Classroom effect on primary school students’ self-concept in literacy and mathematics

Autor: Eija Pakarinen, Marja-Kristiina Lerkkanen, Minna Torppa, Anna-Maija Poikkeus, Jaana Viljaranta, Kati Vasalampi

Publikováno v: European Journal of Psychology of Education. 35:625-646

According to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept.

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ff13a95b2a78cb04da6caa31918eb7a0
https://doi.org/10.1007/s10212-019-00439-3

Development of low-stakes mathematics and literacy test scores during lower secondary school – A multilevel pattern-centered analysis of student and classroom differences

Autor: Elina Ketonen, Risto Hotulainen

The development of students' learning and test-taking behavior may derive from the social context and the group of peers they associate with daily for years. Consequently, it is assumed that students' academic achievements are to some degree affected

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0c45ce280c05fa13748841f26b4db463
http://hdl.handle.net/10138/304264

Compétences en lecture à Genève

Autor: Franck Petrucci

Publikováno v: Mesure et évaluation en éducation. 33:79-106

À Genève, au cours de la scolarité obligatoire, l’institution scolaire met en oeuvre des évaluations externes qui visent, notamment, à dresser un bilan des connaissances et des compétences acquises en vue de décisions de promotion, d’orien

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5c38782a1cfd393bd5d3260b52027fe6
https://doi.org/10.7202/1024927ar

Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries

Autor: Richard E. Tremblay, Maria Grazia Tosto, Juliana Gottschling, Robert Plomin, Frank Vitaro, Jessica A. R. Logan, Yulia Kovas, Tatiana Tikhomirova, Michel Boivin, Eduard V. Galajinsky, Ginette Dionne, Lee A. Thompson, Jean-Pascal Lemelin, Frédéric Guay, Birgit Spinath, Juko Ando, Gabrielle Garon-Carrier, Shinji Yamagata, Sergey Malykh, Chizuru Shikishima, Nadine Forget-Dubois, Stephen A. Petrill, Mara Brendgen, Olga Y. Bogdanova, Frank M. Spinath, Kou Murayama

Publikováno v: Personality and individual differences. 2015. Vol. 80. P. 51-63
Personality and Individual Differences
Kovas, Y, Garon-carrier, G, Boivin, M, Petrill, S A, Plomin, R, Malykh, S B, Spinath, F, Murayama, K, Ando, J, Bogdanova, O Y, Brendgen, M, Dionne, G, Forget-dubois, N, Galajinsky, E V, Gottschling, J, Guay, F, Lemelin, J, Logan, J A R, Yamagata, S, Shikishima, C, Spinath, B, Thompson, L A, Tikhomirova, T N, Tosto, M, Tremblay, R & Vitaro, F 2015, ' Why children differ in motivation to learn : Insights from over 13,000 twins from 6 countries ', Personality and Individual Differences, vol. 80, pp. 51-63 . https://doi.org/10.1016/j.paid.2015.02.006

Highlights • Genes rather than environment contribute to family resemblance in academic motivation. • Environmental influences stemmed entirely from individual specific experiences. • Attending same vs. different classes did not affect twin sim

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e940bdcc68182089eb2fcfffaa2e6eb1
https://research.gold.ac.uk/id/eprint/20671/3/WhyChildrenDifferInMotivationToLearn.pdf

Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.