摘要:

Summary.This study was designed to test the hypothesis that intrinsic motivation will be differentially affected by task‐involving and ego‐involving evaluation, and that provision of both kinds of evaluation will promote ego‐involvement rather than task‐involvement. Twelve classes of fifth and sixth grade pupils were randomly assigned to one of three feedback conditions. Pupils received either ego‐involving numerical grades or task‐involving individual comments or both after performing interesting tasks, one convergent and one divergent, on each of two sessions. Interest and performance for 132 randomly selected pupils of high or low school achievement were measured at pre‐test, during the manipulation and at a third session, when no further evaluation was anticipated. As hypothesised, interest and performance on both tasks at both levels of school achievement were highest after comments, both when further comments were anticipated and when they were not. Grades and grades plus comments had similar and generally undermining effects on both interest and performance, although high achievers who received grades maintained high interest and convergent thinking when further grades were anticipated. These results are discussed in terms of the contribution of this distinction between task and ego‐involvement to further understanding of intrinsically mot

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1988.tb00874.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Summary.The two‐fold purpose of this study was to validate the School Failure Tolerance (SFT) scale and to identify developmental patterns and sex differences in children's academic risk‐taking and tolerance for failure. Fourth‐, fifth‐, and sixth‐graders were given the SFT and a chance to select and work 12 of 80 or 90 problems, of varying difficulty, in each of three content areas: mathematics, spelling and vocabulary. The SFT reliably predicted the difficulty level chosen by students at all grade levels and in all content areas. Students at all grade levels chose problems considerably below their ability levels as defined by mean performance on standardised achievement tests. This low risk‐taking tendency increased markedly with grade level. Students chose problems resulting in mean absolute success of between 77 per cent and 92 per cent — levels far in excess of the 50 per cent level theoretically associated with optimum motivation. Furthermore, mean scores on two of three SFT subscales decreased significantly from grade four to grade six. There were no sex by grade interactions and only one of ten variables revealed a significant sex difference. These findings are interpreted and discussed in terms of motivational theories and clas

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1988.tb00875.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Summary.Three levels of goal difficulty (easy, moderate, difficulty) and three levels of goal source (i.e., self, other, self + other) were simultaneously examined along with two individual difference variables (i.e., mastery and failure tolerance) as predictors of responses to failure outcomes. College students majoring in education studied and gave opinions on a teacher‐training activity as well as on a particular student's failure experience with this activity. This experience was described nine different ways with each student receiving only one goal source by goal difficulty combination. The strongest predictors of responses to the described failure situation were the individual difference variables; least valuable as a single predictor was goal source. Responses to failure were most constructive among students with high failure tolerance or mastery who were exposed to failure under moderate and very difficult goals. Explanations for these results as they relate to goal‐setting theory and the theory of constructive failure as well as the educational implications of these results are discus

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1988.tb00876.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Summary.This paper explores the notion that the type of school attended will affect adolescents' self esteem, locus‐of‐control orientation, and affiliation needs. It proceeds to examine the view that these are in turn linked to success in particular subject areas, assessments of achievement in these same subjects, perceptions of the importance of school life and future career options.A sample of 1,675 school children, 896 males and 779 females from sixteen non‐government schools was employed. The majority (79 per cent) attended single‐sex schools while the remainder attended co‐educational schools. Major results indicated that type of school attended did have consequences in terms of adolescents' stated preferences and rated achievement in subjects. Students attending co‐educational school were found to have more traditional subject preferences and assessments of achievement in those subject areas than students attending single‐sex schools. Students attending co‐educational schools were also found to have lower self esteem, and greater affiliation with peers than students from single‐sex schools. However, these relationships were not simple. Sex differences mediated the major associations reported between type of school attended and adolescent self perceptions.Interpretations of these and other results and suggestions for further exploration of assoc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1988.tb00877.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Summary.It is currently accepted that effective ethnic integration in schools requires supplemental intervention to attain its social and academic goals. The present study evaluated an Israeli preparatory programme addressing the transition into integrated junior high schools. This intensive, one‐week programme of intervention prior to school entrance is aimed at improving school climate and interpersonal relationships between ethnic groups. The evaluation assessed both short‐ and long‐term effects of both newly implemented and veteran programmes in comparison with contrast control schools. A total of 859 seventh grade students from 12 schools completed questionnaires on classroom climate and social relations, immediately following the programme and at year's end. Results indicated that the programme, especially at new sites, had continuing positive impact in reducing ethnic cleavage in interpersonal relationships and in improving perceptions of school and teacher. The benefits in perceived school climate overlaid a more general decline which appeared over time. The discussion focuses on ramifications for future intervention and evaluation with this programme model as well as its broader utility for improving school climate outside the integration co

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1988.tb00878.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Summary.The major aim of this study was to assess students' perceptions of the severity of various classroom management strategies frequently employed by teachers in dealing with student misbehaviours, and to gauge the specific dimensions underlying student perceptions. The sample consisted of 281 junior high school students in Israel who rated the severity of each of 24 commonly found classroom management strategies via a 5‐point Likert‐type rating scale. In addition, for comparative purposes, ratings of the management strategies were obtained for a sample of 80 junior high school teachers and their mean ratings compared with those of the student sample. A principal factor analysis of the scale ratings revealed five meaningful dimensions underlying student perceptions: (a) student referral to school or parental authority; (b) punitive teacher reaction; (c) assigning students unpleasant classroom related tasks; (d) placing constraint on students' time; and (e) assigning students unpleasant extra‐class assignments. Mean ratings of the various management strategies were relatively unaffected by the students' demographic characteristics. Similarly, the rank order of students' mean ratings was remarkably invariant across sex and social group membership. Whereas students' and teachers' mean ratings were significantly discernible for about half the items on the inventory, the two groups rank ordered the classroom management techniques quite similarly with respect to their perceived severity, implying similar classroom management strategy hierarchies for the two groups. The implications of the findings for classroom control are discussed and expli

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1988.tb00879.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Summary.To what extent do children and teachers form reciprocal evaluations of each other? This study followed three classes over the school year, comparing teacher ratings of children's classroom demeanour, children's interpretations of this evaluation, and children's own ratings of teachers' classroom management. The overall picture was one of girls and high achievers favouring and being favoured by their teachers. Children clearly detected the boy‐girl differentiation but not differentiation by achievement group. Separate occasion analysis showed a pattern consistent with anab initiocausal argument for development of reciprocation on the basis of gender which must have been learned in the present classroom. For achievement group the data pattern was more consistent with a continuing than an original causal process. Among high achievers, a degree of both accurate interpretation and reciprocity developed for both boys and girls. Among low achievers, boys were generally out of touch, both in interpreting teacher evaluations and in reciprocating appropriately. Low‐achieving girls showed an unexpected pattern consistent with striving to hold on to favourable, gender‐based teacher evaluations from the early part of the school

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1988.tb00880.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Summary.This paper examines aspects of children's understanding of illustrations used as an adjunct to learning. It reports an experiment designed to determine whether first‐year secondary school pupils could identify the cut surfaces of objects in six biological illustrations taken from commonly used textbooks.The results show that few children were able to perform the tasks correctly but that the illustrations were not equally difficult. Picture analysis indicated that not only the features of the object depicted but also the number and type of pictorial conventions employed posed significant difficulties.It is concluded that the findings have implications both for theories of perceptual development and for the role of illustrations in teaching. It is suggested that teachers should regard the use of illustrations as learning aids as problematical and consider the need to teachaboutillustration

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1988.tb00881.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Summary.Forty‐nine children (aged 8:4 to 10:4) were grouped according to reading ability and were tested on lexical decision, naming and spelling of words and non‐words which differed in orthographic neighbourhood size. Friendly words with many neighbours caused significantly fewer errors on all these tasks. Item analysis demonstrated that these effects were robust when corrected for frequency, regularity, word length and age of acquisition. Good readers showed less reliance on neighbourhood size and more evidence of accurate use of grapheme‐phoneme correspondence rules. The results indicate that children find common orthographic sequences easier to read and spell before they have learned to use grapheme‐phoneme correspondences consi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1988.tb00882.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Summary.This follow‐on study investigates the learning skills and scholastic attainments of about half of an original cohort of over 2,000 children. The earlier study, when the children were 5 and 6 years old, found observed learning skills to be as predictive of attainment one year later as were IQ scores (Stottet al., 1983a). The follow‐up when the children were 9 and 10 years old adopts the earlier experimental design, comparing learning skills with attainments. It also relates early learning skills with attainments four years later. The results and teachers' comments indicate that learning skills strongly influence a child's attainments and that the GCLS (Guide to the Child's Learning Skills) has a contribution to make in the on‐going monitoring of children's learning behav

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1988.tb00883.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY