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31.
Yujeong Park Dong Gi Seo Eric J. Moore Byungkeon Kim 《The Journal of educational research》2018,111(4):404-416
The authors' purpose was to examine the degree to which low achievement is related to ontogenetic factors (i.e., personal psychological traits expressed as attention and depression) or microsystemic factors (i.e., socioeconomic status, parenting, relationship with peers and teachers), using a total of 721 middle school students in South Korea. Based on the percentile rank, low-achieving students (bottom 15%; n = 323) and high-achieving students (top 15%; n = 398) were grouped, and a multigroup structural equation modeling was employed to determine which ecological factor(s) contribute to predict low achievement of middle school students. Results from multigroup structural equation modeling showed that 3 of the 6 ecological and ontological factors had significant direct or indirect effect on low achievement: socioeconomic status (direct effect), attention (direct effect), parenting (indirect effect). The findings are discussed in terms of the intertwined influences of ecological factors on low achievement, finally leading to the discussion on the limitations and future directions for research. 相似文献
32.
This article presents a new paradigm for continuing education of Clinical Instructors (CIs): the Constructivist Tridimensional (CTD) model for the design of an online curriculum. Based on problem-based learning, self-regulated learning, and adult learning theory, the CTD model was designed to facilitate interactive, collaborative, and authentic learning. The authors conducted experimental research with twenty-one physical therapy (PT) CIs to explore how the participants perceived the usefulness of the online curriculum structured around the CTD model in improving their knowledge in student mentoring. The CTD-inspired module was effective in that the participants perceived an improvement in the quality of their mentoring skills and they were able to maintain best practices. 相似文献
33.
This paper describes a framework for learning where learners undergo experimentations with the phenomena at hand according
to progressive and staged goals. Bowling is used as a case study in this paper. The premise for experimentations is that learners
can experience hidden efficacies, including the formation of “bad habits.” A distinction is made between productivity in learning
and performance in terms of learning outcomes. In other words, productivity in learning may not necessarily manifest in successful
performance, hence the term productive failure. To emphasize the need for self-regulation during problem-solving process,
we discuss the movements within the productive–unproductive and success–failure dimensions through three-staged self-regulatory
processes and draw implications to learning and instruction. 相似文献
34.
Research on perceived instrumentality of students’ academic work for attaining life goals has shown to have positive effects on academic achievement and motivation The purpose of the study was to examine the changes in perceived instrumentality over time and to identify how significant others such as parents, teachers and peers affect changes in perceived instrumentality. The variables of gender, prior achievement levels, academic pressure and socioeconomic status, which had significant influences on perceived instrumentality according to previous research, were used as control variables. Longitudinal data were collected for four years of 6908 students and analysed using the Growth Curve Modelling technique. Parents’ and teachers’ academic expectations and their career guidance, and social support from peers were used as predictors for changes in perceived instrumentality. Our results revealed that perceived instrumentality increased over time but in a decelerated pattern. In addition, parents and peers had significant influences on perceived instrumentality and its change, but teachers did not. The results suggest that support from parents and peers helps students to understand and internalise why they have to study hard in school to achieve their future long-term life goals. 相似文献
35.
Hyunjin Song 《Mass Communication and Society》2017,20(1):47-67
Recent advances in partisan selective exposure research have provided compelling evidence for the distinction between selective approach and selective avoidance. Yet the questions of whether, how, and to what extent discrete emotions systematically shape either of these patterns has not been sufficiently addressed. This study explores the differential roles of fear, anger, and enthusiasm in selective approach to and selective avoidance of partisan news programs, focusing on partisan differences in regard to a person’s general approach versus avoidance tendencies to external stimuli as a possible moderating mechanism. A secondary analysis of the 2012 American National Election Studies data suggested that fear and anger both significantly increased proattitudinal news exposure, whereas only anger decreased counterattitudinal news exposure. In addition, Republicans exhibit these patterns to a greater extent than Democrats. Furthermore, enthusiasm significantly predicted exposure to proattitudinal news for both Republicans and Democrats, whereas Democrats were significantly more likely than Republicans to increase their counterattitudinal news exposure as a function of enthusiasm. Theoretical and methodological implications are discussed. 相似文献
36.
This paper describes procedures by which two types of measures of Pedagogical Content Knowledge (PCK) were developed and validated: (a) PCK Survey and (b) PCK Rubric. Given the topic-specificity of PCK, the measures centered on photosynthesis as taught in high school classrooms. The measures were conceptually grounded in the pentagon model of PCK and designed to measure indispensable PCK that can be applied to any teacher, in any teaching context, for the given topic. Because of the exploratory nature of the study, the measures focus on two key components of PCK: (a) knowledge of students’ understanding in science and (b) knowledge of instructional strategies and representations. Both measures have established acceptable levels of reliability as determined by internal consistency and inter-rater agreement. Evidence related to content validity was gathered through expert consultations, while evidence related to construct validity was collected through analysis of think-aloud interviews and factor analyses. Issues and challenges emerging from the course of the measure development, administration, and validation are discussed with strategies for confronting them. Directions for future research are proposed in three areas: (a) relationships between PCK and teaching experiences, (b) differences in PCK between science teachers and scientists, and (c) relationships between PCK and student learning. 相似文献
37.
Jung-suk Seo 《Educational gerontology》2013,39(2):123-137
The study attempted to see if exercise training would alleviate gait asymmetry between nondominant and dominant legs, thus, eliminate the likelihood of slips. The present study provided 18 older adults exercise training for eight weeks and evaluated kinematics and ground reaction forces (GRFs) in both legs. Participants were randomly assigned to balance, weight, or control group. Each group met three times a week for eight weeks. Their pretraining and posttraining kinematic and GRFs data were taken while walking. Data analyses were performed in 2 (Time; pre and post) × 3 (Group; weight, balance, and control) × 2 (Leg; dominant and nondominant) mixed factor repeated measure ANOVA. The results indicated that nondominant legs' heel contact velocity decreased more in comparison to dominant legs' as the knee strength improved. Additionally, factors (PFz and RCOF) contributing to the likelihood of slips were improved after training in nondominant legs. The present study suggested that, after the training, asymmetrical gait or limb patterns could be alleviated, and this outcome may contribute to reductions in the likelihood of slips. 相似文献
38.
This study examined the joint effects of message framing (gain vs. loss) and visual image (image vs. no image) on persuasion as it related to the use of dental floss and the use of sunscreen (N = 252). For both topics, the results revealed a Frame × Image interaction effect on fear. The interaction was such that the presence (vs. absence) of an image produced more fear in the loss-framed conditions. The corresponding results for gain-framed messages were inconsistent. Covariance analyses showed that fear mediated the effect of the interaction on persuasion, whereas dominant cognitive response did not. [Supplementary materials are available for this article. Go to the publisher's online edition of Communication Quarterly for the following free supplemental resources: sunscreen and flossing messages of gain-visual and loss-visual.] 相似文献
39.
Sangho Seo 《媒体管理杂志》2013,15(1):1-8
The innovations of new digital technology as well as the changes in communications policies have made cable operators' triple-play services for consumers possible. In the face of the new type of competition, this study estimates the adoption pattern of triple-play services by cable operators in U.S. local telecommunications markets and discovers factors associated with cable operators' adoptions of triple-play strategies in markets. Probit regression analyses reveal that cable operators having a large video subscriber base are more likely to adopt triple-play strategies in local markets. Apparently, a large video subscriber base provides cable operators with motivation for the adoption of a triple-play strategy in order to hinder video customers' churn to other competitors and to generate additional revenue per customer. 相似文献
40.
Mi Song Kim Wei Loong David Hung Azilawati Bte Jamaludin Seo Hong Lim 《Interactive Learning Environments》2013,21(6):704-720
Learning happens not only in schools, but also in every context that affords new experiences and opportunities for metacognition. We aim to maximize the different activity-milieux in which learners are engaged in developing their life-long learning dispositions to learn within and across contexts. This paper is a follow up of an earlier published paper in which a framework on interpreting learning as how the self interacts with phenomena and reifications was proposed. Grounded in this learning framework, our research seeks to expand the “within context” learning to “across contexts” learning with evidence from a case study examining a 10-year-old boy's learning process. Through the case study, we will describe the interplay between bowling and schooling and how strategies learned from one context is situated into another drawing upon Ito et al.'s (2010) developmental trajectory of “hanging out-messing around-geeking out” perspectives. The findings show that for learning to be meaningful and authentic for the twenty-first century, it is essential for the learner(s) to be in constant dialectical interactions and relationship with oneself, others, and with the social-cultural artifacts that afford the learning. We conclude with practical implications derived from the study. 相似文献