Adolescents' satisfaction with school experiences: Relationships with demographics,attachment relationships,and school engagement behavior     

Gail M. Elmore  E. Scott Huebner 《Psychology in the schools》2010,47(6):525-537

This study investigated the relationships among demographics, parent and peer attachment, school satisfaction, and student engagement behavior in a 1‐year longitudinal study of secondary‐school students. Statistically significant cross‐sectional differences in school satisfaction were observed, based on grade, but not on race, gender, or socioeconomic status. Level of school satisfaction did not moderate the relationships between parent and peer satisfaction and negative student engagement behaviors at Time 2 (controlling for Time 1). School satisfaction did account for significant incremental variance across all levels of parent and peer attachment relationships, although predicting a larger proportion of variance for withdrawal behavior than for resistance/aggression behavior. Adolescents' appraisals of their school satisfaction appear to be an independent predictor of their school engagement behaviors, regardless of the quality of their parent or peer attachment relationships. Limitations of the study as well as implications for future research and educational practice are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity   总被引：1，自引：0，他引：1  

James Elander  Gail Pittam  Joanne Lusher  Pauline Fox  Nicola Payne 《Assessment & Evaluation in Higher Education》2010,35(2):157-171

Students with poorly developed authorial identity may be at risk of unintentional plagiarism. An instructional intervention designed specifically to improve authorial identity was delivered to 364 psychology students at three post‐1992 universities in London, UK, and evaluated with before‐and‐after measures of beliefs and attitudes about academic authorship, using the Student Authorship Questionnaire. Changes in questionnaire scores showed that the intervention led to significantly increased confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top‐down approaches to writing, and significantly decreased bottom‐up and pragmatic approaches to writing. For understanding of authorship, knowledge to avoid plagiarism and pragmatic approaches to writing, significant intervention by year of study interaction effects showed that the greatest improvements were among year one undergraduates. Direct evaluative feedback showed that 86% of students believed the intervention helped them avoid plagiarism and 66% believed it helped them write better assignments. Post‐intervention focus groups revealed changed student understandings about authorial identity and academic writing. The results show that interventions can help students avoid unintentional plagiarism by adopting more authorial roles in their academic writing. Further research could explore other influences on authorial identity, and examine the impact of authorial identity interventions on other outcome indicators.  相似文献   

Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale          下载免费PDF全文

Katherine Chesnutt  Melissa Gail Jones  Rebecca Hite  Emily Cayton  Megan Ennes  Elysa N. Corin  Gina Childers 《科学教学研究杂志》2018,55(6):876-900

This study examined the degree to which individual differences in students' (N = 232) concepts of size and scale are explained by factors such as students' innate sense of number, out‐of‐school science experiences, exposure to size and scale instruction, gender identities, and racial/ethnic identities. There is increasing emphasis being placed on the use of crosscutting concepts to promote deep learning in science. A multiple linear regression indicated students' racial/ethnic identities, experiences with scale outside of school, and exposure to size and scale instruction significantly added to the prediction model. Results from this study can both inform the movement toward incorporating crosscutting concepts into pedagogy as well as inform educators, administrators, and other stakeholders of the factors that may shape students' understanding of the cross‐cutting concept of scale, proportion, and quantity.  相似文献   

The language variable in educational research: an exploration of researcher positionality,translation, and interpretation     

Gail Cormier 《International Journal of Research & Method in Education》2018,41(3):328-341

In qualitative educational research, the languages spoken by the participants and the researchers can greatly impact the quality of the data collected. This paper will explore the advantages and disadvantages of being an insider researcher by virtue of speaking the same language(s) as the participants. Whether the researcher is a linguistic insider or outsider, he or she will need to make important decisions with regard to translation and interpretation when conducting cross-language research. Such linguistic decisions can also impact the quality of the data collected and the trustworthiness of the research. The advantages and disadvantages of translation and interpretation in qualitative educational research will be explored. This paper offers researchers and students suggestions for conducting cross-language educational research in an ethical and transparent manner.  相似文献   

Age-Related Differences in Muscular Strength and Muscular Endurance among Female Masters Swimmers     

Gail M. Dummer  David H. Clarke  Paul Vaccaro  Lee Vander Velden  Allan H. Goldfarb  James M. Sockler 《Research quarterly for exercise and sport》2013,84(2):97-102

Abstract

The purpose of this study was to examine age-related differences in muscular strength and muscular endurance among 73 female masters swimmers aged 24 to 71 years. Each subject was assessed on measures of body size, grip strength, peak isokinetic torque of shoulder and knee flexion and extension, and endurance of shoulder and knee movements. Although swim training appears to have resulted in higher strength values for these swimmers than for less active women, an age-related decline in muscular strength values was nevertheless apparent. The results fail to reveal a similar age-related trend for muscular endurance, suggesting that swim training influences muscular endurance more than muscular strength among adult women.  相似文献   

Factors contributing to lifelong science learning: Amateur astronomers and birders          下载免费PDF全文

M. Gail Jones  Elysa Nicole Corin  Thomas Andre  Gina M. Childers  Vanessa Stevens 《科学教学研究杂志》2017,54(3):412-433

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Approaches to studying and academic performance in short-essay exams     

Amirali Minbashian  Gail F. Huon  Kevin D. Bird 《Higher Education》2004,47(2):161-176

Previous research has generallyfailed to find a relation between the waystudents approach the task of studying andtheir exam grades. The present studyinvestigated why it is that a deep approach tostudying, which has been shown to result in ahigher quality of learning, does notconsistently result in higher exam grades. Theparticipants in the study were 49 third-yearpsychology students. They completedquestionnaires that assessed approaches tostudying, motivation, and intelligence. Theirfinal exam marks, along with indicators of thequality of their final exam responses and thequantity of information reproduced in the finalexam were used as indicators of academicperformance. The results showed that the deepstudy approach was linearly related to thequality of exam responses, but quadraticallyrelated to the quantity of informationreproduced. The use of the deep approach was nomore effective in facilitating high exam marksfor questions that emphasised understanding ofthe study material than for questions thatemphasised reproduction of it. Taken together,these findings suggest that students who usehigh levels of the deep approach fail toconsistently achieve higher exam grades becauseof deficiencies in the quantity of theirresponses, rather than because of theinsensitivity of exams to students'understanding of the study material.  相似文献   

Young Children''s Vulnerability to Self-Blame and Helplessness: Relationship to Beliefs about Goodness   总被引：8，自引：0，他引：8  

Gail D. Heyman  Carol S. Dweck  Kathleen M. Cain 《Child development》1992,63(2):401-415

Motivational helplessness, linked to conceptions of intelligence, has been well documented in older children. While some researchers have reported that children just starting school are motivationally invulnerable, others have found evidence of helplessness when these children encounter failure. The present study seeks to determine whether the reactions associated with helplessness can be identified in a new context, that of criticism, and whether any such responses are related to the child's conceptions of goodness. Subjects were 107 5- and 6-year-old children who enacted achievement situations in which teacher criticism was presented. The 39% of children whose own assessments were undermined by criticism exhibited the affect, task choices, and nonconstructive problem-solving strategies characteristic of helplessness. They were also more likely to make global negative self-judgments following criticism, including negative judgments of their goodness. Finally, these children were more likely to endorse stable and global beliefs about goodness.  相似文献   

A prospective study of the relationship between phonological,semantic and syntactic skills and specific reading disability     

Gail Gillon  Prof. Barbara J. Dodd 《Reading and writing》1994,6(4):321-345

Although it is well established that a relationship exists between specific reading disability and spoken language difficulties, the nature of that relationship remains controversial. In the study reported here, the performance of poor readers was firstly compared with that of matched good readers on a series of spoken and written language tasks on three assessment trials 12 months apart, and secondly to that of younger average readers. Five experimental tasks were used to measure the readers' phonological processing skills, and three subtests from the CELF-R were selected to measure the students' syntactic and semantic skills. Reading accuracy and comprehension ability were assessed by the Neale Analysis of Reading Ability-Revised. The results showed that 8–10-year-old poor readers performed poorly in all three linguistic areas concurrently, and that these difficulties persisted. However, the important finding from this study was that while the good readers demonstrated no significant difference between their phonological processing skills and their semantic/syntactic skills, the poor readers' ability did differ according to skill area. The poor readers' phonological processing skills appeared to be particularly impaired, a finding which was further enhanced by results from the reading-match comparison. The results are discussed in terms of current theories of reading disability.  相似文献   

Enhancement of Mentor Selection Using the Ideal Mentor Scale   总被引：1，自引：0，他引：1  

Rose  Gail L. 《Research in higher education》2003,44(4):473-494

Doctoral students seeking faculty mentors have few tools available to assist them. The Ideal Mentor Scale (IMS) is a new measure designed to help graduate students consider the qualities they as individuals most value in a potential mentor. Ph.D. students at 3 different universities (Ns = 82, 250, 380) contributed to the development and cross-validation of the 34-item IMS. Item frequencies indicated that 2 universal qualities were central to graduate students' definitions of a mentor: communication skills and provision of feedback. Principal factor analysis of the IMS indicated that 3 individual differences dimensions reliably underlaid graduate students' importance ratings of mentor attributes: Integrity, Guidance, and Relationship. In one sample, Guidance and Relationship were significantly related to student satisfaction with their mentor. The IMS is an assessment tool that could individualize the initiation and maintenance of mentoring relationships, enhance communication, and ultimately improve the satisfaction of students with their doctoral education.  相似文献