Exploring socio-ecological factors influencing active and inactive Spanish students in years 12 and 13     

José Devís-Devís  Vicente J. Beltrán-Carrillo  Carmen Peiró-Velert 《Sport, Education and Society》2015,20(3):361-380

This paper explores socio-ecological factors and their interplay that emerge from a qualitative study and influence adolescents' physical activity and sport participation. A total of 13 boys and 7 girls active and inactive adolescents, from years 12 and 13 and different types of school (state and private), participated in semi-structured interviews. It followed a purposeful sampling selection from participants who participated in a previous larger study on physical activity levels. Findings highlight the influence of personal and social interplay, such as perceived competence, obesity and teasing from peers, and new social demands and personal preferences in adolescents' (dis)engagement in physical activity and sport. They also stand out how social and environmental factors affect their participation, such as family, boy/girlfriends, physical education and rural/urban places of residence. These factors appear to have an important impact on the construction of (in)active identities during late adolescence. Policy makers, exercise professionals and educators should be aware of these factors in order to improve health promotion strategies and social policies. Some recommendations are also indicated in the paper.  相似文献   

Developmental Trajectories of Acculturation: Links With Family Functioning and Mental Health in Recent‐Immigrant Hispanic Adolescents          下载免费PDF全文

Seth J. Schwartz  Jennifer B. Unger  Byron L. Zamboanga  David Córdova  Craig A. Mason  Shi Huang  Lourdes Baezconde‐Garbanati  Elma I. Lorenzo‐Blanco  Sabrina E. Des Rosiers  Daniel W. Soto  Juan A. Villamar  Monica Pattarroyo  Karina M. Lizzi  José Szapocznik 《Child development》2015,86(3):726-748

The present study was designed to examine acculturative changes, and their effects on mental health and family functioning, in recent‐immigrant Hispanic adolescents. A sample of 302 Hispanic adolescents was assessed five times over a 2½‐year period. Participants completed measures of Hispanic and U.S. practices, collectivist and individualist values, and ethnic and U.S. identity at each time point. Baseline and Time 5 levels of mental health and family functioning were also assessed. Latent class growth analyses produced two‐class solutions for practices, values, and identifications. Adolescents who increased over time in practices and values reported the most adaptive mental health and family functioning. Adolescents who did not change in any acculturation domain reported the least favorable mental health and family functioning.  相似文献   

Intensive scaffolding in an intelligent tutoring system for the learning of algebraic word problem solving          下载免费PDF全文

José Antonio González‐Calero  David Arnau  Luis Puig  Miguel Arevalillo‐Herráez 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1189-1200

The term intensive scaffolding refers to any set of conceptual scaffolding strategies that always allow the user to find the solution to a problem. Despite the many benefits of scaffolding, some negative effects have also been reported. These are mainly related to the possibility that a student solves the problems without actually engaging in their content. In this paper, we have used an intelligent tutoring system (ITS) to analyze the effect that intensive scaffolding has on the learning of algebraic word problem solving (AWPS). Two different versions of the ITS, which differ in the amount of scaffolding that they provide, have been created. These two versions were used by two groups of students in Secondary Education, in a quasi‐experimental study. The comparison of pre‐ and posttest scores shows a significant increase of the competence in AWPS in the group that used the ITS with intensive scaffolding.  相似文献   

Influence of additive and multiplicative structure and direction of comparison on the reversal error     

José Antonio González-Calero  David Arnau  Belén Laserna-Belenguer 《Educational Studies in Mathematics》2015,89(1):133-147

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Effects of prompting multiple solutions for modelling problems on students’ performance     

Stanislaw Schukajlow  André Krug  Katrin Rakoczy 《Educational Studies in Mathematics》2015,89(3):393-417

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Motivational profiles as a combination of academic goals in higher education     

Antonio Valle  José Carlos Núñez  Ramón G. Cabanach  Susana Rodríguez  Pedro Rosário  Cándido J. Inglés 《教育心理学》2015,35(5):634-650

The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each motivational profile was explored to explain conditions closely related to the academic engagement. The sample consisted of 2556 students from five Spanish universities. Motivational profiles were obtained by using cluster analysis followed by a relevance analysis of each goal within each motivational profile. The results support the hypothesis concerning motivational profiles, and further suggest for motivational profiles with a predominance of LG to be more adaptive. According to our findings, high level of LG in one’s motivational profile appear to be a powerful protective factor in maintaining high interest in academic work, as well as high control beliefs and self-efficacy.  相似文献   

Student retention of the information transmitted by the teacher in physical education classes depending on the characteristics of the information / Retención de la información transmitida por el profesor en las clases de educación física en función de las características de la información     

Nuno Januário  António Rosado  Isabel Mesquita  José Gallego 《Infancia y Aprendizaje》2015,38(1):212-242

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Development of word reading fluency along primary education: a six-year follow-up / El desarrollo de la fluidez en la lectura de palabras en educación primaria: un seguimiento longitudinal de seis años     

Luis Castejón  Soledad González-Pumariega  Fernando Cuetos 《Infancia y Aprendizaje》2015,38(4):842-871

Word reading fluency is a key component in the process of reading. In order to understand its acquisition it is crucial to conduct longitudinal studies. The aim of this work was to describe the development of word recognition in Spanish, considering accuracy and speed, from a longitudinal perspective. A group of 31 children were followed for six years. Reading performance was assessed with a list of 72 stimuli in which lexicality, frequency and length were manipulated. Results show that initial gains in reading accuracy occurred very rapidly. However, the growth of reading speed was found to be more difficult and complex, and automatic word recognition remains low at the end of Grade 6. Low frequency, long words were the most difficult stimuli. High stability in reading speed was observed and it was a relevant indicator that differentiates between good and poor readers. The findings also highlighted the need to develop training programs with the specific aim of improving word reading fluency throughout primary education.  相似文献   

Synchronous and asynchronous interactions of bilingual Hispanic pre‐ and in‐service teachers in distance learning     

Luisa Lara  Richard Howell  Jeronimo Dominguez  José Navarro 《The American journal of distance education》2013,27(3):50-67

Abstract

This study investigated differences in online written interactions of bilingual Hispanic pre‐ and in‐service teachers across two types of online discussion groups: synchronous and asynchronous. Participants were exposed to a shortened version of a wholly online special education course and participated in instructional activities as well as synchronous and asynchronous discussion groups over a six‐week period. The research used both an alternating treatment design to gather quantitative data, and interviews and questionnaires for qualitative data. The results support the contention that synchronous discussion group interactions are an important feature of successful online courses with Hispanic students.  相似文献   

Proyecto Mercurio: un instrumento institucional para impulsar la introducción de los medios audiovisuales en el currículo     

Luis del Blanco 《Cultura y Educación》2013,25(1):95-102

No basta regalar la caña para formar un pescador ni el lápiz para enseñar a escribir. La introducción de la tecnología audiovisual, basada en medios más aparatosos que la lectoescritura, ha podido confundir medios y sistemas de representación, instrumento y código. La información precisa y de primera mano sobre el proyecto Mercurio del M.E.C. que se da en este artículo define un programa que va mucho más allá de los tradicionales objetivos de enseñar a utilizar los aparatos.  相似文献