A psychological model of student persistence   总被引：1，自引：1，他引：1  

Corinna A. Ethington 《Research in higher education》1990,31(3):279-293

The present study examines the validity of the Eccles model of achievement behaviors (model of academic choice) for its predictive validity when the outcome (behavior) is student persistence in the postsecondary educational system to completion of at least the baccalaureate degree. Patterns of effects hypothesized by the theoretical model were only partially supported by the results forthcoming from the estimation of the model. Of the two constructs hypothesized to directly influence persistence—the value placed on college attendance and expectations for success in college—only value had significant influence. Two measures of goal orientations—business/financial and humanitarian/social—exerted indirect influence as hypothesized, but level of degree aspirations had as strong a direct influence on persistence as did value. Prior achievement had the strongest total effects of any of the variables in the model.  相似文献   

Teaching science skills and knowledge to students with developmental disabilities: A systematic review     

Magdalena M. Apanasionok  Richard P. Hastings  Corinna F. Grindle  Richard C. Watkins  Andreas Paris 《科学教学研究杂志》2019,56(7):847-880

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.  相似文献   

4th Meeting of Transnational Scholars for the Study of Gender and Sport     

Corinna Seidler 《Sportwissenschaft》2009,39(3):259-261

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Fachtagung „Sport — Integration — Europa“     

Maud Corinna Hietzge 《Sportwissenschaft》2005,35(4):474-477

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BOOK REVIEW     

Theodore E. Swigart  Corinna E. Ethington 《Community College Journal of Research & Practice》2013,37(8):703-704

This study examined whether community college students of differing ethnic backgrounds report differential perceptions of growth and development as a function of their community college experience. A multivariate analysis of variance was conducted on survey data from the Community College Student Experiences Questionnaire (J. Friedlander, C. R. Pace, &; P. W. Lehman, 1990). A national sample of 15,263 community college students was used. The ethnic groups under investigation were African‐American, Hispanic, White, and Asian. Tukey‐Kramer tests revealed several statistically significant differences among ethnic groups. However, effect size and omega square analyses suggest that these differences were small in magnitude.  相似文献   

Sex differences in quantitative and analytical GRE performance: An exploratory study     

Corinna A. Ethington  Lee M. Wolfle 《Research in higher education》1986,25(1):55-67

The exploratory data analysis method of median polishing was used in this study to examine patterns of differences in male and female performance on the Graduate Record Examination quantitative and analytical tests. Consistent with results of previous studies using a younger cohort of students, males were found overall to outperform females on the quantitative measure but not on the analytical measure. However, this pattern was found not to be consistent across all undergraduate majors. Women in the engineering and physical science majors were found to perform higher on both measures than would be expected.  相似文献   

Phonemic awareness and learning to read     

Beck  Manfred  Jansen  Heiner  R&#;ting  Corinna 《European Journal of Psychology of Education - EJPE》1988,3(1):48-50

European Journal of Psychology of Education -  相似文献   

The Mediating Effects of Student Engagement on the Relationships Between Academic Disciplines and Learning Outcomes: An Extension of Holland’s Theory     

Gary R. Pike  John C. Smart  Corinna A. Ethington 《Research in higher education》2012,53(5):550-575

This research examined the relationships among students?? academic majors, levels of engagement, and learning outcomes within the context of Holland??s person?Cenvironment theory of vocational and educational behavior. The study focused on the role of student engagement as a mediating agent in the relationships between academic majors and student learning. Drawing on data from a stratified random sample of 20,000 seniors who participated in the 2008 National Survey of Student Engagement, results revealed that students?? academic majors were significantly related to levels of engagement and learning outcomes. Student engagement was also significantly related to learning outcomes. Students?? academic majors generally were not indirectly related to learning outcomes through levels of engagement. An important exception to this result was found for students in Enterprising environments where indirect relationships among Enterprising disciplines and Enterprising learning outcomes were positive, statistically significant, and substantially larger than the direct relationship.  相似文献   

Family Context and Gender Role Socialization in Middle Childhood: Comparing Girls to Boys and Sisters to Brothers   总被引：1，自引：0，他引：1  

Susan M. McHale  Ann C. Crouter  & Corinna J. Tucker 《Child development》1999,70(4):990-1004

We studied the extent of sex-typing across different areas of child functioning (personality, interests, activities) in middle childhood as a function of the traditionality of parents' gender role attitudes and the sex composition of the sibling dyad. Participants included 200 firstborn children ( mean = 10.4 years old), their secondborn siblings ( mean = 7.7 years old) and their mothers and fathers. Family members were interviewed in their homes about their attitudes and personal characteristics and completed a series of seven evening telephone interviews about their daily activities. We measured children's attitudes, personality characteristics, and interests in sex-typed leisure activities (e.g., sports, handicrafts) as well as time spent in sex-typed leisure activities and household tasks (e.g., washing dishes, home repairs) and with same and opposite sex companions (i.e., parents, peers). Analyses revealed that sex-typing was most evident in children's interests and activities. Further, comparisons of girls versus boys and sisters versus brothers revealed that differences in children's sex-typing as a function of fathers' attitudes and sibling sex constellation were most apparent for children's activities. A notable exception was sex-typed peer involvement; time spent with same versus opposite sex peers was impervious to context effects. Analyses focused on children's sex-typing as a function of mothers' attitudes generally were nonsignificant.  相似文献   

Andrew Pettegree: The Book in the Renaissance     

Corinna Norrick 《Publishing Research Quarterly》2011,27(2):203-204

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