摘要:

Summary.One hundred and forty‐four 5th grade, 10th grade and college students were presented with a questionnaire consisting of three parts. In Part I, the students received a description of eight different hypothetical stories about classmates. In each story, the classmate's ability (high or low), exerted effort (high or low) and outcome (success or failure) were varied. Following each story the students were asked to rate the predicted grade given by a teacher, teacher's appreciation, own appreciation, projected classmate's satisfaction, and own willingness to resemble the classmate. In Parts II and III, the students were asked whether they would like to be perceived as having ability or as exerting effort. The results showed that while students believe that teachers and they themselves show more appreciation of effort exertion than ability, they project feelings of satisfaction and would like to be perceived more as having ability than exerting effort. Also, 5th grade students on all the questions reacted more favourably to effort exertion than 10th grade and college student

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02530.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.Each of 70 sixth‐form grammar school students was allocated to one of four treatments produced by the factorial combination of manipulations of their performance (success or failure) on two successive anagram tasks. Prior to each task, self‐reports of anxiety and performance expectations were obtained. After each task, subjects were asked to make attributions about the outcome. When both tasks were completed, subjects were questioned about future performance on similar tasks. Predictions concerning attributions were derived from “logical” and “self‐serving” analyses of how such attributions are made. In general, the results on the attributional measures tended to support the predictions derived from the self‐serving analysis. Sex differences were found in relation to two of the four attributional measures employed, and in relation to the measures of anxiety about task performance and expectations concerning future performance. Subjects were also asked to make attributions about the outcomes of recent public examinations, and here females ascribed greater causality than did males to the factors of help from teachers and help from home. Possible reasons for inconsistencies between previous findings concerning sex differences in achievement‐related attributions and those obtained in the present st

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02531.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.Seventy‐five undergraduate students projected their feelings in eight typical achievement situations. Each student described affective responses to one situation, varying in achievement outcome, task importance, and effort. The 2 × 2 × 2 ANOVA for affective component scores indicated that perceptions of success/failure accounted for most of the affect reported. Small contributions were found for the following: generalised positive or negative affect related to effort exerted; value positively related to task importance; and surprise related to an interaction between effort and outcome. Implications for the Weiner model of attribution are discus

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02532.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.A group of 17 children who had been removed from deleterious family backgrounds and placed in institutional care were exposed to ten 30‐minute sessions of imaginative play training. When compared with matched controls, the experimental subjects showed significant post‐training increments in levels of imaginative play, positive emotionality, prosocial behaviours, and in measures of divergent thinking and story‐telling skills, and decreases in levels of overt aggression. The variables of age, non‐verbal intelligence and fantasy predisposition were found to influence the subjects' responsiveness to the training programme, with younger, high‐fantasy and high‐IQ children being most susceptible to the influence of the trainin

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02533.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.An investigation was carried out to determine whether cognitive development in the Down's Syndrome (DS) infant is identical in nature with that of the Normal (N) infant, even though manifesting a general retardation. Longitudinal investigation was carried out of Object Permanence development in a group of 8 DS infants and a group of 26 N infants. As expected, DS infants manifested delayed achievement of all steps in the sequence. In addition, however, DS infants were less likely than N infants to repeat an achieved success on the following test session. Further, and in contrast to the N infants, errors committed by the DS infants tended not to conform to the “characteristic” error pattern theoretically predicted for each task. It was concluded that identity in development across the two populations holds at the level of first achievement only. Cognitive development in the DS infant must be considered not merely “slow” but rather, in important respects, different from that in the normal

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02534.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.A study of 90 nine‐year‐olds in five ethnically mixed New Zealand classrooms was undertaken to investigate teachers' perceptions of Polynesian and Pakeha pupils and the relationship of these perceptions to expectations for general ability. Results showed that the Polynesian minority group pupils were perceived less favourably than the Pakeha majority on dimensions reflecting parent‐home factors and academic work skills. In line with this, teachers held lower expectations for the ability of Polynesian pupils than their Pakeha classmates. However, observations of teacher‐pupil interaction showed no ethnic group differences. Despite the absence of any overt discrimination against minority group pupils there were achievement differences favouring the majority group in terms of standardised achievement test performance and in teachers' ratings of achievement at the end of the year. It was concluded that while teacher expectation effects did not severely bias children's learning, negative perceptions and expectations for Polynesian children led to them being treated similarly to others expected to be of low ability and helped to maintain the status quo of lower achi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02535.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.The purpose of this study is to relate student self‐concept in seven different areas to teacher ratings of student self‐concept in the same areas and to academic ability. The results from three diverse samples are considered (total N = 958 students). Student‐teacher agreement on student self‐concept varied from modest (r = 0.24 for Relationship With Parents) to good (r = 0.52 for Mathematics Self‐concept) for the seven self‐concept dimensions (mean r = 0.40), was higher in academic areas than non‐academic areas, and was particularly good for academic self‐concept in the high SES sample (r = 0.74). A multitrait‐multimethod analysis of this student‐teacher agreement demonstrated the distinctiveness of the seven dimensions and argued for the multidimensionality of self‐concept. Academic abilities (reading achievement, IQ, and teacher ratings of ability in different areas) tended to be uncorrelated with non‐academic dimensions of self‐concept, moderately correlated with the academic dimensions, and most highly correlated with the academic dimension of self‐concept that most closely matched the particular academic ability. These correlations were largest in the high SES sample where several correlations exceeded 0.7. Further discussion suggested possible reasons why the results of this study provide better support for the construct validity of self‐conce

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02536.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.Teacher‐pupil interactions were observed in the classrooms for a four‐month period to determine similarities and differences in teacher‐pupil interactions of problem and non‐problem children. Analyses of 15 teacher and pupil process measure variables were conducted to assess the stability of teacher‐pupil interactions in a number of relevant behavioural measures and to determine the development of any clear trends in teachers' interactions with problem and non‐problem children. Results suggest that a certain deterioration is noticeable in teachers' interactions with problem children receiving more negative affect and less sustaining feedback from their teachers over the course of four months. Observations of problem children's behavioural interactions suggest an increase in serious misdemeanours and a corresponding decline in sustained attention. Educational implications of the study are discussed in terms of the mental health needs

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02537.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.The two previously distinct fields of person‐environment fit and classroom learning environment are brought together in a study of whether students achieve better when in their preferred classroom environment. Using a sample of 116 junior high school science classes, achievement on a set of nine affective and cognitive outcomes was related to interactions between actual and preferred classroom individualisation measured along the dimensions of personalisation, participation, independence, investigation and differentiation. Regression surface analyses revealed that some actual‐preferred interactions accounted for a significant increment in outcome variance beyond that attributable to corresponding pretest, general ability and actual individualisation. The person‐environment fit hypothesis was supported in all cases in that relationships between achievement and actual individualisation were more positive in classes containing students with greater preferences for individualisation than in classes with students with lower preferences. Findings suggest that in individualised classroom settings person‐environment fit could be as important as individualisation

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02538.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Summary.A method for analysing structure and process in prose is suggested using algorithms based on graph theory and rules based in syntax. The method has been applied to analyse the essays written by 52 fourteen‐year‐old pupils on a newly learned topic in chemistry. Standard structural and process paradigms were specified based on the reproductive and constructive views of memory and the serial and parallel views of information processing. The pupils' actual behaviour was compared with these. The results showed no distinction between the reproductive/constructive paradigms of memory but showed that the pupils processed information in their essays in a manner much closer to a parallel processing strategy. Limitations of the experiment and the techniques used are discussed and improvements and extensions are sugges

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1983.tb02539.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY