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Margareta Sandström Kjellin Jonas Stier Tanja Einarson Trevor Davies Tuula Asunta 《欧洲师范教育杂志》2010,33(2):201-218
The aim of the article is to present and discuss a study in which Finnish, English and Swedish pupils’ understanding of citizenship education with regard to: (a) political literacy; and (b) attitudes and values was explored. The study was a cross‐national, multiple case study and data were collected through 18 focus group dialogues with 15‐year‐old pupils. Results showed that English pupils were much more well‐informed about rights and responsibilities than their Nordic counterparts and also more skilled rhetorically, but appeared less accustomed to open and confident relationships with adults than the Swedish pupils. Finnish pupils did not seem to be encouraged to talk; instead they kept their thoughts and feelings to themselves. One conclusion, among others, was that the study illuminates conditions for the development of a so‐called key competence – i.e., ‘interpersonal, intercultural, social and civic competence’. 相似文献
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BACKGROUND CHARACTERISTICS AS PREDICTORS OF ACADEMIC SELF-CONFIDENCE AND ACADEMIC SELF-EFFICACY AMONG GRADUATE SCIENCE AND ENGINEERING STUDENTS 总被引：1，自引：0，他引：1
This study uses data from the 1995-96 Graduate Experience Project to explore differences among, and possible predictors of, academic self-confidence, academic self-efficacy, and outcome expectations of entering graduate students in science and engineering. The results suggest that at time of entry, women and U.S. minority graduate students entered with similar academic credentials and academic expectations as their Anglo male peers. Further, gender was not found to be a significant factor in predicting academic self-confidence, academic self-efficacy, or careerrelated outcome expectations. Rather, student perceptions of academic preparedness, status-related disadvantages, and expectations about faculty/student interactions emerged as significant predictors of academic self-efficacy and career-related outcome expectations. 相似文献
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