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11.
The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning 总被引:1,自引:0,他引:1
Narciss S 《Experimental psychology》2004,51(3):214-228
Informative tutoring feedback (ITF) provides assisted multiple response tries by offering strategically useful information for task completion as opposed to simply offering the solution. Previous studies on ITF focused on its effects on achievement. The present studies examine the assumption that ITF affects not only achievement, but also motivational variables such as task engagement, effort, persistence, and satisfaction with performance. In two experiments, students differing in self efficacy (SE) for identifying concepts worked on concept identification tasks. In cases of incorrect hypothesis about the concept, they received either outcome feedback or ITF. Results reveal that motivation and achievement depend on both SE and type of feedback. Future research should examine in more detail how ITF affects the self-enhancing processes between on-task motivation, achievement, and self-evaluation. 相似文献
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Helen S. Farmer James L. Wardrop Susanne C. Rotella 《Psychology of women quarterly》1999,23(4):763-780
Factors that differentiate women and men who choose a science career from those who do not were investigated using longitudinal data from 1980 and 1990. The participants (N = 459) were ninth or twelfth graders at six midwestern high schools in 1980. Women in science compared to women in other careers were significantly more likely to value math and science for their future career goals, whereas men in science compared to men in other careers had significantly higher high school grade point averages in natural science and higher career aspirations. Not unexpectedly, both women and men in science careers compared to those in nonscience careers took more high school elective science courses because they wanted to, aspired to higher prestige careers as young adults, and attributed their math successes more to their ability. The male model accounted for more than twice the variance accounted for by the female model, and context variables were not predictive for either model. Suggestions for revising the model and improving the assessment of context influences are made. Implications for research and practice include designing and evaluating programs to increase the number of intellectually able girls valuing math and science as these relate to their future goals. 相似文献
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Steve Sussman Thomas R. Simon Alan W. Stacy Clyde W. Dent Anamara Ritt Michele D. Kipke Susanne B. Montgomery Dee Burton Brian R. Flay 《Journal of applied social psychology》1999,29(8):1555-1581
This study provides a cross-sectional analysis of the relations between group self-identification and adolescent drug use in 3 samples of youth: comprehensive high-school, continuation high-school, and runaway/street youth. Youth identified with discrete groups in all 3 samples, and similar general groups were formed. In most comparisons, a high-risk group showed greater levels of drug use than did other groups. This is the first study to demonstrate that group self-identification (a) is a generalizable construct across different types of adolescent samples, (b) is related to use of drugs other than tobacco, and (c) remains a significant correlate of drug use controlling for its relations with demographic variables and several other psychosocial variables. 相似文献
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Michael L. Bloomquist Gerald J. August Susanne S. Lee Timothy F. Piehler Marcia Jensen 《Journal of child and family studies》2012,21(3):368-383
A variety of predictors of parent participation in prevention programming have been identified in past research, but few studies
have investigated how those predictors may vary by implementation context. Patterns of parent participation were examined
in the Early Risers Conduct Problems Prevention Program using two family-focused service delivery models: a community center
model (Center) and an in-home outreach-based model (Outreach). An ethnically diverse sample of Kindergarten through second
grade students (n = 246) displaying elevated levels of aggression were recruited for the study and randomly assigned to either
the Center (n = 121) or Outreach (n = 125) models. In both delivery models, participants and their families completed an assortment
of baseline measures and received family skills and child skills intervention components and family- and school-based case
management. Parents in the Center model demonstrated greater overall participation in family-focused components of the intervention.
Parent motivation with parent-focused expectancies for the intervention represented the strongest predictor of parent participation
across both delivery models. Family income differentially predicted parent participation across the two models, with low income
predicting greater participation in the Center model and lower participation in the Outreach model. A qualitative finding
emerged showing that parents receiving parent skills in the Center model via groups preferred to learn skills related to facilitating
overall family relationships, whereas parents receiving parent skills via individual Outreach meetings preferred to improve
a child’s behavior and emotion skills. Implications are discussed for the design of prevention programming in order to maximize
parent participation in high risk populations. 相似文献
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Susanne Kristen Beate Sodian Maria Licata Claudia Thoermer Diane Poulin‐Dubois 《Infant and child development》2012,21(6):634-645
Children's talk about the mind has been scarcely studied in non‐English speakers. For this reason, this longitudinal study documents age‐related changes in German‐speaking children's internal state language. At 24, 30 and 36 months, children were administered general language tests and their internal state vocabulary levels were obtained via parental report. The developmental transition from a vocabulary rich in physiological, perceptual and desire terms to a vocabulary rich in a wider range of mental concepts confirmed previous research with French‐speaking and English‐speaking children and research in children's internal state comprehension. Further, children's category scores proved to be developmentally stable. Finally, with increasing age, children's category scores became more specifically related to each other, independent of general language skills. The results are discussed in regard to the universality of children's talk about the mind. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献
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Wilfried Kunde Susanne Augst Thomas Kleinsorge 《Cognitive, affective & behavioral neuroscience》2012,12(4):644-660
The cognitive system adapts to disturbances caused by task-irrelevant information. For example, interference due to irrelevant spatial stimulation (e.g., the spatial Simon effect) typically diminishes right after a spatially incongruent event. These adaptation effects reflect processes that help to overcome the impact of task-irrelevant information. Interference with (or interruption of) task processing can also result from valent (i.e., positive or negative) stimuli, such as in the ??affective Simon?? task. In the present study, we tested whether the resolution of valence-based task disturbances generalizes to the resolution of other cognitive (spatial) types of interference, and vice versa. Experiments 1 and 2 explored the interplay of adaptation effects triggered by spatial and affective interference. Incongruent spatial information modified the spatial Simon effect but not affective interference effects, whereas incongruent affective information modified affective interference effects to some extent, but not spatial Simon effects. In Experiment 3, we investigated the interplay of adaptation effects triggered by spatial interference and by the interruption of task processing from valent information that did not overlap with the main task (??emotional Stroop?? effect). Again we observed domain-specific adaptation for the spatial Simon effect but found no evidence for cross-domain modulations. We assume that the processes used to resolve task disturbance from irrelevant affective and spatial information operate in largely independent manners. 相似文献