Co-developmental trajectories of psychological need satisfactions at school: Relations to mental health and academic functioning in Chinese elementary school students     

《Learning and Instruction》2021

This study explored the co-developmental trajectories of autonomy, competence and relatedness need satisfactions at school and their relations to mental health and academic functioning in Chinese elementary school students. An accelerated longitudinal design was used with a sample of three cohorts (grade 3, grade 4, and grade 5) (N = 1070, 45.8% female; M_age = 9.44, SD = 0.97) on four occasions at 6-month intervals. Parallel process latent class growth models revealed five heterogeneous patterns (i.e., Congruent-moderate; Congruent-high; Congruent-low; Congruent-decreasing; Low-autonomy, High-competence and relatedness), all of which significantly associated with time-varying mental health and academic functioning indicators. The findings highlight the importance of subgroup differences and possible cultural considerations in understanding the progression of psychological need satisfactions and the need for universal screening and dynamic monitoring of students’ psychological need satisfactions at school and implementing more sophisticated interventions tailored to the unique characteristics of the relevant subgroups to promote optimal mental health and learning.  相似文献   

Does working during higher education affect students’ academic progression?     

《Economics of Education Review》2014

This paper examines the effect of working during higher education on academic progression, in terms of number of credits acquired by first-year university students in Italy. We discuss different contrasting hypotheses on the role of employment during university on academic outcomes: the zero-sum perspective, the reconciliation thesis, the positive and the negative selection to work hypotheses. In the empirical part we analyze data from the Eurostudent survey, which collected data on a representative sample of university students who were enrolled in the academic year 2002/03, after the implementation of the ‘Bologna Process’. We use a negative binomial regression model considering work experience as an endogenous multinomial treatment. Results indicate that, conditional on observed covariates (socio-demographic variables, school-related and university-related variables), there is a positive self-selection into employment, especially for low-intensity work. Traditional multivariate regressions show a penalty in academic progression only for high-intensity workers, but once accounted for unobserved heterogeneity also the low-intensity work experience appears to negatively affect academic progression.  相似文献   

Usage Comparison between an English-Language and a French-Language E-Monograph Collection in a Bilingual Canadian University     

Alain R. Lamothe 《International Information and Library Review》2020,52(2):139-160

Abstract

This article reports the results of a quantitative and systematic analysis comparing usage rates between English-language and French-language e-monograph titles at Laurentian University, Canada. Full-text viewings were collected as usage metrics. English-language e-monographs exhibited medium strength linear relationships between collection size and usage. On the other hand, French-language e-monographs exhibited weak linear relationships between collection size and usage. The French-language e-monograph collection experienced a higher rate of full-text use, relative to size. The cost-per-viewing ratio for the English-language e-monograph collection was higher than those that calculated for the French-language collection.  相似文献   

数字图书馆信息服务的融合与创新——基于2019年JCDL年会论文的综述     

梁少博  吴丹 《图书情报知识》2020,(3):97-108

[目的/意义]本文通过对2019年国际数字图书馆联合会议(Joint Conference on Digital Library,JCDL)的录用论文进行整体回顾,梳理了本届年会的最新研究成果与学科发展动态,以助国内图情领域学者更好地了解本届年会成果,把握国际数字图书馆领域研究的前沿热点问题。[研究设计/方法]采用文献综述的方法进行研究。[结论/发现]本届年会更加关注数字图书馆如何通过多源数据的融合、数字人文馆藏资源的利用等实现信息服务深度融合;数字图书馆如何通过海量大数据挖掘与利用、用户行为分析提升其服务水平;如何通过对学术文本资源深入挖掘,实现信息计量学在学术评审、学术评价等方面的创新应用。[创新/价值]本文揭示了国际数字图书馆领域的最新发展态势,展望了未来数字图书馆领域的学术前沿方向。  相似文献   

Finding the missing Einsteins: Expanding the breadth of cognitive and noncognitive measures used in academic services     

《Contemporary educational psychology》2020

Education researchers, policymakers, and practitioners are concerned with identifying and developing talent for students with fewer opportunities, especially students from historically marginalized groups. An emerging body of research suggests “universally screening” or testing all students, then matching those students with appropriate educational challenges, is effective in helping marginalized students. However, most tests have focused on two areas: math and verbal reasoning. We leverage three nationally representative samples of the U.S. population at different time points that include both novel cognitive measures (e.g., spatial, mechanical, and abstract reasoning) and non-cognitive measures (e.g., conscientiousness, creativity or word fluency, leadership skill, and artistic skill) to uncover which measures would improve proportional representation of marginalized groups in talent identification procedures. We find that adding spatial reasoning measures in particular—as well as other non-cognitive measures such as conscientiousness, leadership, and creativity—are worthwhile to consider for universal screening procedures for students to narrow achievement gaps at every level of education, including for gifted students. By showing that these nontraditional measures both improve proportional representation of underrepresented groups and have reasonable predictive validity, we also broaden the definition of what it means to be “gifted” and expand opportunities for students from historically marginalized groups.  相似文献   

No harmless child labor: The effect of child labor on academic achievement in francophone Western and Central Africa     

《International Journal of Educational Development》2021

This study empirically examines the effect of child labor on academic achievement in 10 francophone Western and Central African countries. The data were taken from the Programme d’Analyse des Systèmes Educatifs de la CONFEMEN and comprised characteristics of 25,288 grade six students across 1803 schools. Two-stage least squares analysis highlights that child labor undermines academic achievement regardless of subject, gender, and age. It lowers reading and mathematics scores for both genders and for children under 12 and over 13 years. Child labor therefore hinders human capital accumulation in African countries, and it takes place at the cost of future prosperity.  相似文献   

A multi-criteria approach for the group assessment of an academic course: A case study     

《Studies in Educational Evaluation》2015

The present paper aims at proposing a structured methodology to evaluate the results of an academic training course addressed to postgraduate students. The evaluation process intends to identify the efficacy of an education course by means of a comparison between the general objectives and the results expected by the students. Since the evaluated aspects by the students, detected by means of questionnaires, are both quantitative and qualitative, the proposed methodology is based on the analytic hierarchy process (AHP). In order to facilitate the evaluation process, answers have been modelled by means of linguistic variables. In particular, different evaluation scales have been used and each one is characterized by different levels associated to different fuzzy numbers.  相似文献   

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being     

《Contemporary educational psychology》2017

Research on students’ motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students’ everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; M_age = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students’ motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability - the degree to which one believes that ability is fixed or amenable - were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory.  相似文献   

Academic achievements and homeschooling—It all depends on the goals     

《Studies in Educational Evaluation》2016

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Critically reflexive dialogue and praxis: Academic/practitioner reflections throughout a formative evaluation of Circles® USA     

Mary Jane Collier  Brandi Lawless 《Journal of Applied Communication Research》2016,44(2):156-173

Reflections about the use of critically reflexive praxis by academic/practitioners are offered based on a case study of a formative evaluation of Circles^® USA, a nonprofit organization coordinating initiatives across the U.S. working to move families out of poverty. Critically reflexive praxis is theorized as featuring several themes including acknowledging different levels of context, critical dialogue with collaborators, engaging cultural difference and intersectionalities, problematizing power relations and relationships among researchers and collaborators, and occurring throughout the research project. Examples of critical dialogic reflexivity and navigating common tensions that emerge throughout such community engagement projects are detailed during three phases: planning and design; fieldwork and interviews; and outcomes, applications, and implications.  相似文献