and massive language training they were given. However, the boys differ considerably in some aspects of reading and spelling performance. These findings are discussed with reference to their different neurolinguistic and pragmatic profiles.  相似文献   

PSYCHOLOGICAL ACCULTURATION: DEVELOPMENT OF A NEW MEASURE FOR PUERTO RICANS ON THE U.S. MAINLAND     

Tropp LR  Erkut S  Coll CG  Alarcón O  Vázquez García HA 《Educational and psychological measurement》1999,59(2):351-367

Most instruments designed to measure acculturation have relied on specific cultural behaviors and preferences as primary indicators of acculturation. In contrast, feelings of belonging and emotional attachment to cultural communities have not been widely used. The Psychological Acculturation Scale (PAS) was developed to assess acculturation from a phenomenological perspective, with items pertaining to the individual's sense of psychological attachment to and belonging within the Anglo-American and Latino/Hispanic cultures. Responses from samples of bilingual individuals and Puerto Rican adolescents and adults are used to establish a high degree of measurement equivalence across the Spanish and English versions of the scale along with high levels of internal consistency and construct validity. The usefulness of the PAS and the importance of studying acculturation from a phenomenological perspective are discussed.  相似文献   

Beyond Mo and PoMo: trans-education for living well in a sustainable world     

Marina García-Carmona  Fernando García-Quero 《Educational Philosophy and Theory》2018,50(14):1483-1484

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Students’ Emotions in the High School Mathematical Class: Appraisals in Terms of a Structure of Goals     

Gustavo Martínez-Sierra  María del Socorro García-González 《International Journal of Science and Mathematics Education》2017,15(2):349-369

Little research in the field of Mathematics Education is directed towards emotions of students beyond their emotions in problem-solving. In particular, the daily emotions of students in a mathematics class have been sparsely studied in the field of mathematics education. In order to fill this gap, this qualitative research aims to identify high school students’ emotional experiences in the mathematics classroom and identify the appraisal structures that support such emotional experiences. Focus group interviews were carried out until theoretical saturation of the data was achieved (N = 53 in nine focus groups interviews). Data analysis is based on the theory of cognitive structure of emotions, which specifies eliciting situations for each emotion and the variables that affect intensity. The emotional experiences in this structure are as follows: satisfaction, disappointment, hope, fear, joy, distress, boredom, interest, pride, reproach, self-reproach, like and dislike. These results show that the emotional experiences of students are based on their appraisals of events, objects and agents in terms of a structure of goals.  相似文献   

Exacerbated vulnerability in existential changes: the essence of dealing with reduced working capacity     

Sigrún Hulda Steingrímsdóttir  Sigríður Halldórsdóttir 《International Journal for Educational and Vocational Guidance》2016,16(2):251-274

The purpose of this phenomenological study was to explore people’s experience of reduced working capacity and their encounters with professionals in that life situation. We collected data through in-depth interviews with eight individuals. The main finding of the current research is how illness and accident impairing work capacity exacerbate vulnerability during the recovery process as people experienced uncertainty, depression, anxiety, social isolation, fear and stress. We conclude that counseling and support from respectful, professional, caring and human professionals is extremely valuable in such a context.  相似文献   

The neuroscience of perceptual categorization in pigeons: A mechanistic hypothesis     

Onur Güntürkün  Charlotte Koenen  Fabrizio Iovine  Alexis Garland  Roland Pusch 《Learning & behavior》2018,46(3):229-241

We are surrounded by an endless variation of objects. The ability to categorize these objects represents a core cognitive competence of humans and possibly all vertebrates. Research on category learning in nonhuman animals started with the seminal studies of Richard Herrnstein on the category “human” in pigeons. Since then, we have learned that pigeons are able to categorize a large number of stimulus sets, ranging from Cubist paintings to English orthography. Strangely, this prolific field has largely neglected to also study the avian neurobiology of categorization. Here, we present a hypothesis that combines experimental results and theories from categorization research in pigeons with neurobiological insights on visual processing and dopamine-mediated learning in primates. We conclude that in both fields, similar conclusions on the mechanisms of perceptual categorization have been drawn, despite very little cross-reference or communication between these two areas to date. We hypothesize that perceptual categorization is a two-component process in which stimulus features are first rapidly extracted in a feed-forward process, thereby enabling a fast subdivision along multiple category borders. In primates this seems to happen in the inferotemporal cortex, while pigeons may primarily use a cluster of associative visual forebrain areas. The second process rests on dopaminergic error-prediction learning that enables prefrontal areas to connect top down the relevant visual category dimension to the appropriate action dimension.  相似文献   

Psychometry of the Teacher's Sense of Efficacy Scale in Spanish Teachers' Education     

Rafael Burgueño  Alvaro Sicilia  Jesús Medina-Casaubón  Manuel Alcaraz-Ibañez  María-Jesús Lirola 《Journal of Experimental Education》2019,87(1):89-100

Our objective was to test the factorial validity of the different versions (TSES-24, TSES-12, and TSES-11) of the Teacher's Sense of Efficacy Scale in Spanish preservice teachers'. The participants were 358 preservice teachers. The confirmatory factor analysis showed inadequate fit indexes for both TSES-24 and TSES-12 but adequate fit indexes for TSES-11, which was invariant across gender. The reliability analysis showed appropriate values. The global factor for teachers' sense of efficacy and the three factors that constitute it positively predicted intrinsic motivation and life satisfaction. The global factor for sense of efficacy and the classroom management and student engagement factor negatively predicted amotivation. The results support the use of the TSES-11 three-factor model, rather than TSES-24 or TSES-12, for Spanish preservice teachers.  相似文献   

Les représentations graphiques dans la résolution de problèmes: Une expérience d'entraînement d'étudiants dans un club mathématique     

María Luz Callejo 《Educational Studies in Mathematics》1994,27(1):1-33

Resumé Cet article voudrait aborder un thème précis: l'emploi des représentations graphiques dans les comportements de recherche de problèmes de type Olympiades. Pour ce faire, nous utiliserons deux voies complémentaires: l'étude des copies des participants aux Olympiades Mathématiques Espagnoles (OME) et l'observation des membres d'un Club mathématique constitué dans le but de développer notre recherche. L'analyse des copies des OME a montré l'importance du choix et de l'interprétation de la première repésentation graphique dessinée, pour la réussite ou l'échec de la résolution d'un problème posé, c'est pourquoi nous avons essayé d'apprendre aux participants du Club mathématique à réfléchir aux stratégies de résolution et à réagir de manière critique contre les réflexes dûs aux conditionnements scolaires.

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Graphic representations in problem solving: a training program for students on a Mathematical Club

The article looks at the use of graphic representation in problem-solving tasks of the type set in the Olympiads from two different points of view. Firstly, an analysis of the answer sheets of participants in the Spanish Mathematical Olympiads (OME), and secondly the observation of the members of a Mathematics Club brought together to help with the investigation. The analysis of a sample of answer sheets shows that the choice and interpretation of the first graphic representation drawn in the problem-solving process plays a decisive role in the discovery of the solution. As a result, a training programme has been established for the members of the Mathematics Club to help them consider the strategies used in problem-solving tasks and to help them approach these tasks in a more critical manner than is expected in a normal school environment.

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