摘要:

Summary.One group of Hungarian (N=29) and one group of Swedish (N=31) secondary school students read Franz Kafka's famous parable “Before the Law” several times, each reading being followed by the students recalling the story and stating how they had understood what the story meant. A limited number of qualitatively different ways of understanding the parable were found and these different ways could be related to each other in terms of how well they had captured the meaning of the story.In some cases the students used what we have called “reflective variation” in their reading of the story. Reflective variation could have the form of “variation in meaning”—the students trying alternative understandings of the story as a whole or of its constituent parts. Another form of reflective variation found was “elaborative variation” — the students making explicit the implications of their understanding of the story or of some of its constituent parts.The use of reflective variation was highly correlated with more advanced ways of unders

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1992.tb00995.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Summary.The significance of students' goals on their management of study has been emphasised in theories of self‐regulation of learning and empirical research on student learning, but little empirical attention has been given to the issue of adaptation and change in students' goals. The lack of attention given to the malleable and adaptive nature of goals may be related to researchers' reliance on discrete categories for describing student learning. In this paper, it is proposed that, since qualitatively distinct goals involve different levels of content processing to achieve them, they can be conceptualised as a hierarchy reflecting a developmental continuum, with surface and deep processing orientations as the two opposing poles of that continuum. It is also argued that students' endorsements of goals reflect an unfolding principle of stage development. Empirical evidence is provided to support the conceptual usefulness of the unfolding model for describing qualitative differences in students' goals and investigating their significance in management of study. Significant relationships were found between students' learning goals, as measured on the unfolding scale, their perceptions of the learning situation and their course performanc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1992.tb00996.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Summary.This paper reports results from a large‐scale longitudinal study of educational progress, based at the Thomas Coram Research Unit. Sample sizes wereN=133 andN=175 at 11 years. Measures were obtained on academic self assessment and attainment in reading and maths. Children at 7 years tended to overestimate their attainment and there was little agreement with test scores. By 11 years self assessments matched objective measures of attainment and were less exaggerated. Although these results reflect underlying cognitive and environmental changes, emphasis is placed on differences in self assessment in maths and reading, and differences according to sex and ethnic origin of child. Academic self assessment was lowered when the frame of reference was to classmates rather than other children in genera

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1992.tb00997.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Summary.A class of 9–10 year‐olds (N=12) in a British primary school were observed as it moved over a one‐year period through three types of classroom environment, traditional directive, transitional negotiative and established negotiative. Each environment offered the children a differing relationship with curricular time, its control and allocation, moving from teacher‐allocated time to child allocation. Pupil self‐report and classroom observation indicated differences in the balance of curricular spread and allocated time on curricular subject in relation to the type of classroom organisation and who controlled classroom time. These differences were at both class and individual child level. The established negotiative environment recorded the most equitable curricular balance, traditional directive the least. While individual children responded differently within and across the three classroom environments, the established negotiative where time was under child control recorded preference for longer activity periods compared to where the teacher controlled time al

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1992.tb00998.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Summary.Interest in Physical Education (PE) was studied in 3,344 11 to 18 year‐old school children. Five aspects of educational importance (PE connotation, PE status, PE teacher, PE curriculum, and adolescent disturbances in relation to the PE lesson) were identified, and examined in relation to pupils' interest. For the younger age groups girls' interest in PE was significantly higher than that of the boys, while after the age of 14 the reverse was the case. The status of PE as a school subject was found to be the most important variable for interest in PE. The contribution of the PE teacher to pupils' level of interest was the least important of the factors examined. The results are discussed in terms of the differing importance for boys and girls of sport in social status systems for peer popularity. Suggestions for changes to PE lessons are offere

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1992.tb00999.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Summary.Bully/victim problems among six classes of 8–9 year‐old and six classes of 11–12 year‐old children, attending three middle schools, were investigated by means of Olweus's self‐report Bullying Inventory. About 21 per cent of the children reported being bullied, and about 17 per cent reported bullying others, “sometimes” or more often. Reports of both bullying and being bullied were more prevalent among boys than among girls, and among the younger group than among the older group. The two most common forms of bullying were reported to be teasing and hitting/kicking. Fewer of the younger group than the older group reported being bullied by same‐age pupils, and more of the former reported being bullied by older pupils. Most boys were bullied by other boys only, whereas girls were more likely to be bullied by children of either sex. Besides being bullied in school, children also reported that this happened on the journey to/from school and in other places such as in the street near where they live. Many children expressed negative attitudes towards bullying, although nearly a third said that they could understand why it happens. The majority of the children who reported being bullied/bullying others had not been spoken to about this by teachers or by someone at home. Victims of bullying, but not bullies, were found to be most likely to report feeling unhappy and lonely at school, and to report having fewer good friends. In Study 2, children identified as bullies, victims and not involved in this type of problem were interviewed to find out why certain children and/or themselves bully/get bullied by others, and the feelings of the children involved. The pattern of responses by the three groups differed in some

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1992.tb01000.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Summary.It is, in general, difficult to study cognitive structures in deaf children: in particular, the enquiry into the nature of their story‐knowledge structures (or story schemata) is fraught with thorny methodological problems. While some of the available evidence would suggest that typical deaf children do not read “story schematically”, theirs may be a problem of lack of access to (rather than absence of) such cognitive structures. On the other hand, it cannot be assumeda priorithat cognitive structures are identical in deaf and hearing children. A study using a picture arrangement method is described, the results of which support the view that the story schemata of deaf children are basically similar to those of hearing children. Deaf children, however, may not utilise the presence of certain story features which, if presented to hearing children, lend strength and salience to the story

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1992.tb01001.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Summary.This study was designed to assess the combined and separate effects of instruction via a computer and video programme on students' learning processes, intrinsic motivation, and achievement in geometry. A 2times2 (Computer by Video) factorial design was employed. Participants were 268 fifth grade students who studied the same content for the same duration of time with different instructional technologies. Results showed that more media do not necessarily imply better mathematics learning. Although each programme in itself yielded significant effects on students' achievement, the “two‐media” and the “no‐media” yielded similar low learning outcomes. A similar pattern of differences was found on the level of mindfulness activated under the various conditions. In contrast, however, the study showed that students exposed to the combined programmes gained in intrinsic motivation more than students who learned wit

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1992.tb01002.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Summary.The Attention: Distraction/Inhibition Excitation Scale (ADIECAS) is a measure of individual differences hitherto used with children with special needs. The present study shows that the ADIECAS retains adequate factor structure and internal consistency with children who do not have special needs. Factor analysis yielded three dimensions: Attention‐Distraction, Excitation‐Inhibition and Responsiveness to Consequences. These factors predicted reading age, the discrepancy between chronological and reading ages and whether or not the child had been referred for statement

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1992.tb01003.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Summary.This paper examines the appropriateness for Nigerian students of the Self Description Questionnaire — 1 (SDQ‐1; Marsh, 1988) and the Shavelson model of self‐concept on which it is based. The results of an administration of the SDQ‐1 to 462 Nigerian 12–13 year‐olds are reported. The item scale correlations and reliability coefficients obtained were encouraging. Factor analysis generally supported both the specific facets of the SDQ‐1 and the existence of an underlying general self‐concept factor. These results are then considered in relation to other evidence of the cross‐cultural validity of both the SDQ‐1 and the Shavelson model of the self. Tentative comparisons of the Nigerian means with those of previously reported Australian, Filipino, and Nepalese children of the same age indicated that there was a tendency for the Australians and the Nigerians to have relatively higher Non‐Academic self‐esteem than the other nationalities. The Nigerians seemed to have significantly higher opinions of their physical appearance than did

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1992.tb01004.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY