Article de revue: ID no. (ISBN etc.):  01443410 Clé de citation BibTeX:  Chan2006
Chan, L. K. S., & Moore, P. J. (2006). Development of attributional beliefs and strategic knowledge in years 5–9: A longitudinal analysis. Educational Psychology, 26(2), pp. 161–185.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:01    Dernièrement modifiée par: Sterenn Audo 2008-02-13 15:25:15
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Catégories: Apprentissage mathématiques, Full text
Descripteurs: ATTRIBUTION (Social psychology), BELIEF & doubt, EDUCATIONAL evaluation, ENGLISH language -- Study & teaching, High School Students, Learning, LONGITUDINAL method, MATHEMATICS -- Study & teaching, SCHOOL children
Auteurs: Chan, Moore
Collection: Educational Psychology

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Résumé
This paper reports on a three‐year longitudinal study of students’ attributional beliefs and strategic knowledge in school learning. Two cohorts of primary and high school students were followed for three years from Years 5–7 and 7–9, respectively. Data were collected each year on students’ attributional beliefs regarding the reasons for their school success and failure, their knowledge and reported use of learning strategies, and academic achievement. Intervention programs were implemented in six Year 6 and seven Year 8 English classes in the second year of the longitudinal project. The intervention aimed to promote strategic learning in students through combining the teaching of learning strategies with attempts to change students’ attributional beliefs. In the third year of the project, the intervention continued in three Year 7 and three Year 9 English classes as well as in three Year 7 and one Year 9 mathematics classes. This paper focuses on the causal influences of prior measures of attributional beliefs, strategic knowledge, and achievement on measures taken in the following year. Results of the differential patterns of causal influence of these measures for intervention and non‐intervention students are reported. [ABSTRACT FROM AUTHOR]
Ajoutée par: Sterenn Audo    Dernièrement modifiée par: Sterenn Audo

 
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