Whereas cognitive and linguistic factors for learning to read have been extensively studied, less is known about affective factors including children’s attitudes toward reading. Studies primarily from English-speaking and Western countries show gradual declines in reading attitudes in elementary school (McKenna et al., Reading Research Quarterly 30:626–639, 1995) and a positive association between reading attitudes and achievement (Petscher, Journal of Research in Reading 33:335–355, 2010). Children from Asian and African countries are underrepresented in this literature; whether these patterns can be generalized across cultures needs further investigation. This longitudinal study examined the reading attitudes of 84 children in Vietnam from grades 1 to 2 and their relations to reading performance, as measured by translated and adapted versions of the Elementary Reading Attitude Survey and Early Grade Reading Assessment, respectively. This sample from Vietnam showed a small decline in reading attitudes over time, particularly in attitudes toward academic reading. However, children on average reported feeling happy about reading in both grades. Correlations revealed different patterns of association between reading attitudes and performance based on the reading measure employed, grade level, and type of reading in question (academic versus recreational). In grade 2, reading attitudes explained unique variance in reading comprehension even after text fluency and mother’s education were considered. We present a margins plot to visualize the role of reading attitudes on reading comprehension. We discuss educational implications and future directions.
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The present study was a follow‐up to Tsai and Wen’s (2005) earlier research, in which 802 articles published in the International Journal of Science Education, Science Education, and the Journal of Research in Science Teaching from 1998 to 2002 were analysed in terms of author’s nationality, research type, and research topic. In the present study a total of 869 papers published in the three journals from 2003 to 2007 were analysed, and the results were compared with those of Tsai and Wen. Moreover, this study also identified 31 highly‐cited papers published during 1998–2002 and 20 highly‐cited papers published during 2003–2007. The results showed that authors from countries other than the four major English‐speaking countries (i.e., the USA, the UK, Australia, and Canada) published an increasing number of articles in the past decade. During these five years (2003–2007), science educators showed relatively more interest in research topics involving the context of student learning. Besides, science educators have changed some of their research interests during 1998–2007, with a shift in the research topics from student conception learning and conceptual change (1998–2002) to student learning contexts (2003–2007). Moreover, the investigation of highly‐cited papers in the past decade revealed that studies on argumentation have gained significant attention among science educators. 相似文献
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Silvia Wen‐Yu Lee Ying‐Tien Wu Meng‐Jung Tsai Tzu‐Chien Liu Fu‐Kwun Hwang 《International Journal of Science Education》2013,35(14):1893-1925
Internet‐based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty‐five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet‐based science learning, such as demographic background, prior knowledge, and self‐efficacy; and (2) the learning outcomes derived from Internet‐based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet‐based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet‐based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet‐based learning environment itself is still quite crucial in Internet‐based science learning. Recommendations for future research related to the effects of Internet‐based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested. 相似文献
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This study determines the optimal vascular designs for perfusing engineered tissues. Here, "optimal" describes a geometry that minimizes vascular volume fraction (the fractional volume of a tissue that is occupied by vessels) while maintaining oxygen concentration above a set threshold throughout the tissue. Computational modeling showed that optimal geometries depended on parameters that affected vascular fluid transport and oxygen consumption. Approximate analytical expressions predicted optima that agreed well with the results of modeling. Our results suggest one basis for comparing the effectiveness of designs for microvascular tissue engineering. 相似文献
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The purpose of the study was to examine the helpful components involved in the Hill’s cognitive-experiential dream work model.
Participants were 27 volunteer clients from colleges and universities in northern and central parts of Taiwan. Each of the
clients received 1–2 sessions of dream interpretations. The cognitive-experiential dream work model was applied to these clients
by three therapists. The processes of the dream work were audio-taped and transcribed verbatim. The transcribed data, which
included a total of 38 sessions for the 27 clients, were analyzed by the Consensus Qualitative Research (CQR) approach to
examine the helpful components of the dream work. The results indicated that the general and typical helpful components involved
in the process of dream interpretation included four domains: waking-life association, parts of self exploration, gaining
insight, and action ideas. 相似文献
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Flora F. Tien 《British Journal of Sociology of Education》2007,28(1):105-123
This study explores the research question: Does the promotion system in Taiwan reward faculty research productivity? By conducting event history analyses, I have demonstrated that the simple answer to the question is ‘yes.’ After controlling for the effects of demography, education, institutions and seniority, the discrete‐time logit models indicate that the number of research publications predicts the odds of promotion well. Although the promotion system is unquestionably effective in rewarding research productivity for at least some faculty, whether the system is truly universalistic or equitable remains an open question. Female and younger faculty members are clearly disadvantaged in seeking promotion. Future research is recommended to study how particularism operates in the Taiwanese academic community. 相似文献
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Flora F. Tien 《Higher Education》2008,55(1):17-32
A policy of adding a new rank to the faculty career ladder was implemented in Taiwan in 1994. It was believed that structural changes of the incentive system would change faculty research behavior. This paper explores the question: Who are motivated to perform research by the desire for promotion? A mail survey investigating Taiwanese faculty members was conducted. The results show that the answer varies by different performance measures. Those who publish for the promotion reward tend also to be motivated by other external and internal rewards. Among all rewards, the most important to many faculty is an increase in personal income. Holding one's valence score on promotion constant, faculty with better research performance tends to be those who possess doctoral degrees. The results show that faculty in public institutions perform better than their private-institution counterparts, regardless of promotion valence. Finally, alternative policies to improve faculty research performance are recommended. 相似文献
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