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Studia Logica - Through a series of examples, we illustrate some important drawbacks that the action model logic framework suffers from in its ability to represent the dynamics of information... 相似文献
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K. R. Krohn K. B. Aspiranti L. N. Foster D. F. McCleary C. M. Taylor M. L. Nalls C. C. Quillivan R. L. Williams 《Journal of Behavioral Education》2010,19(2):134-155
This study compared the effects of students’ (a) receiving participation credit with and without self-recording their participation and (b) self-recording participation with and without receiving credit for participation on the percentage of students functioning at four participation levels: non-participation, credit-level participation, frequent participation (slightly above credit-level), and dominant participation (2.5+ times above credit-level). Participants came from three sections of a relatively large discussion course (initially 55 students per section). Credit (with and without self-recording participation) decreased the percentage of both non-participants and dominant participants and increased the percentage of credit-level participants, thus creating greater balance in participation across students in each class. In contrast, self-recording versus non-self-recording (with and without credit) did not significantly differentiate the percentages of either non-participants or frequent participants but did differentiate the percentages of credit-level and dominant participants under the recording conditions. 相似文献
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Charles E. Galyon Carolyn A. Blondin Jared S. Yaw Meagan L. Nalls Robert L. Williams 《Social Psychology of Education》2012,15(2):233-249
This study examined the relationship of academic self-efficacy to engagement in class discussion and performance on major course exams among students (N = 165) in an undergraduate human development course. Cluster analysis was used to identify three levels of academic self-efficacy: high (n = 34), medium (n = 91), and low (n = 40). Results indicated that high, medium, and low academic self-efficacy all significantly predicted levels of student participation and exam performance, but the directionality of group placement on the academic measures was different for students at the high self-efficacy level versus those at the low and mid self-efficacy levels. Cluster analysis was also used to divide students into high, medium, and low grade-point average (GPA). These groups did not differ significantly on either self-efficacy or class participation but did differ on exam performance. Within GPA levels, self-efficacy was most strongly related to class participation and exam performance at the highest level of GPA and least related at the lowest level of GPA. 相似文献
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Lisa N. Foster Katherine R. Krohn Daniel F. McCleary Kathleen B. Aspiranti Meagan L. Nalls Colin C. Quillivan Cora M. Taylor Robert L. Williams 《Journal of Behavioral Education》2009,18(2):173-188
Students in six sections of a large undergraduate class were asked to record their class comments on notecards in all course
units. Additionally, in some units, they received points toward their course grade based on their reported comments in class
discussion. The study was conducted over a two-semester period, with slight variation in both the recording and crediting
procedures across the two semesters. The primary goal of the study was to determine the effects of two credit and self-recording
arrangements on initially low-responding students’ subsequent participation in class discussion (first semester n = 49, second semester n = 45). A higher percentage of low-responding students reported participating in class discussion when credit was given for
participation than when no credit was awarded. Nonetheless, 39% of the initially low-responding students the first semester
and 38% of the initially low-responding students the second semester did not participate in class discussion in any phase
of the study. 相似文献
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