摘要:

This study examined the relations among the diversity of the social groupings in which children participated in home literacy events, and the social groupings, oral language, and literacy in primary school literacy events. We found that diversity of experiences in home literacy events related to diversity in social groupings in school literacy events. Varied school social groups were contexts in which children generated ‘literate’ oral language; talk about language and talk about mental states, in turn, related to measures of reading and writing. Results indicated an inter‐relation among measures of oral language, reading, and writing in first grade. Results are discussed in terms of diverse social network theory and the influence of cognitive decentration on language and lit

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01149.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

This paper describes a longitudinal study comparing the power of two screening batteries (that of Clay, 1979, and that of a set of tests of phonological awareness and sound‐to‐letter correspondence knowledge) to identify, in the first term at school, children at risk of failing to learn to read successfully. A single test from one of the batteries is shown to provide an adequate screening procedure. There is no significant gain in predictive power if screening is delayed until the end of the first year at school.Reading processes of the screened children are investigated at the end of their first year in school, and again seven months later. Almost all the best readers can use some phonological recoding processes by the end of their first year at school. Seven months later, this is true of all the best readers, with children who had now learned to use phonological recoding processes showing greater gains in reading age than those who had

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01150.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

While most studies on the determinants of learning deal with either cognition or motivation, there is a growing awareness that both should be considered. Our purpose was to examine the relative roles of cognitive and motivational factors for the scholastic achievement and behaviour of disadvantaged children. Cognition was conceptualised in terms of the psychosemantic theory that assesses cognitive processes by characteristics of the individual's meaning assignment (Kreitler&Kreitler, 1987a). Motivation was conceptualised in terms of the cognitive orientation (CO) theory which assumes that cognitive contents guide behaviour (Kreitler&Kreitler, 1982). Participants were 57 third and fourth graders of both genders, recommended for a remedial summer programme. They were administered the Meaning Test assessing cognitive abilities; the CO Questionnaire of Motivation for Learning assessing the disposition to learn; and the Metropolitan Achievement Test and the IOWA tests assessing verbal, mathematical and working skills. Teachers completed the Teacher‐Child Rating Scale assessing six scholastic behaviours. Regression analyses showed that all dependent variables were predicted by the cognitive and motivational variables, better by specific than global predictors. Cognitive variables contributed more to the predictions, especially of academic achievements, and more in the case of verbal than mathematical abilities. In girls, motivational factors played a larger role than cognitive factors, absolutely and relative to boys. Implications for promoting scholastic achievements are discusse

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01151.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

The first objective of this study was to examine whether a relationship exists between types of goal orientation, self‐regulatory processes and school performance and the second was to examine how students' self‐regulation and academic performance differ according to their profiles resulting from combining learning and performance goals orientation. A total of 702 college students (463 females and 239 males) was administered a questionnaire assessing their orientation toward learning and performance goals, and reported their self‐regulatory strategies for studying. Results showed that both for males and females there exist systematic relations between learning goal and self‐regulation and academic achievement. Relations were also found for performance goal, but for boys only. Results also showed that, among the four profiles of goal orientation, more self‐regulatory strategies were reported and higher academic performance was achieved by students having high concern with both learning and performance goals than by the others. More girls were classified in this profile, but in each profile girls were found to report more self‐regulatory strategies and to achieve higher academic performance than did boys. Overall, these findings are consistent with those of previous studies conducted with younger students. Although adhesion to learning goal has a positive impact on self‐regulation both for girls and boys, for the latter adhesion to performance goal can also be helpful. In view of the role of goal orientation on self‐regulation in academic activities, research is needed to identify and understand the nature of the determinants of both the adhesion to these profiles and the gen

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01152.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Based on a reconceptualisation of Rotter's (1966) construct of locus of control Palenzuela (1988) derived an operational domain‐specific measure for use with undergraduate populations. This study attempted to explore the transferability of the Multidimensional Academic Locus of Control Scale (MALOCS) to a British higher education context. Based on findings from 192 first year social science/humanities students, only partial support was obtained for Palenzuela's proposed structure of the locus of control domain. Evidence obtained from correlational, regression and discriminant function analyses indicated that reliability and validity of the extracted locus of control factors were relatively weak. The results indicated that further research and possibly more development would be necessary if the MALOCS is to be employed with British undergraduate students as a means of contributing to the identification of students deemed to be at risk of underachieving and likely to benefit from remedial suppor

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01153.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Motivational research in the classroom has adopted a social cognitive perspective but has mainly been restricted to the study of individual achievement cognitions. In addition to this, there is a need to study and assess the perception children have of the class climate. Using social cognitive theory as a base, this research reports the development of class climate scales in French and English for use in physical education classes. Psychometric development with the French scale was shown to be satisfactory, including adequate factorial structure assessed by exploratory and confirmatory factor analysis (CFA), and good internal and test‐retest reliability. A parallel English scale demonstrated a less adequate fit to the proposed model when using CFA, but shortened scales assessing just mastery and performance dimensions of climate were shown to predict important motivational measures in a structural equation modelling analysi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01154.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

The status of research in education and in the social sciences generally suffers in comparison with the natural or physical sciences. One reason for this is that social science research findings are often regarded as obvious, and hence trivial. In this study, 220 students of educational psychology, including a sample of student‐teachers and experienced teachers, judged the predictability of 16 research findings concerning teaching in classrooms. Half of the research findings were based on actual findings in the research literature and half of the findings were false. Each finding was presented alone or was accompanied by a plausible statement of support. Participants were as likely to predict false findings as to predict actual findings. The addition of a supporting explanation tended to increase the likelihood of agreement with the research finding. The responses of teachers were not markedly different from those of non‐teachers. These results indicate that the feeling of obviousness is untrustworthy, and is thus not a legitimate basis for judging the merits of research in educat

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01155.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Book reviewed in this article:The Unwritten Curriculum: Things Learned But Not Taught in School.ByArthur Blumberg and Phyllis Blumberg.Understanding Practice: Perspectives on Activity and Context.Edited bySeth Chaiklin and Jean Lave.Neo‐Piagetian Theories of Cognitive Development: Implications and Applications for Education.Edited byAndreas Demetriou, Michael Shayer and Anastasia Efklides.Beyond Testing: Towards a Theory of Educational Assessment.ByCaroline V. Gipps.Assessment in the Multi‐Ethnic Primary Classroom.Edited byPat Keel.The Enquiring Tutor: Exploring the Process of Professional Learning.ByStephen Rowland.Worldwide Perspectives on the Gifted Disadvantaged.Edited byBelle Wallace and Harvey B. Ad

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01156.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Book reviewed in this article:Counselling: Approaches and Issues in Education.ByH. Cowie and A. Pecherek.Dyslexia Matters.Edited byG. Hales.Learning with Artificial Worlds.Edited byH. Mellar, J. Bliss, R. Boohan, J. Ogborn and C. Tompsett.Improving Schools — Establishing and Integrating Whole School Behaviour Policies.ByD. T. Thompson and S. Shar

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01157.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01158.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY