Students’ achievement goals,emotion perception ability and affect and performance in the classroom: a multilevel examination     

Aikaterini Vassiou  Athanasios Mouratidis  Eleni Andreou  Konstantinos Kafetsios 《教育心理学》2016,36(5):879-897

Performance at school is affected not only by students’ achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students’ achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes and their Greek language and mathematics teachers. Results from multilevel analyses indicated that students’ mastery-approach and performance-approach goals were positively related to positive affect whereas performance-avoidance goals were negatively related to positive affect. At class-level, relationships between achievement goals and affect were moderated by students’ emotion perception ability. These findings highlight the importance of emotion abilities and their role in motivational processes for class-level outcomes.  相似文献   

教育本质的回归——构筑指向生存的农村教育     

房晓梅  梁艳 《绥化学院学报》2007,27(2):152-153

农村教育问题一直是理论界比较关注的问题之一,农村教育要和城市的教育保持一致,这是个二难问题,农村教育究竟该何去何从,笔者认为解决这一问题的前提是要重新审视农村教育。关键是要弄清楚:一、农村教育是什么的问题;二、农村教育怎么样;三、农村教育为谁的问题。最后我们才可以得到怎么解决农村教育问题的答案。  相似文献   

高校音乐教育专业招生考试的探究     

梅本红 《遵义师范学院学报》2007,9(3):85-86

本文建议国家除了出台一年一度的普通高等学校艺术类专业招生办法而外,还应当统一制订一个科学、严谨的高校音乐教育招生专业考试办法,规定专业考试的内容和形式,统一专业考试的成绩评定,规范专业考试管理,让专业考试更加公平公正,科学而准确地选拔人才,确保生源质量;同时也方便学生应考;更为重要的是有利于高校音乐教育专业的教学,有利于音乐教育专业人才的培养。  相似文献   

主体性教育改革的内在人文导向     

张卫国 《湖南城市学院学报》2005,26(1):100-103

尽管素质教育改革提出了多年,但是教育者总是难以摆脱对传统教育的文本化、应试化和封闭性等方式的缠绵情结。传统教育的诸多不良方式根源于科学与人文的分野,科学理性盲目地控制和操纵了人文理性,造成人文取向错误。针对这些现象,主体性教育改革所包括的三种基本方式,即创新教育、素养教育、完人教育,都有其内在的人文导向。  相似文献   

社会政策理论研究综述     

何汇江 《许昌学院学报》2006,25(3):141-144

社会政策理论研究的成果可从社会政策的结果和过程两个方面概括,从社会政策结果的角度看,包括对社会政策的概念、学科地位、价值目标、与相关学科的关系、国外社会政策的经验等研究;从社会政策过程的角度看,包括对政治精英在社会政策制定中的主导作用、社会政策执行过程中的系统观点、正式规则与非正式规则、政策的评估模型等的研究。  相似文献   

教育科学概念辨析——关于教育目的和教育目标、教育目的和培养目标两组概念     

彭厚英 《零陵学院学报》2002,(4)

教育科学学科领域概念混淆的现象普遍存在。我国现代教育理论本为移植西方之行为。中文和西文之间寻找对应词也是一件困难的事情。所以我国教育学学科领域概念混乱现象更值得关注。本文旨在从中文语言学的角度追根溯源,探索教育目的和教育目标、教育目的和培养目标两组概念的区别,以供教育理论研究者参考。  相似文献   

The contribution of PISA to the convergence of education policies in Europe          下载免费PDF全文

Alain Michel 《European Journal of Education》2017,52(2):206-216

The international comparative studies on students’ outcomes have initiated analyses that have had a growing influence on national and sub‐national education policies in industrialised and developing countries. It is particularly the case of the OECD's Programme for International Student Assessment (PISA) which started in 2000 and has organised surveys every 3 years, so that the 2015 survey was the 6^th. Its influence has been particularly important for several reasons: 1) it assesses the basic competences in reading literacy, maths and science of 15 year‐olds students, i.e. around the end of compulsory education in many countries; 2) the assessment is based on a reliable methodology and the tests are completed by qualitative surveys and studies; 3) and the results lead to recommendations and are amplified by the media in most countries. However, it is not easy to evaluate the real impact of PISA because of the existence of other international studies such as IEA's TIMSS and, particularly in Europe, the influence of the recommendations and benchmarks of the EU that has been growing steadily in the last 25 years. Our analysis of the impact of PISA and EU policy focuses on the evolution of the education policy in France, but also studies its evolution in a few other European countries. Finally, we underline the limits of the influence of PISA and international standards in education towards a convergence of education systems because of the importance of their specific historic and cultural contexts.  相似文献   

中学优生的时间管理倾向与成就动机的相关研究   总被引：10，自引：0，他引：10  

陈本友  邓凌  黄希庭  辛增友 《西南师范大学学报(人文社会科学版)》2006,32(4):5-8

本研究探讨时间管理倾向与成就动机之间的关系。对四川成都市两所中学的175名中学优生的问卷调查研究发现：（1）中学优生的时间管理倾向各维度对追求成功动机存在着显著的正相关，与避免失败动机存在显著的负相关（时间监控观除外），（2）中学优生的时间管理倾向对成就动机具有显著的预测作用，表明时间管理倾向可能是影响学生成就动机的一个重要因素；（3）中学优生在时间管理倾向与成就动机上具有显著的年级差异，研究表明初二可能是培养时间管理倾向的关键时期。  相似文献   

Unequal academic achievement in high school: the mediating roles of concerted cultivation and close friends     

Brian V. Carolan 《British Journal of Sociology of Education》2016,37(7):1034-1055

Building from the classic Wisconsin model of status attainment, this study examines whether a specific style of parenting, concerted cultivation, and a close friend’s school-related attitudes and behaviors mediate the relationship between a family’s socioeconomic status and their child’s academic achievement in the United States. Using a recursive path model on nationally representative panel data of high school students (N = 10,350), the results confirm a direct association between socioeconomic status and concerted cultivation. In addition, concerted cultivation and close friends are shown to mediate the relationship between a family’s socioeconomic status and their child’s academic achievement.  相似文献   

Prospective primary teachers’ perceptions about the use of mathematics homework     

Sven Trenholm  Mohan Chinnappan 《Teacher Development》2019,23(1):50-63

The benefit of homework (HW) has been the subject of ongoing debate among various stakeholders. Within this debate, and in relation to teacher development, prospective teachers’ views of HW have received limited attention. In this study, we survey primary pre-service teachers’ (‘PSTs’) views of HW use (n = 45 teaching grades 2–5; n = 39 teaching grades 6 and 7) in a single discipline (mathematics) at one large Australian university.

The literature suggests students in upper primary and secondary grades will benefit from the use of mathematics HW. Results of the study, in contrast, suggest our PSTs teaching early primary grades planned to give proportionally (but not significantly) more mathematics HW than those teaching later grades. Reasons for this disparity are discussed. We argue there is a need in teacher development to equip PSTs with a better understanding of how classroom and home-based learning work together in the development of mathematical understanding.  相似文献