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Constantinos M. Kokkinos Ioanna Voulgaridou Marianna Mandrali Chrysoula Parousidou 《Psychology in the schools》2016,53(3):253-269
The aim of this study was to investigate possible interactive links between theory of mind (ToM), moral disengagement and relational aggression, using a moderated mediation analysis, with gender as a moderator, in a sample of 120 Greek preadolescents. Results indicated that relational aggression was significantly positively associated with moral disengagement and negatively with ToM. Moderated mediation analyses indicated that boys with deficient ToM were more likely to morally disengage from their actions which in turn resulted in relational aggression, while poor ToM was directly linked to relational aggression only for preadolescent girls. Moral disengagement had a direct effect on relational aggression only for boys, while ToM was found to partially mediate the relationship between moral disengagement and relational aggression only for girls. The results emphasize that the co‐morbid effects of socio‐cognitive factors should be taken into consideration when relational aggression is explored. 相似文献
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This study focuses on the structures and relationships involved in one-step additive and multiplicative problems. Thirty-three problems were given to 450 students in grades 2, 3 and 4. The analysis of results showed that the facility ratio of the problems differs by structure, by situation and by the sequence of the data within the same situation. It was also verified that students’ ability to solve one-step problems increases with age, but the relative difficulty of the problems is grade independent. Four cognitive developmental levels were indicated. It is envisaged that teachers may facilitate students to develop efficient problem solving schema networks, by hierarchically sequencing activities related to one-step problems. 相似文献
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Coping with bullying and victimisation among preadolescents: the moderating effects of self-efficacy
Constantinos M. Kokkinos Paraskevi Panagopoulou Ioanna Tsolakidou Evdoxia Tzeliou 《Emotional and Behavioural Difficulties》2013,18(2):205-222
Bullying and victimisation may result from ineffective coping with interpersonal stressors. However, little is known about the preadolescents who are most susceptible to dysfunctional coping styles. Self-efficacy beliefs may be one source of individual differences in coping among those involved in bullying and victimisation. The purpose of the present research was to examine whether links between bullying/victimisation and coping were moderated by self-efficacy beliefs. Participants were 262 Greek preadolescents who completed self-report assessments of bullying/victimisation, coping, and self-efficacy. Results indicated that self-efficacy moderated the association between bullying/victimisation and coping, in that greater use of ineffective coping (i.e., resignation, passive avoidance) predicted bullying and victimisation among preadolescents with moderate and low levels of social and emotional self-efficacy, whereas greater use of adaptive coping (i.e., positive self-instructions, social support) was reported by those with higher self-efficacy beliefs. Practical implications of the findings are discussed. 相似文献
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The present study investigated the links between self-motivational beliefs, perceived scholastic competence, self-esteem and learning strategies among 134 Greek junior high school students in the subject of Greek language, through self-report. A model was tested with motivational constructs as mediators between perceived scholastic competence and self-esteem on the one side and participants’ learning strategies in language on the other. Mediation analyses results showed that perceived scholastic competence predicted all learning strategies both directly and indirectly through intrinsic goal orientation and task value. Self-esteem was not found to predict learning strategies directly, but only indirectly through intrinsic goal motivation. The findings are discussed in terms of their educational implications. 相似文献
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Christiana Th. Nicolaou Maria Evagorou Constantinos Constantinou 《Environmental Education Research》2009,15(1):39-54
This article focuses on the development of decision‐making skills and environmental concern by 11‐ and 12‐year‐old students through computer‐based, scaffolded learning activities. The enacted activities provided necessary scientific information and allowed for the consideration of multiple aspects of the problem, the study of the effects of every possible solution and the formulation and balancing of criteria. The optimization strategy for decision making was adopted, because it allows for the development of compensatory thinking which is more relevant to actual situations of decision making. Twelve students participated in the pilot enactment of the proposed activities. Data collection relied on students’ reports and pre‐ and post‐ tests as well as a closed questionnaire designed to measure students’ environmental concern. The teaching intervention proved quite successful in enhancing the decision‐making skills of the participating children. Moreover, students’ performance on the environmental concern questionnaire correlated in interesting ways with the improvement of decision‐making skills. 相似文献
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The Statistics Online Computational Resource (www.SOCR.ucla.edu) provides one of the largest collections of free Internet-based resources for probability and statistics education. SOCR develops, validates and disseminates two core types of materials - instructional resources and computational libraries. 相似文献
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The aim of this study is to describe and analyse the structure of 3D geometry thinking by identifying different types of reasoning
and to examine their relation with spatial ability. To achieve this goal, two tests were administered to students in grades
5 to 9. The results of the study showed that 3D geometry thinking could be described by four distinct types of reasoning which
refer to the representation of 3D objects, spatial structuring, conceptualisation of mathematical properties and measurement.
The analysis of the study also showed that 3D geometry types of reasoning and spatial abilities should be modelled as different
constructs. Finally, it was concluded that students’ spatial abilities, which consist of spatial visualisation, spatial orientation
and spatial relations factors, are a strong predictive factor of the four types of reasoning in 3D geometry thinking. 相似文献
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Emmanouil Amolochitis Ioannis T. Christou Zheng-Hua Tan Ramjee Prasad 《Information processing & management》2013
We present PubSearch, a hybrid heuristic scheme for re-ranking academic papers retrieved from standard digital libraries such as the ACM Portal. The scheme is based on the hierarchical combination of a custom implementation of the term frequency heuristic, a time-depreciated citation score and a graph-theoretic computed score that relates the paper’s index terms with each other. We designed and developed a meta-search engine that submits user queries to standard digital repositories of academic publications and re-ranks the repository results using the hierarchical heuristic scheme. We evaluate our proposed re-ranking scheme via user feedback against the results of ACM Portal on a total of 58 different user queries specified from 15 different users. The results show that our proposed scheme significantly outperforms ACM Portal in terms of retrieval precision as measured by most common metrics in Information Retrieval including Normalized Discounted Cumulative Gain (NDCG), Expected Reciprocal Rank (ERR) as well as a newly introduced lexicographic rule (LEX) of ranking search results. In particular, PubSearch outperforms ACM Portal by more than 77% in terms of ERR, by more than 11% in terms of NDCG, and by more than 907.5% in terms of LEX. We also re-rank the top-10 results of a subset of the original 58 user queries produced by Google Scholar, Microsoft Academic Search, and ArnetMiner; the results show that PubSearch compares very well against these search engines as well. The proposed scheme can be easily plugged in any existing search engine for retrieval of academic publications. 相似文献
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The purpose of the present study was to empirically examine the link between practicum-related stressors, perceived general practicum stress, personal variables (i.e. general and teaching self-efficacy, epistemological beliefs, conceptions about teaching and learning, and trait anxiety) and burnout dimensions in a sample of 174 Greek student teachers, immediately after the completion of their practicum. In addition, the study sought to identify the best predictive combination of the studied variables for each burnout dimension. Participants who reported high general practicum stress indicated moderate levels of emotional exhaustion, but low depersonalisation and high personal accomplishment. Statistically significant correlates of burnout dimensions were used in three regression analyses. Results revealed that emotional exhaustion and personal accomplishment were predicted by practicum workload, whereas depersonalisation was predicted by teachers’ epistemological beliefs (i.e. learning process) and practicum-related stressors (i.e. meeting pupils’ needs). The present study contributes to the limited body of existing evidence on burnout in student teachers. The results are discussed in terms of both theoretical and practical implications. 相似文献