Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science     

Lucia Mason  Pietro Boscolo  Maria Caterina Tornatora  Lucia Ronconi 《Instructional Science》2013,41(1):49-79

This study examines the contribution of learner cognitive and motivational characteristics to achievement in science at three grade levels. Specifically, the relations between domain-specific epistemic beliefs about the development and justification of scientific knowledge, achievement goals, knowledge, self-concept, self-efficacy, and achievement in science were simultaneously examined. Students in fifth (n = 213), eighth (n = 202), and eleventh (n = 281) grades completed questionnaires measuring the various constructs, and a domain knowledge test. Their grades in science were also collected. Results from structural equation modeling reveal that the hypothesized model fitted the observed data at the three grade levels, although not all expected paths were statistically significant. Students’ epistemic beliefs about the development of scientific knowledge had a direct effect on domain knowledge, whereas beliefs about the justification of scientific knowledge had a direct and an indirect effect via achievement goals on knowledge acquisition. Mastery, performance-approach, and performance-avoidance goals had a direct effect on self-efficacy. Knowledge had a direct and an indirect effect via self-concept on achievement. Educational implications are discussed.  相似文献   

“Metempsychosis” of career development     

Teri A. Loughead Ph.D.  David R. Black Ph.D.  Janice L. De Lucia Ph.D. 《Journal of Career Development》1989,16(1):73-76

  相似文献   

Taking a Knee,Making a Stand: Social Justice,Trump America,and the Politics of Sport     

Lucia Trimbur 《Quest (Human Kinetics)》2019,71(2):252-265

ABSTRACT

This essay analyzes the role of sport protest under the current United States presidential administration. Protest has long been a feature of sporting rituals; social unrest in this realm is not new. However, at this moment, activism in sport allows us to see larger political alliances, affinities, and solidarities in a particularly useful way. I argue that the world of sport is fostering discussion, debate, and dissent that are uncommon and largely unavailable in other spaces, which, in turn, is opening up a new counterpublic. I offer two examples of challenges athletes have made to anti-Black racism, class inequality, and sexism, with one highly visible, and one less visible. And I contend that these actions are refusals that both draw on and differ from the iconic sporting refusal of the 1960s Civil Rights era–the image of the Black athlete standing alone on the victory stand–by highlighting the role of symbolic action in prompting democratic deliberation.  相似文献   

Improving children’s textual competence in kindergarten through genre awareness     

Pinto  Giuliana  Tarchi  Christian  Bigozzi  Lucia 《European Journal of Psychology of Education - EJPE》2020,35(1):137-154

European Journal of Psychology of Education - This study presents an original genre awareness intervention for kindergarten children. The efficacy of the intervention was tested on children’s...  相似文献   

An Interview with Dr. Deborah W. Proctor     

Andrea De Lucia  Rita Francese  Ignazio Passero  Genoveffa Tortora 《TechTrends》2007,51(3):5-9

  相似文献   

Children’s writing of argumentative texts: Effects of indirect instruction     

Vanda Lucia Zammuner 《European Journal of Psychology of Education - EJPE》1991,6(2):243-256

This study reports on grade 4 children’s (Ss) knowledge of constraints and characteristics of persuasive written requests (RQ).

1. All Ss wrote a first RQ asking money to improve their computer lab.
2. Experimental (E) and control (C) Ss evaluated 4 different RQ.
3. selected and ordered, out of 30 scrambled sentences, those appropriate for a “good” RQ.
4. A week later, E Ss had a collective “training discussion” on requests.
5. A week later, E and C Ss wrote a second RQ asking money for their science lab.

Results pertaining to different aspects of the produced RQ showed that the training did have some effects but both groups improved in their II RQ. The results were interpreted as suggesting that both groups actually learned what an appropriate request is by carefully evaluating the 4 requests and by constructing a request from a sentence list.  相似文献   

Predictors of self-reported and peer-reported victimization and bullying behavior in early adolescents: the role of school,classroom, and individual factors     

Košir  Katja  Klasinc  Lucia  Špes  Tanja  Pivec  Tina  Cankar  Gašper  Horvat  Marina 《European Journal of Psychology of Education - EJPE》2020,35(2):381-402

European Journal of Psychology of Education - The purpose of the present study was to examine individual and contextual predictors of victimization and bullying on a sample of early adolescents....  相似文献   

Children “scientists” know the reasons why and they are “poets” too. Non-randomized controlled trial to evaluate the effectiveness of a strategy aimed at improving the learning of scientific concepts     

Lucia Bigozzi  Annibale Biggeri  Filippo Boschi  Paola Conti  Carlo Fiorentini 《European Journal of Psychology of Education - EJPE》2002,17(4):343-362

  相似文献   

Is plagiarism changing over time? A 10-year time-lag study with three points of measurement     

Guy J. Curtis  Lucia Vardanega 《高等教育研究与发展》2016,35(6):1167-1179

Are more students cheating on assessment tasks in higher education? Despite ongoing media speculation concerning increased ‘copying and pasting’ and ghostwritten assignments produced by ‘paper mills’, few studies have charted historical trends in rates and types of plagiarism. Additionally, there has been little comment from researchers as to the best way to assess changes in plagiarism over time. In this paper, we discuss the relative strengths and weaknesses of research designs for assessing changes in plagiarism over time, namely cross-sectional, longitudinal, and time-lag. We also report the results of our own time-lag study of plagiarism. We assessed self-reported engagement in, awareness of, and attitudes towards plagiarism in three comparable groups of students at the same university on three occasions, each separated by five years (2004, 2009, and 2014). The data from our study paint an encouraging picture of increased understanding and reduced occurrence of several forms of plagiarism, with no upward trend in verbatim copying or ghostwriting. We suggest that technological and educational initiatives are counteracting the potential for increased plagiarism from online sources.  相似文献   

Effective measures to foster girls’ interest in secondary computer science education     

Happe  Lucia  Buhnova  Barbora  Koziolek  Anne  Wagner  Ingo 《Education and Information Technologies》2021,26(3):2811-2829

The interest of girls in computing drops early during primary and secondary education, with minimal recovery in later education stages. In combination with the growing shortage of qualified computer science personnel, this is becoming a major issue, and also a target of numerous studies that examine measures, interventions, and strategies to boost girls’ commitment to computing. Yet, the results of existing studies are difficult to navigate, and hence are being very rarely employed in classrooms. In this paper, we summarize the existing body of knowledge on the effective interventions to recruit and retain girls in computer science education, intending to equip educators with a comprehensive and easy-to-navigate map of interventions recommended in the existing literature. To this end, we perform an aggregated umbrella literature review of 11 existing reviews on the topic, together accumulating joined knowledge from over 800 publications, and formulate the findings in a map of 22 concrete interventions structured in six groups according to their phase and purpose.

  相似文献