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The present paper aims to examine the relationship between first grade children’s performance‐approach goal orientation, task‐avoidant behaviours, conceptual knowledge and their achievement in maths and literacy. The sample consisted of 174 first grade children and their class teachers. Children’s self reports of their performance‐approach goals and avoidant behaviours as well as teacher‐reports of children’s avoidant behaviours were used. Our results indicate that performance‐approach goal orientation positively predicts children’s self‐reported task‐avoidant behaviours which in turn have a negative effect on children’s achievement outcomes. The negative effect of teacher‐rated avoidant behaviours on children’s achievement outcomes was even greater than the positive influence of children’s conceptual knowledge. These results suggest that the relationships between goal‐orientations, achievement behaviours and achievement outcomes start to form early in children’s school career (or even before that) and that children’s self‐report of their achievement goals and behaviours provide a valuable knowledge already in this early age. 相似文献
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Pille Pruulmann-Vengerfeldt 《The Information Society》2013,29(5):303-310
Using Layder's domain theory (1997) as an analytical framework, this article shows how the information society can be measured through various levels of society. Layder's notions of psychobiography, situated activity, social setting, and contextual resources help identify cultural and social indicators for understanding changes in the information society. With the help of empirical indicators for each domain, this article uses the case of Estonia to show that there is often more to the information society than what is captured by traditional measures. This article calls for a context-sensitive approach, which takes into consideration social and cultural indicators. Measurements from all four domains are necessary for understanding the complexity of information-society-related issues. 相似文献
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Pille Pruulmann-Vengerfeldt 《The Information Society》2006,22(5):303-310
Using Layder's domain theory (1997) as an analytical framework, this article shows how the information society can be measured through various levels of society. Layder's notions of psychobiography, situated activity, social setting, and contextual resources help identify cultural and social indicators for understanding changes in the information society. With the help of empirical indicators for each domain, this article uses the case of Estonia to show that there is often more to the information society than what is captured by traditional measures. This article calls for a context-sensitive approach, which takes into consideration social and cultural indicators. Measurements from all four domains are necessary for understanding the complexity of information-society-related issues. 相似文献
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Pille Pruulmann-Vengerfeldt 《The Communication Review》2013,16(1-2):92-102
This article looks at the ways of finding novelty in communication and audience research and questions the necessity to seek constant innovation in conquering new territories in audience research. Based on both personal experiences and those from the PhD students across Europe, the article maps five Basic elements where novelty in audience research is sought—new technologies, new countries, new audiences, interdisciplinarity and cross-media. The article argues that despite the constant pressure to innovate, there are important elements of value in traditional audience research that need to be kept, including methodological diversity and often repeated feel for the triangulation of audiences, producers and text. In this combination of keeping the old and seeking the new in audience research, the discipline can be seen growing richer and more diverse with every added contribution. 相似文献
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Agnese Karaseva Pille Pruulmann-Vengerfeldt Andra Siibak 《Technology, Pedagogy and Education》2018,27(1):33-47
This study explored the relationship of in-service teacher achievement goal orientation and practices of educational technology use. Semi-structured individual interviews with secondary school teachers in Latvia (N = 16) and Estonia (N = 10) revealed that the use of information and communication technology (ICT) in pedagogical work and the ways in which teachers learn ICT-related skills are associated with individual differences in teacher achievement goal orientation. Based on their findings, the authors argue that achievement goal theory is a promising framework for understanding how the integration and application of ICT in teaching happens. Directions for future research and implications for teacher training are discussed. 相似文献
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David Pepper Jeremy Hodgen Katri Lamesoo Pille Kõiv Jos Tolboom 《International Journal of Research & Method in Education》2018,41(1):3-16
Cognitive interviewing (CI) provides a method of systematically collecting validity evidence of response processes for questionnaire items. CI involves a range of techniques for prompting individuals to verbalise their responses to items. One such technique is concurrent verbalisation, as developed in Think Aloud Protocol (TAP). This article investigates the value of the technique for validating questionnaire items administered to young people in international surveys. To date, the literature on TAP has focused on allaying concerns about reactivity – whether response processes are affected by thinking aloud. This article investigates another concern, namely the completeness of concurrent verbalisations – the extent to which respondents verbalise their response processes. An independent, exploratory validation of the PISA assessment of student self-efficacy in mathematics by a small international team of researchers using CI with concurrent verbalisation in four education systems (England, Estonia, Hong Kong, and the Netherlands) provided the basis for this investigation. The researchers found that students generally thought aloud in response to each of the items, thereby providing validity evidence of responses processes varying within and between the education systems, but that practical steps could be taken to increase the completeness of concurrent verbalisations in future validations. 相似文献
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