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One of the key questions addressed by the study of online social media is whether or not they facilitate cross-cleavage communication between users of different nationality, ethnicity, religiosity, and other group affiliations. This study contributes to the literature by addressing communication across religious cleavages, which has scarcely received attention. The study is based on 97 semistructured interviews of a layered sample. Of the respondents, 40 were secular (21 men and 19 women), 28 Modern Orthodox (14 men and 14 women), and 29 ultra-Orthodox (11 men and 18 women). We found that groups differing by their majority/minority status and type of religious observance used the Internet for different purposes. Many secular respondents (members of the majority group in Israel) were motivated to make contact on social media by social needs. On the other hand, ultra-Orthodox respondents (members of the minority group) were exclusively focused on professional objectives as a motivation to use social media. Consequently, their online behaviors were quite different and they more frequently encounter people from groups differing by type of religious observance through social media. 相似文献
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Children's Reasoning about the Interaction of Forces 总被引：1，自引：0，他引：1
Sabina Pauen 《Child development》1996,67(6):2728-2742
In order to acquire an advanced understanding of movements caused by more than one physical force, children must learn to combine force vectors. Former studies suggest that children consider information on only one aspect (direction or amount) of both vectors. Two experiments tested this hypothesis. A total of 160 elementary school children and 31 adults judged the effect of two forces pulling at one object simultaneously. Participants had to predict the direction of the resulting force under different experimental conditions. In line with previous findings, most children took into account either the direction or the amount of both forces. Their preferred solution varied with the nature of the vector problem and the context of the task. Performance generally improved with age. 相似文献
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Sabina Neugebauer 《The Journal of educational research》2016,109(4):391-404
Teachers' skill in inferring students' reading motivation influences their ability to provide responsive literacy instruction. Yet, studies show that convergence between students' and teachers' reports of students' affective experience with reading is moderate to poor. The present study, with a sample of 140 students, and 15 middle school teachers, examined the convergence across different rater reports (teachers, students, and research observers) of reading motivation and behavioral engagement in daily reading activities as well as the factors that explain teachers' perceptions of students' daily behavioral engagement with reading. Results indicate that there was no correlation between teacher or research observer reports with student ratings. However, teachers' perceptions of students' behavioral engagement in reading was explained by stable as well as situated student indicators of reading engagement. Additional measures to help teachers more easily detect shifts in motivation as a function of classroom practices are discussed. 相似文献
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Metacognition and Learning - While some individuals are able to confidently make competent choices, others make poor decisions but are unjustifiably confident. What are their individual... 相似文献
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Metacognition is an integral component of a self-regulated approach to learning. The present study examined the relationships between academic self-efficacy and perceptions of one's own competence in memory and reasoning abilities, and their role in predicting the Self-confidence trait. The study also aimed to determine the role of key classroom factors (goal orientation and self-efficacy with the teacher) in predicting self-beliefs, the Self-confidence trait and academic achievement in Year 6 students (N = 177). EFA and Path analysis were used to determine these relationships. The hypothesised path model was tested in a simultaneous fashion of the entire system of variables to determine whether or not hypothesised relationships were consistent with data. The results suggest that academic self-efficacy and metacognitive competency beliefs define a broad factor—Metacognitive Beliefs—which serves as a key predictor of Self-confidence. Mastery goal-orientation and self-efficacy with teacher predicted Metacognitive Beliefs and, indirectly, Self-confidence. Students with stronger Metacognitive Beliefs were less engaged in self-handicapping behaviours. Known common factors—intelligence, gender and a proxy for SES, school fees—were controlled for. The present study has important implications for both metacognitive theory and educational practice. 相似文献
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Hanna Schleihauf Stefanie Hoehl Neli Tsvetkova Alexander König Katja Mombaur Sabina Pauen 《Child development》2021,92(1):222-238
From preschool age, humans tend to imitate causally irrelevant actions—they over-imitate. This study investigated whether children over-imitate even when they know a more efficient task solution and whether they imitate irrelevant actions equally from a human compared to a robot model. Five-to-six-year-olds (N = 107) watched either a robot or human retrieve a reward from a puzzle box. First a model demonstrated an inefficient (Trial 1), then an efficient (Trial 2), then again the inefficient strategy (Trial 3). Subsequent to each demonstration, children copied whichever strategy had been demonstrated regardless of whether the model was a human or a robot. Results indicate that over-imitation can be socially motivated, and that humanoid robots and humans are equally likely to elicit this behavior. 相似文献
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This article explores the philosophical underpinnings and implications of the idea of the public in the US state processes of knowledge production and control. In it we take up questions of public and counterpublic political philosophical knowledge production and mediation in relation to an expanding state. Specifically, we examine the political philosophies of racialized counterpublics since the 1960s, considering the particular knowledge production genre of the political prison letter. We suggest that the philosophical principles of the dominant public in the US have a proclivity to merge with state mechanisms of domination and to thwart counterpublics and their modes of political knowledge production. 相似文献