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Descriptors:
High School Students; Grade 10; Imagery; Transfer of Training; Science Education; Reading Comprehension; Writing (Composition); Learning Strategies; Tests; Verbal Communication; Pictorial Stimuli; Learning Activities; Measures (Individuals); Spatial Ability; Cognitive Processes

Abstract:
The purpose of the experiment was to examine whether students better understand a science text when they are asked to self-generate summaries or to study predefined summaries. Furthermore, we tested the effects of verbal and pictorial summaries. The experiment followed a 2 x 2 design with representation mode (verbal vs. pictorial) and learning activity (self-generating vs. studying) as experimental factors. The main dependent variables were learning performance, measured by a comprehension and a transfer test, and strategy use, measured by self-report scales. Seventy-one students (Grade 10) participated in the study. The results showed that studying predefined summaries in a pictorial representation mode facilitated deep understanding. Furthermore, mediation analysis showed that the effect of representational mode was mediated by students' spatial representations of learning content. The effect of spatial representations was in turn facilitated by mental imagery activities. (Contains 3 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Well Being; Life Satisfaction; Measures (Individuals); Freedom; Development; Social Change; Rating Scales; Psychological Patterns; Social Indicators; Measurement; Sociometric Techniques; Social Influences; Social Environment; Psychometrics

Abstract:
A new paper presents a strong case for life satisfaction scales (Diener et al. in "Soc Indic Res," 2012). However, it underestimates two important weaknesses in subjective wellbeing (SWB) measures: the contrast between individual satisfaction and social discontent; and the contradictory evidence on the benefits of personal freedom. This commentary argues that SWB, like other conventional indicators, is measuring Westernization or modernization, rather than improved quality of life or human progress and development. The concepts may overlap, but they are not the same thing. At best, the qualities being measured may be desirable, even necessary, but are not sufficient. At worst, the benefits of modernization are being counted, but not its costs, which are substantial and increasing. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; Reliability; Learning Motivation; Foreign Countries; Construct Validity; Factor Structure; Chinese; Measures (Individuals); Academic Achievement; Correlation; Self Concept; Asians; Networks; Cross Cultural Studies; High School Students; Mastery Learning

Abstract:
The aim of this study is to assess the cross-cultural applicability of the Chinese version of the Inventory of School Motivation (ISM; McInerney & Sinclair, 1991) in the Hong Kong context using both within-network and between-network approaches to construct validation. The ISM measures four types of achievement goals: mastery, performance, social, and extrinsic goals. A total of 697 high school students participated in the study. Results of the within-network test showed that the ISM had good internal consistency reliability. Confirmatory factor analysis supported the hypothesized four-factor structure. In addition, multigroup confirmatory factor analyses showed factorial invariance across students of different genders, year levels, and school types. The between-network test indicated that the achievement goals assessed by the ISM correlated systematically with different aspects of students' self-concepts. These findings provide evidence of the applicability of the ISM among Hong Kong Chinese students. Implications for cross-cultural research are discussed. (Contains 4 tables, 1 figure, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Foreign Countries; Multiple Regression Analysis; Questionnaires; Moral Development; Affective Behavior; Cognitive Development; Measures (Individuals); Science Education; Academic Achievement; Grade 9; High School Students; Validity; Reliability; Teacher Student Relationship; Teacher Behavior

Abstract:
This study validated the Chinese version of the Questionnaire on Teacher Interaction (QTI) in the Hong Kong context as well as examined the relationship between students' perceptions of interpersonal teacher behaviour and their cognitive, affective and moral learning outcomes. Data were collected with the QTI and four other measures of student learning outcomes including a modified enjoyment scale of the Test of Science Related Attitudes, academic achievement, attitudes towards the teacher, and learning of values and attitudes. A total of 612 grade 9 students from 16 Mathematics, Chinese and English classes in six schools participated in the study. The Chinese version of the QTI was found to be a valid and reliable measure. Multiple regression analysis revealed that students' perceptions of their teachers' interpersonal behaviour were significantly related to their cognitive, affective, and moral learning outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Measures (Individuals); Principals; Job Satisfaction; Foreign Countries; Work Attitudes; Personal Autonomy; Administrator Attitudes; Correlation; Questionnaires; Internet; Context Effect; School Districts; Program Evaluation

Abstract:
The purpose of the present study was to explore relations between principals' self-efficacy, perceived job autonomy, job satisfaction, and perceived contextual constraints to autonomy. Principal self-efficacy was measured by a multidimensional scale called the Norwegian Principal Self-Efficacy Scale. Job autonomy, job satisfaction, and contextual constraints to autonomy were measured by three scales developed for the purpose of this study. Perceived contextual constraints to autonomy were comprised of financial and administrative constraints, employee participation, municipal authority, and national evaluation programs. Participants in the study were 1,818 principals from the population of Norwegian principals. Data were collected by means of an electronic questionnaire. A theoretical model was tested by means of SEM analysis for latent variables using the AMOS 18 program. The model had acceptable fit to data. The results revealed a positive relation between principal self-efficacy and perceived job autonomy. Principal self-efficacy and perceived job autonomy were positively related to job satisfaction and negatively related to contextual constraints. Contextual constraints to autonomy were negatively related to job satisfaction. The present study highlights important relations between principals' self-efficacy, perceived job autonomy, job satisfaction, and contextual constraints to autonomy. The results of the study are discussed together with limitations and suggestions for further research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Strategies; Learning Theories; Metacognition; Measures (Individuals); Self Control; Cooperative Learning; Goal Orientation; Reliability; Emotional Response; Learning Motivation

Abstract:
Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an "Adaptive Instrument for Regulation of Emotions" aimed at accessing students' experiences of individual and socially shared regulation of emotions in a socially challenging learning situation. The instrument, grounded in self-regulated and socially regulated learning theory, comprises four interrelated components: the socio-emotional challenges experienced in a collaborative learning situation; individual and group-level attempts to regulate the immediate emotions evoked by the challenges; the personal goals; and goal attainment pursued in that situation. The theoretical foundation of the instrument and its components are outlined and some reliability issues illustrated. The limitations but also educational potential of the instrument to understand regulation of emotions in socially challenging learning situations are discussed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Eating Disorders; Student Attitudes; Measures (Individuals); Elementary Schools; Daughters; Mothers; Fathers; Body Weight; Prediction; Parent Child Relationship; Correlation; Sons; Parent Influence; Elementary School Students

Abstract:
Eating problems are highly prevalent and seem to show continuity in children. Nevertheless, the effect of different maternal and paternal feeding practices on changes in these problems is not fully understood yet. This study examines short-term continuity in primary school children's overeating, loss of control (over eating), restraint and concerns (about eating, body shape and weight) and the predictive value of parental feeding strategies on change in these eating problems. Children (8-12 years, n = 613, 46.5% girls) completed the Child Eating Disorder Examination Questionnaire (ChEDE-Q) twice with the second measurement (T2) taking place 6 months after the first (T1). Parents (n = 714, 57.7% mothers) completed the Child Feeding Questionnaire (CFQ) at T1 to assess the level of controlling feeding strategies. More overeating, restraint and concerns at T1 predicted higher levels of the same eating problems 6 months later, whereas more of loss of control at T1 predicted lower levels of loss of control 6 months later. Additionally, the interaction between maternal pressure and the gender of the child was predictive for increases in overeating, whereas the interaction between paternal monitoring and gender of the child was a marginally significant predictor for decreases in overeating. These findings point to the possible negative and positive effects of parental feeding practices as well as to the possible larger influence of mothers on their daughters' and of fathers on their sons' eating behaviors. The importance of studying mothers and fathers, as well as daughters and sons, and of including different feeding strategies and eating problems is discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Cognitive Ability; Older Adults; Posttraumatic Stress Disorder; Correlation; Symptoms (Individual Disorders); Tests; Measures (Individuals)

Abstract:
Objective: The aim of this study was to investigate the relationship between post-traumatic stress disorder (PTSD) symptoms and autobiographical memory specificity in older adults. Method: Older adult trauma survivors (N = 23) completed the Autobiographical Memory Test, Posttraumatic Stress Diagnostic Scale, and Addenbrooke's Cognitive Examination-Revised. Results: When cognitive ability was partialled out, the relationship between PTSD symptoms and reduced autobiographical memory specificity was significant. Specifically, the relationships between reliving symptoms and avoidance symptoms correlated significantly with reduced autobiographical memory specificity. There was no significant relationship between hyperarousal symptoms and reduced autobiographical memory specificity. Conclusions: The findings suggest that similar to other populations, PTSD symptoms are also associated with reduced autobiographical memory specificity in older adults. (Contains 1 table and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Measures (Individuals); Agriculture; Farm Management; Foreign Countries; Indigenous Knowledge; Environmental Education; Climate; Innovation; Case Studies; Prediction; Extension Education; Information Technology; Rural Areas; Information Sources; Meteorology; Weather

Abstract:
Purpose: New innovative ways of communicating agrometeorological information are needed to help farmers, especially subsistence/small-scale farmers, to cope with the high climate variability experienced in most parts of southern Africa. Design/methodology/approach: The article introduces an early warning system for farmers. It utilizes short messaging system (SMS) to convey weather information and basic agronomic advice to 12 small-scale farmers in Makhado Municipality, Limpopo Province, South Africa. This case study demonstrates the usefulness of incorporating weather information on day-to-day farm management activities. Coded rainfall forecasts for light (0-5mm), medium (5-20mm) and heavy rainfall (greater than 20mm) were distributed three times a week to individual farmers and extension officers. Accompanying the forecasts were possible agricultural activities for the week. Findings: Extensive training of the farmers and extension officers is a pre-requisite for full comprehension of the coded SMS early warning system. The recommendations on farming conditions are not always adhered to due to farmers' indigenous knowledge and other factors like access to labour. Practical implications: Weather and climate information distributed to farmers has the potential to add value to the farming methods employed, hence positively impacting on rural food security. Originality/value: The article demonstrates that agrometeorological information must be packaged in such a way as to assist farmers and should be disseminated timeously and appropriately to maximize its utility or adoption. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Personality Traits; Semantics; Scoring; Cognitive Style; Personality; Metacognition; Task Analysis; Self Efficacy; Scores; Measures (Individuals); Correlation; Decision Making

Abstract:
In learning contexts, people need to make realistic confidence judgments about their memory performance. The present study investigated whether second-order judgments of first-order confidence judgments could help people improve their confidence judgments of semantic memory information. Furthermore, we assessed whether different personality and cognitive style constructs help explain differences in this ability. Participants answered 40 general knowledge questions and rated how confident they were that they had answered each question correctly. They were then asked to adjust the confidence judgments they believed to be most unrealistic, thus making second-order judgments of their first-order judgments. As a group, the participants did not increase the realism of their confidence judgments, but they did significantly increase their confidence for correct items. Furthermore, participants scoring high on an openness composite were more likely to display higher confidence after both the first- and second-order judgments. Moreover, participants scoring high on the openness and the extraversion composites were more likely to display higher levels of overconfidence after both the first- and second-order judgments. In general, however, personality and cognitive style factors showed only a weak relationship with the ability to modify the most unrealistic confidence judgments. Finally, the results showed no evidence that personality and cognitive style supported first- and second-order judgments differently. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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