Mechanisms mediating the relation between reading self-concept and reading comprehension     

Locher  Franziska Maria  Becker  Sarah  Schiefer  Irene  Pfost  Maximilian 《European Journal of Psychology of Education - EJPE》2021,36(1):1-20

Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading comprehension. We tested this hypothesis with longitudinal data gathered from N = 405 German students in Grades 7, 8, and 9. The results showed that reading self-concept had a positive effect on reading comprehension, intrinsic motivation, book length, and amount of reading. However, indirect paths between reading self-concept and reading comprehension were found only for intrinsic motivation, not for amount of reading or book choice. The results are discussed in the context of students’ reading comprehension development, and consequences for research and education are derived.

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Factors influencing adaptation from university to employment in Portugal and Brazil     

Soares  Joana  do Céu Taveira  Maria  de Oliveira  Marina Cardoso  Oliveira  Íris Martins  Melo-Silva  Lucy Leal 《International Journal for Educational and Vocational Guidance》2021,21(3):507-529

International Journal for Educational and Vocational Guidance - The career adaptation model helps to explain the process of transitioning from university to employment among college students. This...  相似文献   

From local networks of SMEs to virtual districts?: Evidence from recent trends in Italy     

Maria Chiarvesio  Eleonora Di Maria  Stefano Micelli   《Research Policy》2004,33(10):1509-1528

Industrial districts as local networks of small and medium enterprises (SMEs) rooted their competitiveness in a mix of economic relationships and social ties. Recently, network technologies have promised gains of efficiency through a reduction in transaction costs and showed new commercial opportunities for small firms. Despite the morphological similarities between industrial districts and network technologies, a longitudinal analysis of ICT diffusion within Italian districts shows that the foreseen convergence between the district economic model and new technologies should not be taken for granted. The observed specific evolutionary paths concerning technology innovation in local systems also opens-up issues of economic policy.  相似文献   

Librarians as Advocates of Social Media for Researchers: A Social Media Project Initiated by Linköping University Library,Sweden     

Sassa Persson  Maria Svenningsson 《New Review of Academic Librarianship》2016,22(2-3):304-314

ABSTRACT

Librarians at Linköping University help researchers keep abreast of developments in their fields and to increase the visibility of their work. Strategic, professional use of social media ought to be an essential part of a researcher's communication strategy. This article investigates the level of awareness of the professional use of social media among LiU researchers. The investigation showed that use of social media was not significant; however, a small number saw potential. The purpose of this article is threefold. The first purpose was to evaluate the potential of using social media as a tool for communicating research outside LiU. Second, the article presents a study in which views of LiU researchers on social media were ascertained via seminar discussions, informal feedback, and interviews. The study has a case study approach involving eight researchers. Third, the article covers how LiU Library created a web-based information package to support researchers in social media use.  相似文献   

Does an Emphasis on the Concept of Quantum States Enhance Students' Understanding of Quantum Mechanics?     

Greca  Ileana Maria  Freire  Olival 《Science & Education》2003,12(5-6):541-557

Teaching physics implies making choices. In the case of teachingquantum physics, besides an educational choice – the didactic strategy – another choice mustbe made, an epistemological one, concerning the interpretation of quantum theory itself. Thesetwo choices are closely connected. We have chosen a didactic strategy that privileges the phenomenological-conceptualapproach, with emphasis upon quantum features of the systems, instead of searching for classicalanalogies. This choice has led us to present quantum theory associated with an orthodox, yet realistic,interpretation of the concept of quantum state, considered as the key concept of quantum theory,representing the physical reality of a system, independent of measurement processes. The results of theimplementation of this strategy, with three groups of engineering students, showed that more than a halfof them attained a reasonable understanding of the basics of quantum mechanics (QM) for thislevel. In addition, a high degree of satisfaction was attained with the classes as 80% of thestudents of the experimental groups claimed to have liked it and to be interested in learning more about QM.  相似文献   

Interventions for reading difficulties: a comparison of response to intervention by ELL and EFL struggling readers     

Lovett MW  De Palma M  Frijters J  Steinbach K  Temple M  Benson N  Lacerenza L 《Journal of learning disabilities》2008,41(4):333-352

This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth.  相似文献   

Guest Editorial     

Keith Jones  Ángel Gutiérrez  Maria Alessandra Mariotti 《Educational Studies in Mathematics》2000,44(1-3):1-3

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Online Teacher Training in a Context of Forced Immobility: The Case of Gaza,Palestine     

Giovanna Fassetta  Maria Grazia Imperiale  Katja Frimberger  Mariam Attia  Nazmi Al-Masri 《欧洲教育》2017,49(2-3):133-150

This article discusses an action research study that involved the design and delivery of an online training course for teachers of Arabic to speakers of other languages in the Gaza Strip (Palestine). Grounded in Freirean pedagogy, the course aimed to respond to the employment needs of university graduates by creating opportunities for online language teaching. The action research study explored the dynamics at play within the online educational environment, to evidence elements that challenged and/or facilitated effective collaboration between trainers and trainees. This article retraces and discusses the processes through which the course moved from didacticism to engaged critical pedagogy.  相似文献   

Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning     

Maria Tulis  Gabriele Steuer  Markus Dresel 《教育心理学》2018,38(2):139-158

Research on learning from errors gives reason to assume that errors provide a high potential to facilitate deep learning if students are willing and able to take these learning opportunities. The first aim of this study was to analyse whether beliefs about errors as learning opportunities can be theoretically and empirically distinguished from adaptive reactions to errors in an affective-motivational sense (including the maintenance of motivation and activating emotions), and in terms of learning behaviour and metacognitive activities specifically adjusted in response to a specific error. The second aim was to validate the proposed distinction across different domains. The third aim was to investigate the added value of beliefs about errors besides domain-specific self-concept and mastery goal orientation for understanding the preconditions for adaptive reactions to errors at school. We assessed all variables in three different school subjects (N = 614 students, Grades 5–7). Confirmatory factor analyses indicated distinctness and a moderate domain specificity of error-related reactions. Positive error-related beliefs predicted students’ affective-motivational and action adaptivity of error reactions, above and beyond self-concepts and goal orientations. Taken together, the current findings provide a more complete understanding of the intra-personal mechanisms of adaptive responses to errors in different school subjects.  相似文献   

Student employment: social differentials and field-specific developments in higher education     

Marita Jacob  Maria Gerth 《Journal of Education & Work》2018,31(1):87-108

In this article, we examine social origin differences in employment patterns across different stages of higher education and compare these differences between vocational and academic fields of study. Using data from a large-scale German student survey, we study the development of inequality, according to social origins, in student employment from first-year to graduating students. We show that inequality in job quality exists and is partly attributable to the need for students from lower social origins to work in order to finance their studies. We hypothesise that initial inequalities decrease as students progress through higher education. While we find evidence for this hypothesis, we also show in multivariate models that the reduction of inequality in the student labour market is explained by prior differences between social origin groups.  相似文献