The influence of coping strategies on the manifestation of learned helplessness     

Joy L. Cullen  Frederic J. Boersma 《Contemporary educational psychology》1982,7(4):346-356

Thirty learning-disabled and 30 normally achieving fourth-grade boys experienced failure on a problem-solving task, following which they received either tutor-assistance or self-instructional training to induce success in coping with failure, or a no-training condition. Training effects were assessed on a subsequent problem-solving task and a measure of continuing motivation. Tutor-assistance training was more effective than self-instructional training for decreasing the number of problems on which learning-disabled boys gave up prior to solution. Compared with their untrained controls, learning-disabled boys with tutor-assistance training gave up less often and solved more problems. Continuing motivation increased with learning-disabled boys who received tutor-assistance training and normally achieving boys without training. Untrained normal achievers attributed failure to adoption of specific task strategies, while untrained learning-disabled boys attributed failure to task difficulty. It was suggested that characteristics of learned helplessness were apparent in the impaired performance of the learning-disabled boys. Normal achievers appeared to have developed active and independent strategies for coping with failure.  相似文献   

Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid-19     

Marco Antonio de Carvalho Filho  Frederic W. Hafferty  Wojciech Pawlina 《Anatomical sciences education》2021,14(5):528-535

The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0). In this studio, anatomists are web-performers who not only collaborate with other foundational science educators to devise meaningful and interactive content but who also partner with actors, directors, web-designers, computer engineers, information technologists, and visual artists to master online interactions and processes in order to optimize students' engagement and learning. This anatomy studio also offers students opportunities to create their own online content and thus reposition themselves digitally, a step into developing a new competency of stage presence within medical education. So restructured, Anatomy 3.0 will prepare students with the skills to navigate an emergent era of tele and digital medicine as well as help to foreshadow forthcoming changes in medical education.  相似文献   

Erratum to “Citations, family size, opposition and the value of patent rights” [Research Policy 32 (2003) 1343-1363]     

Dietmar Harhoff  Frederic M Scherer 《Research Policy》2004,33(2):363-364

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Differences in Biblical Teachings in College and Seminary     

Frederic B. Oxtoby∗ A. M.  D. D. 《Religious education (Chicago, Ill.)》2013,108(4):256-260

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THEIR SPECIAL OPPORTUNITY     

Rev. Frederic Gardiner L.H.D. 《Religious education (Chicago, Ill.)》2013,108(6):419-423

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How to Address Inadequacy of Classroom Performance     

Frederic W. Skoglund 《Journal of Personnel Evaluation in Education》1999,13(3):297-306

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From Liberal Philosophy to Conservative Ideology? Walter Lippmann's Opposition to the New Deal     

Frederic Krome 《Journal of American culture (Malden, Mass. : 2003)》1987,10(1):57-64

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The effects of effort feedback and performance patterns on children's attributions and task persistence     

Frederic J Medway  Geraldine R Venino 《Contemporary educational psychology》1982,7(1):26-34

This study examines the effects of performance patterns (ascending versus random) and attributional information regarding the causes of that performance (effort feedback versus no feedback) on attributions and task persistence. Subjects were 40 fourth and fifth graders with dispositional tendencies not to perceive effort as a cause of their school-related performance. Results indicated that performance patterns did not systematically influence either children's attributions or persistence. As predicted, children given effort feedback exhibited greater levels of task persistence than those given no feedback; unexpectedly, however, this effect was not mediated by children's attributions.  相似文献   

Detecting Item Drift in Large‐Scale Testing          下载免费PDF全文

Hongwen Guo  Frederic Robin  Neil Dorans 《Journal of Educational Measurement》2017,54(3):265-284

The early detection of item drift is an important issue for frequently administered testing programs because items are reused over time. Unfortunately, operational data tend to be very sparse and do not lend themselves to frequent monitoring analyses, particularly for on‐demand testing. Building on existing residual analyses, the authors propose an item index that requires only moderate‐to‐small sample sizes to form data for time‐series analysis. Asymptotic results are presented to facilitate statistical significance tests. The authors show that the proposed index combined with time‐series techniques may be useful in detecting and predicting item drift. Most important, this index is related to a well‐known differential item functioning analysis so that a meaningful effect size can be proposed for item drift detection.  相似文献   

Situated mathematics teaching within electrical engineering courses     

Markus Hennig  Bärbel Mertsching  Frederic Hilkenmeier 《European Journal of Engineering Education》2015,40(6):683-701

The initial phase of undergraduate engineering degree programmes often comprises courses requiring mathematical expertise which in some cases clearly exceeds school mathematics, but will be imparted only later in mathematics courses. In this article, an approach addressing this challenge by way of example within a fundamentals of electrical engineering course is presented. The concept focuses on gaining specific mathematical knowledge and competencies in the technical context of this course. For this purpose, a complementary blended learning scenario centring around a web-based learning platform and involving an adaptation of the course was developed. The concept particularly considers the heterogeneity of today's student groups and is discussed with regard to related approaches, didactical considerations, and technical implementation. For the interventions, the results of a questionnaire-based evaluation proving students' acceptance and positive influence on examination performance are presented.  相似文献