Dimensions of Socio-economic Status and their Relationship to Mathematics and Science Achievement at Individual and Collective Levels     

Yang Yang 《Scandinavian Journal of Educational Research》2013,57(1):21-41

Applying two-level structural equation modelling techniques, the current study examined the dimensionality of socio-economic status (SES) and its relationship with mathematics and science performance at student and school levels. Data were drawn from population 2 (13-year-olds) of 17 countries in the Third International Mathematics and Science study (TIMSS). A set of items about the ownership of household materials was used to measure the dimensions of SES. For most of the countries, a general economic dimension and a cultural dimension were identified at the student level. The cultural dimension had the greatest impact on students' mathematics and science achievement. At the school level, however, only a general economic dimension was found in most countries. This dimension was interpreted to represent community wealth. It was found to be highly related to school mean maths-science achievement, except for the countries where an additional cultural dimension is identified. This cultural dimension can be interpreted as the community cultural resources and atmosphere, and is strongly related to average school mathematics and science achievement. The current study confirmed that the ownership of a set of household materials can be used as SES indicators in exploring its multifaceted feature at both individual and school levels. A similar model structure is found in different countries by applying these indicators, despite the fact that the content of the set of household possessions is different. The findings show that the latent structure of SES at individual level is different from that at the school level, and that SES dimensions have different effects on mathematics and science achievement at individual and school levels.  相似文献   

Adolescents' Goal Orientations and Academic Achievement: Long-Term relations and gender differences     

Joanna Giota 《Scandinavian Journal of Educational Research》2013,57(4):349-371

The purpose of this study was to compare the views of Finnish and US preschool teachers, administrators and parents on appropriate educational practices for children aged 3‐5. To obtain a measure of their attitudes toward quality practices with children, a 26‐item instrument was adapted from Developmentally Appropriate Practices in Early Childhood Programs Serving Children from Birth Through Age 8. Researchers in the USA and Finland were asked to administer the instrument to subjects they considered to be ‘representative’ of teachers, administrators and parents in their respective countries. Analysis‐of‐variance procedures were then used to determine the differences in views to quality programmes among the three groups in both countries. No significant differences were found among the three groups in the Finnish sample (F(2,69) = 1.34, p = ns). Among the US group, the parents were found to score significantly less than administrators (F(2,120) = 7.85, p < 0.0006). Multivariate analyses of variance procedures showed that administrators from the two countries did not differ significantly in any of the areas under study. The two areas where teachers tended to differ significantly were those of ‘teaching strategies’ (t = 3.13, df = 100, p = 0.002) and ‘language development’ (t = 3.98, df = 89, p = 0.000). Teachers in the USA tended to take a more structured approach to instruction in preschool programmes, using teacher‐directed (less appropriate) approaches and providing children with (less appropriate) drill and practice on language skills. Parents in Finland appeared more supportive of developmentally appropriate practices than their US counterparts and their views were more generally congruent with those of teachers and administrators. This study suggests that the construct of ‘appropriateness’ of beliefs/practices for children may be of value in comparative international child‐care studies, and it raises the issue of why a greater congruence in beliefs/practices exists in some countries.  相似文献   

Predicting Achievement Goals in Two Different Academic Contexts: A longitudinal study   总被引：1，自引：0，他引：1  

Ivar Bråten  Helge I. Strømsø 《Scandinavian Journal of Educational Research》2013,57(2):127-148

The relative contribution is examined of epistemological beliefs and implicit theories of intelligence to students' adoption of mastery, performance‐approach and performance‐avoidance goals in two different academic contexts, business administration and teacher education, in the short as well as the long term. The results showed that epistemological beliefs about the speed of knowledge acquisition predicted achievement goals. Students who believed that learning occurs quickly or not at all were less likely to adopt mastery goals and more likely to adopt performance‐avoidance goals. In addition, students who believed in stable and given knowledge were less likely to adopt mastery goals. Differences in predictive patterns across the two contexts concerned the prediction of performance‐approach goals and gender differences in goal adoption. Epistemological beliefs played a more important role in goal adoption than implicit theories of intelligence.  相似文献   

Questioning the crisis account: a review of evidence for increasing polarization in schools     

Stephen Gorard 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):309-321

This paper reconsiders three sources of evidence that have been presented to suggest that polarization of pupils both between and within schools is increasing, thus creating an increasingly divided system of 'winners' and 'losers'.The project from which this paper emerges has shown, in an analysis over ten years of all schools in England and Wales, that schools are becoming more mixed in terms of their social composition in many respects. Despite this reasonably comprehensive evidence, it has been argued by others that polarization is taking place below the level of the indicators used in our analysis (polarization by stealth), or thatwhile school compositions may be converging, school outcomes are definitely diverging, both within and between schools. The primary evidence presented for these three arguments is reviewed here, and it shows that none of the objections has any serious empirical foundation as yet. Of course, evidence may emerge in the future, and so the paper concludes by suggesting a few ways in which research in this area might proceed.  相似文献   

首都体育科技发展的现状研究     

董渝华  刘昕 《北京体育大学学报》2009,(4)

体育既是国民经济与社会发展的重要内容,又是反映现代社会文明和城市发展的重要指标。北京作为中国首都和构建和谐社会的首善之区,在其率先实现现代化的目标中也必然包括体育科技现代化的内容,而2008年的奥运会无疑又为推动首都体育科技现代化提供了宝贵的时代契机。为此,论文通过文献资料、特尔菲法、访谈等研究方法,运用翔实的数据描述了首都体育科技的发展现状,并据此提出了相应的发展策略。  相似文献   

重心前移有利于科技成果大面积转化——兼谈拓展经济类行业组织的职能     

曲津华 《科技成果管理与研究》2008,(1):7-10

传统的运作模式造成了转化途径的单一,使得科技成果难以做到大面积地转化。本文提出了将传统的基于企业的科技成果转化模式拓展为基于行业的转化模式的思路,论述了行业性转化平台的构建要点以及行业协会在其中的主导作用,以期经济类行业从先进科技成果的应用中整体受益。  相似文献   

孟浩然“滞洛”探究   总被引：2，自引：1，他引：1  

王辉斌 《襄樊学院学报》2000,(6)

唐代的“东都”洛阳 ,是孟浩然一生中往来最多的所在之一。文章不仅对孟浩然至洛阳的时次进行了具体勾勒 ,而且对其“年年白社客”的“滞洛”生活进行了详细考察 ,认为其“滞洛”的时间乃在开元二十年至二十一年的三入长安期间。之后 ,孟浩然便“自洛之越” ,与洛阳进行了永久性诀别  相似文献   

在干部政绩考核中要处理好12种关系     

韩国新  郭连城 《唐山学院学报》2000,(1)

总结了在干部政绩考核中应当处理好的１２种关系,提出了一些可行的方法和应当注意的问题。  相似文献   

A person-centered approach to achievement goal orientations in competitive tennis players: Associations with motivation and mental toughness     

Richard Gregory Cowden  Nicolas Mascret  Timothy Ryan Duckett 《运动与健康科学(英文)》2021,10(1):73-81

Background:Research on achievement goal orientations in sport has typically relied on the use of variable-centered approaches that tend to overlook population heterogeneity.In this study,we used a person-centered approach to identify subgroups of competitive tennis players according to unique combinations of achievement goal orientations and tested for subgroup differences in motivation and mental toughness.Methods:A sample of 323 competitive tennis athletes(69.35%male)between 15 and 25 years of age(17.60±2.40 years,mean±SD)completed the 3×2 Achievement Goal Questionnaire for Sport,Sport Motivation Scale Ⅱ,and Mental Toughness Index.Latent profile analysis was used to identify unique combinations of achievement goal orientations.Comparisons between latent subgroups on autonomous motivation,controlled motivation,and mental toughness were performed using analysis of variance.Results:Latent profile analysis supported 3 distinct patterns of achievement goal profiles that were primarily distinguishable based on valence of competence(i.e.,approach vs.avoidance).Analyses of variance indicated that athletes who were classified into subgroups that endorsed approach types of goals(regardless of the types of avoidance goals they endorsed)reported higher levels of autonomous motivation and mental toughness.Conclusion:Results indicated that athletes tend to pursue a number of achievement goals collectively rather than in isolation.Although approach goals are more commonly linked to adaptive psychological functioning and positive outcomes,avoidance goals may also be associated with desirable psychological characteristics if they are pursued in conjunction with approach types of achievement goals.  相似文献   

大理大学公共体育课成绩评价体系的现状与对策研究     

姜凤云  杨永林 《当代体育科技》2020,(7):189-191

正确评价学生的体育成绩,不仅能正确地反映学生的学习效果,而且还有利于教与学方法的改进,从而激发学生学习体育知识与技能的积极性。运用文献资料法、实地访谈法、问卷调查法、数理统计法等方法,随机抽取大理大学公共体育的学生200人进行问卷调查,针对现行的大理大学公共体育课成绩评价体系的实施情况进行调查研究。由调查结果可知,现行的大理大学体育科学学院公共体育课成绩评价体系(考勤∶着装∶课余量跑∶体育理论知识∶心肺机能∶技术与技能=1∶1∶1∶1∶2∶4)在现阶段能够基本满足公共体育课的成绩评价。  相似文献