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1.
In the framework of the theory of social representations, the study set out to examine how Finnish parents and teachers have
received a major change in educational policy. Surveys on parents' and comprehensive school teachers' views of ongoing school
reforms indicated that current educational discourse is structured by two different representations — a “selective” one and
a “comprehensive” one-which contain two different notions of intelligence — “natural” and “sociorelativistic”. The subjects'
sociai position (socioeducational status and expertise) in the educational hierarchy tended to organize their representations.
The findings indicated that the different groups have different relationships to official educational policy and to the ethos
of educability embodied by the school.
University of Joensuu 相似文献
2.
Ronald A. Beghetto 《Social Psychology of Education》2007,10(2):171-191
This study examined the relationship between prospective teachers’ (N = 166) retrospective perceptions of their own past achievement goals and their current beliefs about students’ goal orientations
and achievement behaviors. Results of hierarchical regression analysis provide correlation evidence in support of a “carry-over
effect” of prospective teachers’ past goal orientations on their current beliefs about students. Specifically, prospective
teachers’ were found to believe that their future students will pursue goal orientations analogous to their own past goal
orientations. In addition, prospective teachers’ explanations for why students might engage in or avoid achievement-directed
behaviors were examined. Regardless of past goal orientation, “internal motives” (e.g., improvement and self-satisfaction)
represented the most frequent explanation offered by prospective teachers for why students engage in achievement behaviors.
Prospective teachers with past performance-approach goals were significantly more likely to view avoidance as a sign of “laziness,”
whereas those with past performance-avoidant goals were more likely to view avoidance as resulting from a “lack of confidence
and support.” Implications for subsequent research are discussed. 相似文献
3.
Nura Resh 《Social Psychology of Education》2009,12(3):315-325
In this investigation I explore teachers’ perspectives on just grade allocation. The study was carried out among language,
math and science teachers in a national sample of Israeli high schools, where teachers were required to weigh a set of considerations
that are used in the decision on grade allocation. Findings suggest that (a) a teacher’s decision is based on a weighted combination
of multi-principles of allocation, (b) equity by output (students proved academic success) is the ruling consideration, and
(c) the weight given to the various considerations differ by teachers’ subject matter expertise. The appeared difference placed
science teachers vis-à-vis math and language teachers, unlike the expected humanities (language)—sciences (math and science)
dichotomy. Comparison of grading considerations by student capacity suggests that about half of the teachers consider differential
grading considerations for “weak” and “strong” students as just, attributing greater weight to academic input (effort) and
need for encouragement when grading their “weak” students. 相似文献
4.
This article presents the results of a study carried out with the aim to: (1) analyze secondary school students’ and their
teachers’ ideal representations of classroom justice, (2) deepen the topic of students’ sense of injustice, and (3) explore
the links between students’ perceived injustice and their psychological engagement in school, measured on different aspects
(identification with one’s own class, learning motivation, dialogue with teachers). A questionnaire was distributed to 400
Italian secondary school students and their 79 teachers. Results show that the representations of ideal classroom justice
refer to communication, principle of equality and principles of effort/need, and that the positions of teachers and students
on these representations differ. Moreover, students report a rather diffuse and shared feeling of being treated in an unjust
manner by their teachers, and this affects their psychological engagement in school. Results are commented on their theoretical,
methodological and applicative implications. 相似文献
5.
This study investigated whether preservice teachers’ attitudes surrounding school grade labels influenced interpretations
and recall of children’s classroom behavior using the automatic attitude activation model (Fazio, In R. M. Sorrentino & E.
T. Higgins (Eds.), Handbook of motivation and cognition: Foundations of social behavior, 1986) as a theoretical framework. Participants were randomly assigned to one of three conditions: The expectation of viewing
a video of children in schools labeled as “A,” “F,” or “typical” as a result of the school’s aggregated student performance
on standardized tests. Results indicated that participants who believed that they were viewing a video of an “F” classroom
recalled more negative and fewer positive behaviors compared to the “typical” classroom. Likewise, there was a trend for participants
to recall more negative and fewer positive behaviors when viewing a video of an “F” compared to an “A” school. Therefore,
negative attitudes about a school label of “F” biased preservice teachers’ perceptions and memories of children’s classroom
behaviors.
相似文献
Tracy LinderholmEmail: |
6.
Vivienne Y. K. Tao Yun Li Ka Hou Lam Chi Wo Leung Chit Iam Sun Anise M. S. Wu 《Journal of applied social psychology》2021,51(5):522-533
To better understand the cognitive antecedents of teachers’ stress in the school setting, the effects of teachers’ beliefs regarding intelligence and their causal attributions of students’ academic performance on teachers’ job stress were examined in the current study. We recruited 271 teachers who voluntarily filled out an anonymous questionnaire. Findings demonstrated that teachers who endorsed the entity theory of intelligence tended to attribute students’ poor performance to students’ inability but not lack of effort. Results showed a positive relationship between teachers’ fixed view of intelligence and job stress, and this relationship was mediated by teachers’ attributing students’ poor performance to students’ lack of ability, even after controlling for teacher efficacy. We suggest to promote the psychological health of teachers by incorporating intelligence mindset and attribution training programs in preservice teacher education, professional development, and cognitive behavioral stress intervention for in-service teachers. 相似文献
7.
Sirkku Ikonen 《Synthese》2011,179(1):187-202
My purpose in this paper is to look at Cassirer’s relation to critical philosophy from a new perspective. Most discussions
concerning Cassirer’s Kantianism have so far centered on his relation to neo-Kantianism and the Marburg school. My focus will
not be on neo-Kantianism but on Cassirer’s notion of a “critique of culture.” In an often cited paragraph from the introduction
to The Philosophy of Symbolic Forms, Cassirer says that his aim is to broaden Kant’s critical approach to all various forms of culture, to language as well as
myth and art, and thus to transform the “critique of reason” into the “critique of culture.” I will explore Cassirer’s concept
of the “critique of culture” and suggest that it can best be understood by placing it in the context of early twentieth century
German philosophy. More precisely, I will aim to show that Cassirer’s critique can be seen as an effort to find a middle path
between Lebensphilosophie and the positivism of the Vienna Circle. 相似文献
8.
Birger Siebert 《Studies in East European Thought》2005,57(3-4):305-317
The ideas of cultural-historical psychology have led to a new understanding of the human psyche as developing in the process
of the subject acting in social and historical contexts. Such a “non-classical” reinterpretation of psychological concepts
should be based on a theoretical and philosophical framework in order to explain genetic sources of these concepts. For this
purpose, Il’enkov’s philosophy is of great significance. This is illustrated by discussing a possible cultural-historical
understanding of the concept of intelligence.
“If we enrich Vygotsky’s ideas with Il’enkov’s basic postulates, modern psychology and pedagogy will take a considerable step
forward in study of the genesis and development of consciousness and of the individual subject of activity” (Davydov 1998,
92). 相似文献
9.
Soo-Young Kwon 《Pastoral Psychology》2008,56(6):573-584
Criteria for well-being and spirituality are culturally bound. In this article, therefore, the notions of well-being and spirituality
were reconsidered from a Korean perspective. Two major conceptual approaches that pertain to “subjective well-being” research
in social psychology provide the methodological framework for this study. While “bottom-up” approaches focus on how external
events and situations influence happiness, “top-down” approaches center on diverse variables within an individual and his
or her culture. Noting the cultural differences between American and Korean self-construals (i.e., independence vs. interdependence),
the author argues that Koreans need to construct “top-down” approaches to both well-being and spirituality. Reviewing Robert
Emmon’s concept of “spiritual intelligence,” the author also suggests an integrative model for spirituality and well-being
in Korea. 相似文献
10.
11.
Patrick McGivern 《Synthese》2008,165(1):53-75
I discuss arguments about the relationship between different “levels” of explanation in the light of examples involving multi-scale
analysis. I focus on arguments about causal competition between properties at different levels, such as Jaegwon Kim’s “supervenience
argument.” A central feature of Kim’s argument is that higher-level properties can in general be identified with “micro-based”
properties. I argue that explanations from multi-scale analysis give examples of explanations that are problematic for accounts
such as Kim’s. I argue that these difficulties suggest that some standard assumptions about causal competition need to be
revised. 相似文献
12.
Tolloczko TS 《Science and engineering ethics》2006,12(1):95-102
Medicine is a scientific discipline, but it is sometimes difficult to separate what is scientific and what is a clinical,
practical activity. Man is the object, but he is always the subject of medical research and therefore these two elements become
closely bound together by a thread of moral interdependencies. Every mentor of a young academic and all institutions dealing
with the teaching of and research into medicine must understand multidimensional, multifaceted, and multilevel aspects of
their activity and give them due regard in the educational process. The educational mission of an academic institution and
of the teacher working there may be summed up in one phrase: Teach thinking! At the same time, the task of a school and the
individual mentor is to teach the student to distinguish personal freedom from a lack of the feeling of responsibility. The
medieval principle “Universitas magistrorum et scholarium”, and thus the corporation, the community of teachers and students,
has not lost any of its relevance and value today. The situation is, in its far-reaching consequences, tragic in which the
“insufficiently tutored teach”. Both physician and teacher, and especially physician-teacher, are not only professions, but
also callings.
This paper was presented at the 6th International Bioethics Conference on the subject of ‘The Responsible Conduct of Basic
and Clinical Research’, held in Warsaw, Poland, 3–4 June 2005. 相似文献
13.
Researchers of social networks commonly distinguish between “behavioral” and “cognitive” social structure. In a school context,
for example, a teacher’s perceptions of student friendship ties, not necessarily actual friendship relations, may influence
teacher behavior. Revisiting early work in the field of sociometry, this study assesses the level of agreement between teacher
perceptions and student reports of within-classroom friendship ties. Using data from one middle school teacher and four classes
of students, the study explores new ground by assessing agreement over time and across classroom social contexts, with the
teacher-perceiver held constant. While the teacher’s perceptions and students’ reports were statistically similar, 11–29%
of possible ties did not match. In particular, students reported significantly more reciprocated friendship ties than the
teacher perceived. Interestingly, the observed level of agreement varied across classes and generally increased over time.
This study further demonstrates that significant error can be introduced by conflating teacher perceptions and student reports.
Findings reinforce the importance of treating behavioral and cognitive classroom friendship networks as distinct, and analyzing
social structure data that are carefully aligned with the social process hypothesized.
相似文献
Brian V. CarolanEmail: |
14.
Conclusion Wright maintains that tradition (including language) plays a fundamental role in the origins and shaping of the monastic world
that made a unique “Chan mind” possible. Through a creative application of the Buddhist idea of “dependent origination,” Wright
has broadened the hermeneutic concept of historicity in that it is more than a linear and causal relationship of contextuality
(that is, the person is always a person-in-community, and the text is always a text-in-context). Instead, contextuality refers
to a (w)holistic network of associations and re-associations. The word “tradition” thus becomes an open tradition that is
constantly shaped and reshaped, formed and transformed. The meaning of tradition as such is always a “trace” of that other
which is forever absent. In this sense, Wright is quite Derridean. Like Derrida’s deconstruction, Wright’s interpretative
endeavor, as part of the tradition of “linguistic turn,” seems to become separated from the real world of flux and takes on
an independent status, that is, the realm of reading, explaining, and understanding (perhaps mis-understanding, sometimes).
Wright’s project fits the need of those who have a passion for “doing things with words,” and those who prefer meditative
reading to meditative practice (in a Buddhist sense). Though Wright keeps reminding us that the effort to play language in
relation to Chan experience does not imply that Chan enlightenment/mind is in any sense reducible to language; it still remains
a question whether his critical “philosophical meditations” are fully out of the “spell of conceptuality” of the hermeneutical
circle. Wright might say that there is no need to be out of the circle, or there is no such circle in the first place. 相似文献
15.
The relationship between father-absence and academic achievement in children was studied in a sample of 80 urban children
of predominantly lower social status. Differences between the father-absent and father-present groups in IQ and family background
were controlled by matching. Boys and girls from father-present homes were found to score higher on standardized reading tests
than children from father-absent homes, regardless of the child’s age when the father became absent. Mediating variables by
which father-absence may exert its influence (achievement motivation, absenteeism, parental attitudes, sex-role identity,
life stress) were also examined. Contrary to predictions, children from father-absent homes scored higher on achievement motivation
measures than children from intact homes. Girls from father-absent homes missed more school and scored lower on tests of “masculinity”
than girls raised in father-present homes. No other mediating variables exerted a significant influence on the results. These
data are discussed in the light of the “confluence” theory of cognitive development.
This study is part of a thesis submitted in partial fulfillment of the requirements of the M.A. degree by the senior author.
Preparation of this article was assisted by a grant from the Australian Research Grants Scheme to the second author. 相似文献
16.
Maria Ingemarson Ingvar Rosendahl Maria Bodin Andreas Birgegrd 《Social Psychology of Education》2020,23(1):217-232
Clarity of school rules and teachers’ use of praise are strategies suggested to facilitate a positive classroom climate. Studies indicate difficulties for teachers to use such approaches in classrooms with higher levels of disruption. To study (1) if student-rated clarity of school rules, use of praise, and classroom climate differ between students in classes with lower numbers of disruptive students versus classes with higher numbers, (2) if clarity of school rules and teacher’s use of praise are longitudinally associated with classroom climate, (3) if the possible longitudinal association differs between groups, classes (n = 109) in school grades 5–7 were divided into two groups, based on head teacher ratings of disruptive students in class. Baseline and 12-month follow-up responses collected within a Swedish trial were used to perform multiple regression analysis, to compare groups and to investigate possible longitudinal associations. Students in classes with less disruption rated all variables more positively. Classroom climate deteriorated over time in both groups, even if the low disruption group perceived their climate as more positive at follow up. Clarity of school rules did not substantially contribute to classroom climate longitudinally, whereas teacher’s use of praise to some extent did. The difference in longitudinal associations between groups was marginal, hence our hypothesis on weaker associations in the high disruption group could not be confirmed. Clarity of school rules is not longitudinally associated with classroom climate, but teachers may positively influence the learning environment by giving praise, regardless of level of disruption. 相似文献
17.
Patrick Stokes 《Phenomenology and the Cognitive Sciences》2011,10(1):23-44
Visual forms of episodic memory and anticipatory imagination involve images that, by virtue of their perspectival organization,
imply a “notional subject” of experience. But they contain no inbuilt reference to the “actual subject,” the person actually
doing the remembering or imagining. This poses the problem of what (if anything) connects these two perspectival subjects
and what differentiates cases of genuine memory and anticipation from mere “imagined seeing.” I consider two approaches to
this problem. The first, exemplified by Wollheim and Velleman, claims that genuinely reflexive memories and anticipations
are phenomenally “unselfconscious,” with the co-identity of the notional and actual subjects secured by a determinate causal
history. The second approach posits some distinctive phenomenal property that attaches to genuinely reflexive memories and
anticipations and serves to experientially conflate the notional and actual subject. I consider a version of the second approach,
derived from Kierkegaard’s discussions of phenomenal “contemporaneity,” and argue that this approach can better account for
the possibility of affective alienation from the selves we were and will be: the way in which our sense of self and awareness of our causal history can sometimes come apart. 相似文献
18.
The present 2-wave study among 258 secondary school teachers investigates the relationship between personal and organizational
resources on the one hand, and work-related flow on the other hand. On the basis of Hobfoll’s (1988) conservation of resources
theory, Bandura’ social cognitive theory (1997; 2001), and Fredrickson’s (1998) “broaden-and-build” theory of positive emotions,
we formulated two hypotheses: (1) personal resources (i.e., self-efficacy beliefs) and organizational resources (including
social support climate and clear goals) facilitate work-related flow (work absorption, work enjoyment, and intrinsic work
motivation); and (2) work-related flow has a positive influence on personal and organizational resources. The results of a
series of structural equation modeling analyses offer clear support for both hypotheses. The theoretical and practical implications
of these findings are discussed.
*This research was supported by a grant from the Bancaixa Foundation (#11232.01/1) and the Spanish Ministry of Science & Technology
(CICYT #SEC2000-1031). 相似文献
19.
Hannu Räty Katri Komulainen Nina Skorokhodova Vadim Kolesnikov Anna Hämäläinen 《Social Psychology of Education》2011,14(1):1-22
The study set out to examine Finnish and Russian children’s images of intelligence as contextualized in the systems of the
school and gender. Finnish and Russian pupils, aged 11–12 years, were asked to draw pictures of an intelligent and an ordinary
pupil and a good and an ordinary pupil. A distinctive feature shared by the children in both countries was that intelligent
pupils were depicted as positively orientated to knowledge and studies and as similar to good pupils. The Russian children’s
pictures emphasized academic performance, suggesting that the contribution of the school to children’s representations was
greater in Russia than in Finland. In regard to gender appearance, the intelligent pupil was usually pictured in gender-neutral
or childish features, suggesting that being defined as intellectually competent entailed deviating from the heterosexual ideal.
In the discussion, the ambivalence associated with social definitions of intelligence is addressed. 相似文献
20.
Many studies concur that students’ perceptions of their home and school environments, such as relationships with parents and
teachers, are related to their academic self-concept (for example, Chang et al., Int J of Behav Dev 27(2):182–189, 2003; Ireson and Hallam, Br J Educ Psychol 75:297–311, 2005; Jang, J Kor Home Econ, 39:101–114, 2001; Lau and Leung, Br J Educ Psychol, 62:193–202, 1992; Lau and Pun, Social Behav Pers, 27(6):639–650, 1999; Masche and Barber, “Connectedness and separation in parent-adolescent relationships: Indicators of
a successful identity development.” Paper presented at the SRCD Biennial Meeting, Minneapolis, MN, April 19–22, 2001; Sanders,
“School–family–community partnerships and the academic achievement of African American, urban adolescents.” Report No. 7.
EDRS. ED 402404, 1996). Nonetheless, little is known about whether the strength of the relationships is comparable for students
of different ability streams, or if the predictors of variance of their academic self-concept are similar. To fill the empirical
gap, a 3-year longitudinal study was conducted with Secondary One students (approximate age 13) from three government schools
in Singapore. Pearson product–moment correlation and Fisher’s z
r transformation showed that there were significant differences in the strength of the relationships between higher- and lower-ability
stream students’ academic self-concept and their perceived home environment and classroom climate. In addition, stepwise multiple
linear regressions established that lower-ability stream students’ perceived teachers’ expectations had more consistent and
substantial impact on their confidence level than that of their higher-ability stream counterparts. In comparison, higher-ability
stream students’ perceived parental academic support had more consistent impact on their academic self-concept than that of
their lower-ability stream peers. 相似文献