摘要:

Summary.This study replicated a study published over 40 years ago which was itself replicated just over 30 years ago concerning students' beliefs about human nature. Despite the fact that subjects were younger and of a lower educational attainment in this study than subjects in previous studies they tended on the whole to get more “correct” answers. Other studies looking at changing beliefs and superstitions over time are conside

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1989.tb03070.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Summary.Three questions important in relation to the developmental‐difference controversy were addressed. The first, to what extent do retarded and non‐retarded children show a similar sequence in their development of concepts, was answered using scalogram analyses which supported a common order of acquisition of conservation concepts when intermediate as well as conservation and non‐conservation categories were used. There was a high degree of similarity in sequence within as well as between attributes.The second question, how far does the similar‐structure hypothesis hold, was answered in the terms set by the developmental theorists. Multiple regression analyses and comparisons of mean mental ages for each of the conservation subgroups supported the similar‐structure hypothesis. Non‐retarded and retarded children with no known organic condition revealed similar structures.The third question concerned findings of volume conservation in retarded children and how these might be interpreted. It is argued that recognition of conservation in displacement volume tasks need not imply a generalised stage of formal operations nor be interpreted in terms of ceiling in development. Overall the findings have implications for ordering and providing appropriate levels of experiences for retarded children without assuming fixed limits in their

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1989.tb03071.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Summary.There is still much debate, particularly in North America, about whether teachers' expectations have an effect on pupils' achievement, and through which factors expectations might be mediated. This paper reports on associations between teachers' academic expectations at the beginning, and children's attainments at the end of the school year. The study took place in infant schools in London. Associations were significant during all three years of infant school, and were not explained by children's attainments at the time of the expectation rating. Range of effects, in standard deviation units, of associations between expectations and progress over the school year ranged from 0.4 to 0.8. Two possible mediating factors between expectations and attainment were explored: differential curriculum coverage and differential classroom behaviour. It was found that children for whom teachers had higher expectations were given a wider range of activities in written language and mathematics, and this was so over and above attainments at the beginning of the school year. In contrast, there was no evidence that expectations were related to measures of classroom interaction like teacher praise and instructional contact.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1989.tb03072.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Summary.Research into the role of teachers in maintaining self‐concepts which reflect gender stereotypes has been hampered by the lack of parallel multidimensional instruments. The development of the Teachers' Rating Scale of the Child's Competence (TRSCC) and the Perceived Competence Scale for Children (PCSC) (Harter, 1982) answers this problem. Thirty‐six boys and 38 girls of mean ages 10 years 8 months (SD = 3.6 months) and 10 years 9 months (SD = 3.3 months) respectively completed the PCSC while their teachers (N = 12) completed the TRSCC. It was found that: (1) teachers' mean ratings of boys' competence did not significantly differ from their ratings of girls' competence; (2) teachers' ratings demonstrated significant differences between boys and girls in the pattern of interrelationships of the domains of competence; (3) teachers' perceptions and pupils' self‐perceptions in the patterns of interrelationships amongst the domains of competence showed similar patterns for teachers and boys, and almost similar patterns for teachers and girls; (4) teachers were more important for girls' self‐perceived competence than for boys' self‐perceived competence; (5) both teachers and pupils use perceived physical competence as a construct associated with significantly differentiating between boys and girls in other domains of competence. These findings have pedagogical implications for the treatment

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1989.tb03073.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Summary.A sample of 130 secondary school teachers was systematically observed teaching mixed classes varying in age from 11 to 16 years. The OPTIC schedule was employed to record teachers' rates of approving and disapproving responses and the amount of time pupils spent on‐task. Although rates of approval were generally higher than disapproval rates, most of the approval was directed at academic pupil behaviours whereas most of the disapproval was for inappropriate social behaviour. Mean on‐task behaviour of classes at 80 per cent was higher than that observed in a similar sample of primary clas

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1989.tb03074.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Summary.Studies of the harmful psychological effects of unemployment on young people have typically paid little attention to their psychological well‐being during their final years at school. In particular, there has been little research into the relationship between school pupils' well‐being and their expectations and views about the possibility of becoming unemployed after leaving school. It is possible that those pupils who anticipate unemployment may have lower levels of well‐being, and may thus experience less of a decline in psychological health at the onset of unemployment.The study described here set out to measure two indices of well‐being, psychological distress and anxiety, among fifth and sixth year secondary school pupils. Also measured were their expectations of becoming unemployed, their concern about this, the amount of difficulty they expected to encounter finding a job, and their employment commitment. Comparisons on these variables were made between males and females, middle class and working class pupils, and white, Asian and Afro‐Caribbean pupils. Differences between these demographic categories are reported, along with the associations observed between the well‐being variables and views about future employment and unemployment. Levels of psychological distress and anxiety were found to be as high as those observed in unemployed samples, though were not related to expectations and concern about the possibility of becoming unemployed. A number of possible influences on the psychological health of school pupils ar

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1989.tb03075.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Summary.A modified Social Identity Inventory is shown to be a powerful tool for exploring the “internalisation” of social categories by school leavers. It revealed two basic forms of their representation of the category “school leaver”. The first is a relatively stable representation that is negative and significantly underpinned by the attribution of bad qualities. However, this is not generally seen as relevant to self. In contrast, there is a second representation which is both relatively labile and self‐relevant. It, like the first representation, includes worries about boredom and the future, but it involves the attribution of favourable qualities rather than unfavourable qualities. The reliability and sensitivity of different SII scores is also

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1989.tb03076.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Summary.The Approaches to Studying Inventory of Ramsden and Entwistle (1981) has now been used in a variety of educational contexts. Comparison of factor analysis results reveals a high degree of consistency in the first two factors extracted. These are interpreted in terms of a fundamental deep/surface dichotomy. The suggested explanation takes into account styles and pathologies which consistently load on these factors. The other two factors are more variable but do show an element of consistency. They possibly show some influence from the environmental context.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1989.tb03077.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Summary.This study investigates the effectiveness of attributional techniques in a remedial programme at university aiming at improving the academic performance of students with learning difficulties. Subjects were 130 freshmen who had failed a mid‐term economics examination. Two experimental conditions were provided. Subjects in the first condition watched a videotape in which senior students related their learning difficulties at the beginning of the first year, the causes of these problems and how they had improved examination scores at the end of the year. Subjects in the second condition watched the same videotape and, additionally, followed an individual study skill training course. Control subjects received no treatment. Results showed that experimental subjects attained higher scores than control subjects at the next economics examination held after the training. This increase was further generalised over all examinations in the first year, where experimental subjects showed a higher marks average than control subjects. Improvements in performance were equally strong for subjects who had only watched the videotape and for those who had received additional skill training. No effects were found with regard to the number of students who eventually passed the freshmen year. The practical implications of this study for counselling programmes at university are discusse

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1989.tb03078.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Summary.The Francis scale of attitude towards Christianity Form ASC4B was administered to the whole pupil population in years one through five of two co‐educational comprehensive schools in 1974. The study was replicated at four‐yearly intervals in 1978, 1982 and 1986. The results confirm the finding that attitudes towards Christianity decline throughout the years of compulsory secondary schooling and also establish that there has been a significant and progressive decline in attitude scores throughout this age range during the 12‐year period between 1974 and

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1989.tb03079.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY