Students’ perceptions of parental and teacher academic involvement: Consequences on achievement goals     

Isabelle Régner  Florence Loose  Florence Dumas 《European Journal of Psychology of Education - EJPE》2009,24(2):263-277

The present study examined whether students’ perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students’ achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental and teacher academic involvement, and then their achievement goals three months later. Factorial analyses showed that students differentiated parental academic monitoring from parental academic support, while predominantly perceiving their teacher academic involvement as reflecting monitoring. Multilevel modeling analyses indicated that, as expected, students’ perceptions of parental academic support were positively related to mastery goals while unrelated to performance goals. Also as expected, perceived academic monitoring was associated with performance goals, although the findings revealed an equal contribution of perceived parental and teacher involvement. This new insight about the antecedents of students’ achievement goals emphasizes how important is the role of parental and teacher academic socialization.  相似文献   

Algebraic thinking,pattern activities and knowledge for teaching at the transition between primary and secondary school     

Isabelle Demonty  Joëlle Vlassis  Annick Fagnant 《Educational Studies in Mathematics》2018,97(1):1-3

We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies examining advanced mathematics lecturers’ questioning, we first analyzed the data using an open coding scheme to categorize the types of content lecturers solicited and the opportunities they provided students to participate in generating course content. In a second round of analysis, we examined the extent to which lecturers provide students with opportunities to generate mathematical contributions and to engage in reasoning that researchers have identified as important in advanced mathematics. Our findings highlight that, although lecturers asked many questions, lecturers did not provide substantial opportunities for students to participate in generating mathematical content and reasoning. Additionally, we provide several examples of lecturers providing students with some opportunities to generate important contributions. We conclude by providing implications and areas for future research.  相似文献   

The role of academic ability indicators in big-fish-little-pond effect research: A comparison study     

Katharina Vogl  Isabelle Schmidt 《The Journal of educational research》2018,111(4):429-438

The authors examined the big-fish-little-pond effect (BFLPE) on academic self-concept (ASC) using different indicators of academic ability (i.e., achievement test, cognitive ability test, grades corrected for grading-on-a-curve effects, uncorrected grades). They investigated under what circumstances grades are suitable indicators of academic ability in BFLPE research. The sample comprised 730 sixth-grade students from 30 classes belonging to the top track of the German secondary high school system. Using multilevel models, all indicators of academic ability exhibited negative contrast effects on ASC at class level (i.e., BFLPE). The authors found the strongest effects for corrected grades, followed by achievement tests, cognitive ability, and, finally, uncorrected grades. Thus, the study provides evidence for the usage of grades within BFLPE research for investigating the BFLPE.  相似文献   

The paths between gender,barriers, social support,coping efficacy and vocational indecision     

Isabelle Fort  Anca Murariu 《International Journal for Educational and Vocational Guidance》2018,18(3):241-256

We investigated the paths between gender, social support, barriers, coping efficacy, and vocational indecision in the light of social cognitive career theory. A path model was tested with a sample of 203 undergraduates. We expected coping efficacy to partially mediate the paths between career barriers, educational barriers, social support and indecision. However, this prediction was only confirmed for educational barriers. Results are discussed with reference to the literature and in terms of their practical implications.  相似文献   

Identifying paths to audience success of media products: the media decision-makers’ perspective     

Marcel Verhoeven  M. Bjørn von Rimscha  Isabelle Krebs  Gabriele Siegert  Christoph Sommer 《媒体管理杂志》2018,20(1):51-77

Research on media success factors is a fragmented field. Definitions, measures, and methods vary, and findings are often inconsistent. In an attempt to fill this perceived research gap, we distilled generic success factors of media products from the literature. Guided by theory and empirical findings, these factors were aggregated to complex concepts, building blocks of success that we further investigated in an exploratory qualitative study. We found that the building blocks are applicable to all types of media, independent of seriality and content types of media products. Subsequently the research question of this article is: Which building blocks of success are most important for media products? To answer this question, we conducted an online survey of 255 media professionals in print, audio-visual, and online media in Austria, Germany and Switzerland. To analyze our data, we deployed qualitative comparative analysis, a method based on set theory that is suitable to investigate complex causality. We conclude that four building blocks are necessary for success: “good” distribution, environmental orientation, form/design, and human resources are preconditions for achieving success in terms of audience market share. In addition, three patterns emerge in the sufficient paths (combinations of building blocks) to success. Which route to success a media product shows can be related to the width of its topical scope and the corresponding projected audience size.  相似文献   

Disorders of higher cerebral function in children: New investigative techniques     

Isabelle Rapin M.D. 《Annals of dyslexia》1981,31(1):47-63

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Teaching Mathematics and Astronomy in France: The Collège Royal (1550–1650)     

Isabelle Pantin 《Science & Education》2006,15(2-4):189-207

For a long time, the medieval university maintained relative consistency throughout Europe in teaching topics and methods. But between 1550 and 1650 this came to an end. The evolution concerned the content of the courses and, to a lesser extent, the way the field was taught. The impact of these changes varied greatly from place to place, and new knowledge was not processed and accepted in a consistent way. Differences became more striking and different places tended to develop in different directions. This is the rationale for my proposal to study the Collège Royal, a pivotal institution of the French educational system, which was founded by François 1^er in 1530. I propose, at first, a brief survey of a century of mathematics at the Collège, to determine the place of astronomy in the teaching, and, secondly, I examine how the Collège Royalwas influenced by the main transformations of the discipline. My conclusion is that although the Collègemay at first appear to be a rather conservative institution, upon closer examination this view need to be partly revised.  相似文献   

Children’s Drawings: A mirror to their minds     

Isabelle D. Cherney  Clair S. Seiwert  Tara M. Dickey  Judith D. Flichtbeil 《教育心理学》2006,26(1):127-142

Children’s drawings are thought to be a mirror of a child’s representational development. Research suggests that with age children develop more complex and symbolic representational strategies and reference points become more differentiated by gender. We collected two drawings from 109 5–13‐year‐old children (three age groups). Each child drew their family and their school and participated in an independent recall task. The results indicated significant gender and age differences in the number of details depicted in the family drawings. There were also significant differences between boys’ and girls’ stereotyped drawings, usage of proportionality, and clothing. With age, children tended to draw more aerial views of their school. The results are discussed in terms of the contribution children’s drawings can make to the study of cognitive development and vice versa, as well as their importance for education.  相似文献   

The Improvement of Mothers’ and Children’s Emotional and Behavioral Reactions through the Modification of Attentional Bias in Mothers: A Micro-Trial Study     

Laurie Loop  Mandy Rossignol  Sarah Galdiolo  Isabelle Roskam 《Parenting, science and practice》2018,18(1):9-27

Objective. The aim of this study was to test whether and to what extent inducing attentional bias in mothers toward a child’s positive emotions using a micro-trial method would improve mothers’ emotional and behavioral reactions in parenting-related situations. Effects on children were also assessed. Design. Forty-two mothers of 4- to 5-year-old children participated. Half of the mothers were exposed to an attention bias modification task designed to elicit a transient bias toward positive stimuli. After the manipulation, they were observed during a free-play session and frustration laboratory tasks designed to elicit positive and negative emotions. Results. Mothers exposed to the attention bias modification task displayed more positive emotional and behavioral reactions toward their child during both free-play and frustration tasks. Their children also behaved better, especially during the free-play session. The influence of mothers’ attention allocation on children’s outcomes was mediated by mothers’ behavior. Conclusions. An attention bias modification program is useful in improving interactions between mothers and children.  相似文献   

Representation in memory and acquisition of knowledge from text and picture: Theoretical,methodological, and practical outcomes     

Guy Denhière  Denis Legros  Isabelle Tapiero 《Educational Psychology Review》1993,5(3):311-324

Over the last 10 years, text comprehension research has undergone profound theoretical and methodological upheaval. Today, psychologists study language and texts because they present the trace markers of structures and cognitive operations. A text is no longer seen as a vehicle for conveying constructed meaning. Rather, text has been redefined as merely a structured sequence of stimuli, which activates both domain-related knowledge triggered by text information and linguistic knowledge. We present the theoretical views and experimental findings of the TEXTIMA group, characterized by the importance of the connectionist concepts.  相似文献