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941.
This study examined specific forms of emotional reactivity to conflict and temperamental emotionality as explanatory mechanisms in pathways among interparental aggression and child psychological problems. Participants of the multimethod, longitudinal study included 201 two‐year‐old children and their mothers who had experienced elevated violence in the home. Consistent with emotional security theory, autoregressive structural equation model analyses indicated that children’s fearful reactivity to conflict was the only consistent mediator in the associations among interparental aggression and their internalizing and externalizing symptoms 1 year later. Pathways remained significant across maternal and observer ratings of children’s symptoms and with the inclusion of other predictors and mediators, including children’s sad and angry forms of reactivity to conflict, temperamental emotionality, gender, and socioeconomic status. 相似文献
942.
Martin Carnoy Brenda Jarillo Rabling Jonatan Castano-Munoz Josep Maria Duart Montoliu Teresa Sancho-Vinuesa 《Higher Education》2012,63(1):53-82
A highly touted feature of the so-called global “revolution” in higher education is the trend to use information technology
to reach a broader clientele. Although there is evidence that students may be learning the material in on-line courses as
well as in traditional face-to-face universities, how well students learn content is not the only reason they persist to a
degree, and student persistence is an important goal of higher education institutions. In this paper, we make the case that
the life conditions for students attending virtual universities are different from those of “traditional” students in face-to-face
universities, and that this difference puts a particular (largely non-pecuniary) premium on time to degree. With our data
from a Catalan virtual university, the Open University of Catalonia (UOC), we are able to test this hypothesis directly by
using the heterogeneous degree structure of the Catalonian/Spanish higher education system to estimate whether the number
of courses required to get various degrees (the length of the degree program) is significantly related to student persistence.
The study analyzes several cohorts of students (those who entered in 2000–2003) studying in the UOC and estimates the factors
that influence their degree completion. We find that the completion rate is generally low, but that students taking shorter
degree courses at the UOC are much more likely to complete their degrees. This suggests that, given their clientele, on-line
universities operate under very different constraints from their face-to-face counterparts. Our results are important for
higher educational researchers, who have mainly focused on younger populations attending face-face universities. They also
can serve university administrators who launch distance education degree programs and make high stakes decisions about them
with little of no information on the likely behavior of their older students, and can serve employers who are deciding whether
to subsidize their employees to take advanced degrees through on-line programs of study. 相似文献
943.
Patrice Potvin Julien Mercier Patrick Charland Martin Riopel 《Research in Science Education》2012,42(3):401-414
This research investigates the effect of classroom explicitation of initial conceptions (CEIC) on conceptual change in the
context of learning electricity. Eight hundred and seventy five thirteen year-olds were tested in laboratory conditions to
see if CEIC is or is not a productive step toward conceptual change. All students experienced a problem-based pedagogical
treatment called “the electronic challenge.” The randomly determined experimental group was also exposed to CEIC. Data shows
a significant beneficial effect of CEIC and no unwanted “contamination effect”, particularly for female subjects. 相似文献
944.
This paper addresses the economic returns on tertiary degrees obtained in ages above 30 for individuals with upper-secondary schooling in light of current ideas on lifelong learning. Sweden is a case in point: Swedish tertiary education is open to older students, and labor market legislation supports employees who take a leave to study. The longitudinal data used for this analysis is based on annual population level registers from 1981 to 2007. Matching techniques are combined with fixed effect estimation to account for non-random selection. Late degrees were found to increase the employment rate by 18 percentage points and earnings while employed by 12 percent, which indicates strong employment effects and small effects on earnings while employed. The effects were absent in the higher parts of the earnings distribution, and females gained more than men. The estimated effects are largely stable across periods within a birth cohort. 相似文献
945.
Jörg Härterich Christine Kiss Martin Mönnigmann Moritz Schulze Darup Roland Span 《European Journal of Engineering Education》2012,37(3):255-266
First-year engineering students often complain about their mathematics courses as the significance of the difficult and abstract calculus to their field of study remains unclear. We report on the project MathePraxis, a feasibility study which was designed as a means to give first-year students some impression about the use of mathematics in real practice. We aim to increase the motivation and retention rates among engineering students by connecting the contents of the first-year mathematics lectures with practical applications. We developed three projects, two of which are described in this article: an inverted pendulum considered as a model for the automated control within a Segway and a study on the optimal design of a ribbed cooler. In this article, we briefly present the mathematical content of the projects and report on their implementation. 相似文献
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948.
Julia Kelemen-Finan Martin Scheuch Silvia Winter 《International Journal of Science Education》2013,35(17):2078-2098
ABSTRACTDespite the rising popularity of Citizen Science (CS) projects, there is little empirical evidence for effects on learning outcomes, particularly when young people are involved. It is also often not clear how CS projects are linked to science education (SE) research. The aim of this study was to examine biodiversity CS projects in an outdoor school class context and to measure the effects on individual learning outcomes (ILOs) with a perspective for SE. Five learning outcomes considered important for CS were tested: interest, self-efficacy/mastery, motivation, behaviour and attitude. These ILOs were measured via eight different scales and tested in an evaluation study of a large CS project with 428 students aged 8–18. Students recorded hedgehogs, wild bee activity, birds and butterflies in gardens. Results showed that students’ interest and motivation, as well as perceived mastery increased during the project. Most remarkably, positive attitudes towards wild animals, natural gardens and biodiversity rose significantly. For most ILOs there were significant differences between age groups: Primary school students showed the highest ILOs and also provided most database entries. The authors describe how well biodiversity CS projects contribute to SE aims and how discrepancies between educational and scientific aims in CS projects may be addressed. 相似文献
949.
One aim of environmental education is to enable people to make informed decisions about their environmental behaviour; this is particularly significant with environmental problems that are believed to be both major and imminent, such as climate change resulting from global warming. Previous research suggests no strong link between a person's general environmental attitudes and knowledge, and his or her willingness to undertake pro-environmental actions, so this study focuses on some specific issues. Using survey methods to produce quantitative data about students' beliefs concerning the usefulness of specific actions and their willingness to adopt them, novel indices have been constructed that indicate the potential of education to increase students' willingness to undertake those actions. The findings imply that altering a student's belief about certain issues will have little effect on their willingness to act. This can be because most students, even those with only a weak belief in the efficacy, are prepared to take action anyway. Conversely, it can be because a majority, including those convinced about the efficacy, are not prepared to take action. Education about such actions, where there is only a weak link between believed effectiveness and willingness to act, may be ineffective in terms of changing practice, because other factors such as social norms and situational influences dominate. For such actions other strategies may be required. For another set of actions, however, the benefits of education in changing practice seemed more positive; increasing recycling, reducing the use of artificial fertilisers and planting more trees are examples. 相似文献
950.
Changing the polarity 总被引:1,自引:0,他引:1