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Camellia Hemyari Kamiar Zomorodian Iman Ahrari Samar Tavana Mohammad Parva Keyvan Pakshir Peyman Jafari Ali Sahraian 《European Journal of Psychology of Education - EJPE》2013,28(3):863-877
Several studies have investigated the association between students' seating positions and their classroom performance. However, the role of personality traits on seating preference in the classroom has not been well investigated. The aim of the study was to understand how students choose their seats according to their personality traits in a classroom context and the influence of personality characteristics and seat selection on educational achievement. The seating positions of the medical students were recorded on an architectural plan during each class session, and the means and standard deviations of the students' locations were calculated in X and Y orientations. The locations of the students in the class were analyzed based on three architectural classifications: interactional zone, distance from the board, and access to the aisles. The NEO Five-Factor Inventory was used to evaluate the five main personality characteristics of the students. Midterm and final exam scores were used to measure the students' educational achievement. Analysis of variance showed a statistical significance correlation between the interactional zones and both agreeableness and conscientiousness. Mantel–Haenszel analysis showed a statistical significance association between sex and agreeableness and openness to experiences, which was mainly caused by zone II. Among the tested characteristics, a statistically significant relationship was observed between agreeableness and final exam scores. There was a statistical significance difference in openness and extraversion between the students with a high number of absences and their classmates. A relationship between the student's locations in the class, their educational achievements, and some of their personality characteristics are addressed. 相似文献
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This study provides a conceptual overview of the literature dealing with the process of citing documents (focusing on the literature from the recent decade). It presents theories, which have been proposed for explaining the citation process, and studies having empirically analyzed this process. The overview is referred to as conceptual, because it is structured based on core elements in the citation process: the context of the cited document, processes from selection to citation of documents, and the context of the citing document. The core elements are presented in a schematic representation. The overview can be used to find answers on basic questions about the practice of citing documents. Besides understanding of the process of citing, it delivers basic information for the proper application of citations in research evaluation. 相似文献
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The purpose of the present study is to document, compare, and analyze the nature of spatial reasoning by practitioners (plumbers)
in the workplace and students in the school setting while constructing solids, with given specifications, from plane surfaces.
Data were collected from a plumbing workshop and five high school students while constructing a cylindrical container of capacity
one-liter and height of 20 cm. The results confirm the power of activity theory and its methodology in explaining and identifying
the structural differences between the two activities in the two different cultural settings. Students and plumber activity
structures differed in the operational aspect (actions) and the means and concrete conditions (operations) under which such
a goal is carried out. Activity theory has the potential to explain the differences between the two activities in terms of
differences in the motive, social-cultural settings, the tools that were available and accessible which resulted in different
actions, and the constraints (operations) under which the task was executed. Theoretical and pedagogical implications were
identified.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE 总被引：1，自引：0，他引：1
Hamed Mubarak Al-Awidi Iman Mohammad Alghazo 《Educational technology research and development : ETR & D》2012,60(5):923-941
This study examines the effect of the student teaching experience on preservice elementary teachers?? self-efficacy beliefs and the sources of their beliefs about technology integration in teaching in the UAE. The participants were 62 pre-service elementary teachers at the United Arab Emirates University. Pre- and post-survey was administered to examine participants?? self-efficacy beliefs for technology integration prior to and at the end of the teaching experience. Additionally, a purposeful subset of the sample (n?=?16) were interviewed based on their high self-efficacy belies to explore the sources of the high self-efficacy beliefs. Results showed a significant effect of student teaching experiences on participants?? judgment of their self-efficacy about technology integration. Mastery experience and vicarious experience reported to be the most influential sources of self-efficacy to integrate technology among preservice elementary teachers. 相似文献
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Iman Alizadeh 《Education and Information Technologies》2018,23(6):2569-2585
This study aimed to investigate medical students’ evaluation of using Telegram as a Social Networking Site (SNS) in English for Specific Academic Purposes (ESAP) programs. To this end, the students’ explanatory responses about the merits and demerits of the SNS as well as their suggestions for improving its educational usability were collected. The qualitative data analysis of the students’ responses showed the merit codes of accessibility, data exchange, group learning, competitive atmosphere, peer-checking, and time-saving. The demerit codes emerging from the analysis were dependence and cheating, distrust, addiction, distraction, Internet problems, lack of supervision and lack of instruction. The codes derived from the students’ propositions were upgrading the SNS, dynamic atmosphere, blended-learning, teacher involvement, culture of using the platform, cooperative learning, appropriacy of the materials and type of the materials. The findings indicated that the trend of the students’ views about the merits of the site centered on technical categories, their views about the demerits of the system revolved mainly around behavioral categories and their propositions were closely linked to educational categories. The data analysis also showed significant differences in the perceived significance of the codes to the students with accessibility, Internet problems and type of the materials being the most prominent ones in the merit, demerit, and proposition codes respectively. From the findings, it can be concluded that educators should be encouraged to join the SNS to educationally support students, consider the merits and demerits of the SNS before employing it and improve the usability of the site based on the feedback they receive from students. The study suggests that a fine-tuned action plan be outlined with an eye to the technical, educational and behavioral requirements for using the SNS. It is also recommended that educators’ and students’ level and range of activities as well as ethical codes of conduct on the SNS be clearly stipulated in the course plan of programs involving the use of the site. 相似文献
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Concrete precast multicell box-girder (MCB) bridges combine aesthetics with torsional stiffness perfectly. Previous analytical studies indicate that currently available specifications are unable to consider the effect of the twisting moment (torsional moment) on bridge actions. In straight bridges the effect of torsion is negligible and the transverse reinforced design is governed by other requirements. However, in the case of skewed bridges the effect of the twisting moment should be considered. Therefore, an in-depth study was performed on 90 concrete MCB bridges with skew angles ranging from 0° to 60°. For each girder the bridge actions were determined under the American Association of State Highway and Transportation Officials (AASHTO) live load conditions. The analytical results show that torsional stiffness and live load positions greatly affected the bridges?? responses. In addition, based on a statistical analysis of the obtained results, several skew correction factors are proposed to improve the precision of the simplified Henry??s method, which is widely used by bridge engineers to predict bridge actions. The relationship between the bending moment and secondary moments was also investigated and it was concluded that all secondary actions increase with an increase in skewness. 相似文献