Pub Date : 1996-07-01DOI: 10.1080/00220973.1996.10806600
M. Griffin, B. W. Griffin
AbstractThe purpose of the present study was to replicate and extend an earlier study that examined the effectiveness of an instructional method based on the tenets of situated cognition. The findings of an earlier study indicated that students who learned to read maps by this method did better on a performance assessment of map skills than, and equally as well on a written assessment of map skills as, students who learned to read maps by conventional instruction. The impact of situated cognition on short- and long-term retention of map skills among fourth graders and the effect of cognitive style on their learning was investigated in the present study. Fourth-grade students were assigned either to situated-cognition instruction using cognitive apprenticeship or to a conventional-instruction treatment. The conventional-instruction group performed significantly better than the situated-cognition group on the immediate postwritten measure of map skills, but the two groups did not differ on the corresponding...
{"title":"Situated cognition and cognitive style : Effects on students' learning as measured by conventional tests and performance assessments","authors":"M. Griffin, B. W. Griffin","doi":"10.1080/00220973.1996.10806600","DOIUrl":"https://doi.org/10.1080/00220973.1996.10806600","url":null,"abstract":"AbstractThe purpose of the present study was to replicate and extend an earlier study that examined the effectiveness of an instructional method based on the tenets of situated cognition. The findings of an earlier study indicated that students who learned to read maps by this method did better on a performance assessment of map skills than, and equally as well on a written assessment of map skills as, students who learned to read maps by conventional instruction. The impact of situated cognition on short- and long-term retention of map skills among fourth graders and the effect of cognitive style on their learning was investigated in the present study. Fourth-grade students were assigned either to situated-cognition instruction using cognitive apprenticeship or to a conventional-instruction treatment. The conventional-instruction group performed significantly better than the situated-cognition group on the immediate postwritten measure of map skills, but the two groups did not differ on the corresponding...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"64 1","pages":"293-308"},"PeriodicalIF":2.2,"publicationDate":"1996-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1996.10806600","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58954426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-01DOI: 10.1080/00220973.1996.9943463
T. Hsiung, S. Olejnik
Abstract Type I error rates and statistical power for the univariate F test and the James second-order test for comparing population means were estimated for the two-factor fixed-effects completely randomized design. When variances were heterogeneous, the univariate F test was shown to have actual Type I error rates greater than the nominal value even when sample sizes were equal. The James second-order test controlled the Type I error rate under heteroscedasticity when population distributions were normal or platykurtic. However, the James second-order test had increased the Type I error rates when the population distributions were skewed. When variances were homogeneous and distributions were normal, the univariate F test and the James second-order test had similar statistical power for testing main effects, but large power differences favoring the univariate F were found for testing interaction effects.
{"title":"Type I Error Rates and Statistical Power for the James Second-Order Test and the Univariate F Test in Two-Way Fixed-Effects ANOVA Models under Heteroscedasticity and/or Nonnormality.","authors":"T. Hsiung, S. Olejnik","doi":"10.1080/00220973.1996.9943463","DOIUrl":"https://doi.org/10.1080/00220973.1996.9943463","url":null,"abstract":"Abstract Type I error rates and statistical power for the univariate F test and the James second-order test for comparing population means were estimated for the two-factor fixed-effects completely randomized design. When variances were heterogeneous, the univariate F test was shown to have actual Type I error rates greater than the nominal value even when sample sizes were equal. The James second-order test controlled the Type I error rate under heteroscedasticity when population distributions were normal or platykurtic. However, the James second-order test had increased the Type I error rates when the population distributions were skewed. When variances were homogeneous and distributions were normal, the univariate F test and the James second-order test had similar statistical power for testing main effects, but large power differences favoring the univariate F were found for testing interaction effects.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"57-71"},"PeriodicalIF":2.2,"publicationDate":"1996-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1996.9943463","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58955054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-01DOI: 10.1080/00220973.1996.9943464
J. Kromrey, L. Foster-Johnson
Abstract Use of the effect size as a descriptive statistic for single-subject research is presented. A brief review of visual and statistical analysis techniques commonly used in single-subject methods is provided, and the limitations of each are noted. Effect sizes are presented as statistics that can augment the interpretation of results as well as provide additional information about the effectiveness of interventions. Four types of treatment effects are presented, with corresponding case studies illustrating the computation and interpretation of the effect size for each. An appendix includes the case study data and a sample computer program for computing the effect sizes described.
{"title":"Determining the Efficacy of Intervention: The Use of Effect Sizes for Data Analysis in Single-Subject Research","authors":"J. Kromrey, L. Foster-Johnson","doi":"10.1080/00220973.1996.9943464","DOIUrl":"https://doi.org/10.1080/00220973.1996.9943464","url":null,"abstract":"Abstract Use of the effect size as a descriptive statistic for single-subject research is presented. A brief review of visual and statistical analysis techniques commonly used in single-subject methods is provided, and the limitations of each are noted. Effect sizes are presented as statistics that can augment the interpretation of results as well as provide additional information about the effectiveness of interventions. Four types of treatment effects are presented, with corresponding case studies illustrating the computation and interpretation of the effect size for each. An appendix includes the case study data and a sample computer program for computing the effect sizes described.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"73-93"},"PeriodicalIF":2.2,"publicationDate":"1996-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1996.9943464","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58954663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-01DOI: 10.1080/00220973.1996.10806602
D. Solomon, V. Battistich, A. Hom
AbstractAttitudes, beliefs, perceptions, and classroom practices of teachers in 24 urban and suburban elementary schools throughout the United States were assessed with teacher questionnaires and classroom observations during a single school year. Teachers in schools serving students from economically disadvantaged backgrounds put greater emphasis on teacher authority and control and less on student autonomy and constructivist approaches than teachers in other schools did. Teachers in schools serving students from economically disadvantaged backgrounds also were less trusting of students and more skeptical about their abilities. Teachers’ beliefs were generally consistent with their practices, even when school poverty level and students’ mean achievement levels were statistically controlled.
{"title":"Teacher Beliefs and Practices in Schools Serving Communities That Differ in Socioeconomic Level","authors":"D. Solomon, V. Battistich, A. Hom","doi":"10.1080/00220973.1996.10806602","DOIUrl":"https://doi.org/10.1080/00220973.1996.10806602","url":null,"abstract":"AbstractAttitudes, beliefs, perceptions, and classroom practices of teachers in 24 urban and suburban elementary schools throughout the United States were assessed with teacher questionnaires and classroom observations during a single school year. Teachers in schools serving students from economically disadvantaged backgrounds put greater emphasis on teacher authority and control and less on student autonomy and constructivist approaches than teachers in other schools did. Teachers in schools serving students from economically disadvantaged backgrounds also were less trusting of students and more skeptical about their abilities. Teachers’ beliefs were generally consistent with their practices, even when school poverty level and students’ mean achievement levels were statistically controlled.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"64 1","pages":"327-347"},"PeriodicalIF":2.2,"publicationDate":"1996-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1996.10806602","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58954492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-01DOI: 10.1080/00220973.1996.10806603
D. W. Zimmerman
When any two or more sets of scores with unequal variances are com bined and ranked together as one set, the corresponding sets of ranks inherit the unequal variances. This fact is well known in the theory of nonparametric statistics, but in practice researchers and applied statisticians frequently overlook its implica tions. Because of this property, familiar nonparametric rank tests cannot overcome effects of heterogeneous variances of treatment groups in statistical significance test ing. A simulation study demonstrates explicitly that transformation of scores to ranks reduces variance heterogeneity, although not enough to prevent gross distor tion of the probabilities of type I and type II errors of statistical significance tests, including the t test, the Wilcoxon-Mann-Whitney test, and the van der Waerden, or normal scores, test. The present note also focuses attention on an aspect of the prob lem that is neglected in the literature: The equivalence of various nonparametric tests and their parametric counterparts performed on ranks, or the rank transfor mation concept, provides a rationale for the influence of unequal variances on test statistics calculated from ranks. MY PURPOSE in the present note is to call attention to a simple property of ranks that researchers and applied statisticians sometimes overlook when using statistical methods based on ranks. This property, noted by Pratt (1964) and Zaremba (1965), and later by many other authors, has implications for the prob lem of homogeneity of variance in statistical significance testing. It reveals that substitution of nonparametric methods for parametric tests such as t and F to overcome violation of the assumption, a procedure widely recommended in introductory textbooks, does not accomplish what is intended. Although some textbook authors have become aware of this problem in recent years, they have missed its connection with the rank transformation concept, or the equivalence of various nonparametric tests with parametric counterparts per formed on ranks replacing scores. In the present note, I emphasize that this con
当任意两组或两组以上方差不等的分数组合在一起并排为一组时，相应的排名集继承不相等的方差。这一事实在非参数统计理论中是众所周知的，但在实践中，研究人员和应用统计学家经常忽略它的含义。由于这一性质，在统计显著性检验中，熟悉的非参数秩检验不能克服治疗组异质性方差的影响。一项模拟研究明确表明，分数到排名的转换减少了方差异质性，尽管不足以防止统计显著性检验(包括t检验、Wilcoxon-Mann-Whitney检验和van der Waerden或正常分数检验)的I型和II型错误概率的严重扭曲。本说明还集中注意在文献中被忽视的问题的一个方面:对等级进行的各种非参数检验及其参数对应物的等价性，或等级转换概念，为不等方差对从等级计算的检验统计量的影响提供了一个基本原理。我在本说明中的目的是提请注意研究人员和应用统计学家在使用基于排名的统计方法时有时忽略的排名的一个简单属性。Pratt(1964)和Zaremba(1965)以及后来的许多其他作者都注意到这一性质，这对统计显著性检验中方差的同质性问题有影响。它揭示了用非参数方法代替参数检验(如t和F)来克服违反假设的情况，这是介绍性教科书中广泛推荐的一种方法，但并没有达到预期的目的。虽然近年来一些教科书的作者已经意识到这个问题，但他们忽略了它与秩变换概念的联系，或者在秩取代分数的情况下，各种非参数检验与参数检验的等价性。在本照会中，我强调这一点
{"title":"A Note on Homogeneity of Variance of Scores and Ranks","authors":"D. W. Zimmerman","doi":"10.1080/00220973.1996.10806603","DOIUrl":"https://doi.org/10.1080/00220973.1996.10806603","url":null,"abstract":"When any two or more sets of scores with unequal variances are com bined and ranked together as one set, the corresponding sets of ranks inherit the unequal variances. This fact is well known in the theory of nonparametric statistics, but in practice researchers and applied statisticians frequently overlook its implica tions. Because of this property, familiar nonparametric rank tests cannot overcome effects of heterogeneous variances of treatment groups in statistical significance test ing. A simulation study demonstrates explicitly that transformation of scores to ranks reduces variance heterogeneity, although not enough to prevent gross distor tion of the probabilities of type I and type II errors of statistical significance tests, including the t test, the Wilcoxon-Mann-Whitney test, and the van der Waerden, or normal scores, test. The present note also focuses attention on an aspect of the prob lem that is neglected in the literature: The equivalence of various nonparametric tests and their parametric counterparts performed on ranks, or the rank transfor mation concept, provides a rationale for the influence of unequal variances on test statistics calculated from ranks. MY PURPOSE in the present note is to call attention to a simple property of ranks that researchers and applied statisticians sometimes overlook when using statistical methods based on ranks. This property, noted by Pratt (1964) and Zaremba (1965), and later by many other authors, has implications for the prob lem of homogeneity of variance in statistical significance testing. It reveals that substitution of nonparametric methods for parametric tests such as t and F to overcome violation of the assumption, a procedure widely recommended in introductory textbooks, does not accomplish what is intended. Although some textbook authors have become aware of this problem in recent years, they have missed its connection with the rank transformation concept, or the equivalence of various nonparametric tests with parametric counterparts per formed on ranks replacing scores. In the present note, I emphasize that this con","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"64 1","pages":"351-362"},"PeriodicalIF":2.2,"publicationDate":"1996-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1996.10806603","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58954950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-01DOI: 10.1080/00220973.1996.9943462
D. McDougall, Cheryl D. Granby
Abstract Results of this experimental study indicated that undergraduates who expected their instructor to call on them, at random, to answer questions during class (a) completed more assigned readings before class, (b) recalled more information from these readings, and (c) demonstrated greater confidence in their reading recall than did classmates who expected their instructor to use voluntary oral questioning. These results suggest that college instructors who wish to increase undergraduates' preparation for class should carefully assess and select in-class questioning methods to ensure student accountability. Instructors of research methods or statistics can use this experiment as a simulation when teaching students about basic research designs, descriptive statistics, and inferential statistics.
{"title":"How Expectation of Questioning Method Affects Undergraduates' Preparation for Class","authors":"D. McDougall, Cheryl D. Granby","doi":"10.1080/00220973.1996.9943462","DOIUrl":"https://doi.org/10.1080/00220973.1996.9943462","url":null,"abstract":"Abstract Results of this experimental study indicated that undergraduates who expected their instructor to call on them, at random, to answer questions during class (a) completed more assigned readings before class, (b) recalled more information from these readings, and (c) demonstrated greater confidence in their reading recall than did classmates who expected their instructor to use voluntary oral questioning. These results suggest that college instructors who wish to increase undergraduates' preparation for class should carefully assess and select in-class questioning methods to ensure student accountability. Instructors of research methods or statistics can use this experiment as a simulation when teaching students about basic research designs, descriptive statistics, and inferential statistics.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"43-54"},"PeriodicalIF":2.2,"publicationDate":"1996-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1996.9943462","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58954910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-01DOI: 10.1080/00220973.1996.9943460
C. Skinner, Sheri L. Robinson, G. Johns, Pat Logan, P. Belfiore
Abstract In an extension of choice research and Herrnstein's matching law to a more ecologically valid setting, college students were asked to work on a control mathematics assignment containing 16 three-digit by two-digit multiplication (3 × 2) problems and an experimental assignment that contained 16 equivalent 3 × 2 problems plus six interspersed 1 × 1 problems. Afterwards, they rated the experimental assignment as less difficult and time-consuming and requiring less effort than the control assignment. Performance on 3 × 2 problems was equivalent across the control and experimental assignments. Furthermore, when given the opportunity to choose a new control-format or experimental-format assignment (each containing similar, but different, problems as the initial assignments), significantly more students chose the latter format Because these results could be explained by the novelty of the problems interspersed in the experimental assignment, another experiment that interspersed division problems was con...
{"title":"Applying Herrnstein's Matching Law to Influence Students' Choice to Complete Difficult Academic Tasks","authors":"C. Skinner, Sheri L. Robinson, G. Johns, Pat Logan, P. Belfiore","doi":"10.1080/00220973.1996.9943460","DOIUrl":"https://doi.org/10.1080/00220973.1996.9943460","url":null,"abstract":"Abstract In an extension of choice research and Herrnstein's matching law to a more ecologically valid setting, college students were asked to work on a control mathematics assignment containing 16 three-digit by two-digit multiplication (3 × 2) problems and an experimental assignment that contained 16 equivalent 3 × 2 problems plus six interspersed 1 × 1 problems. Afterwards, they rated the experimental assignment as less difficult and time-consuming and requiring less effort than the control assignment. Performance on 3 × 2 problems was equivalent across the control and experimental assignments. Furthermore, when given the opportunity to choose a new control-format or experimental-format assignment (each containing similar, but different, problems as the initial assignments), significantly more students chose the latter format Because these results could be explained by the novelty of the problems interspersed in the experimental assignment, another experiment that interspersed division problems was con...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"35 1","pages":"5-17"},"PeriodicalIF":2.2,"publicationDate":"1996-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1996.9943460","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58954610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-01DOI: 10.1080/00220973.1996.10806604
H. Marsh, K. Hau
AbstractMany mechanistic rules of thumb for evaluating the goodness of fit of structural equation models (SEM) emphasize model parsimony; all other things being equal, a simpler, more parsimonious model with fewer estimated parameters is better than a more complex model Although this is usually good advice, in the present article a heuristic counterexample is demonstrated in which parsimony as typically operationalized in indices of fit may be undesirable. Specifically, in simplex models of longitudinal data, the failure to include correlated uniquenesses relating the same indicators administered on different occasions will typically lead to systematically inflated estimates of stability. Although simplex models with correlated uniquenesses are substantially less parsimonious and may be unacceptable according to mechanistic decision rules that penalize model complexity, it can be argued a priori that these additional parameter estimates should be included. Simulated data . are used to support this claim a...
{"title":"Assessing Goodness of Fit: Is Parsimony Always Desirable?","authors":"H. Marsh, K. Hau","doi":"10.1080/00220973.1996.10806604","DOIUrl":"https://doi.org/10.1080/00220973.1996.10806604","url":null,"abstract":"AbstractMany mechanistic rules of thumb for evaluating the goodness of fit of structural equation models (SEM) emphasize model parsimony; all other things being equal, a simpler, more parsimonious model with fewer estimated parameters is better than a more complex model Although this is usually good advice, in the present article a heuristic counterexample is demonstrated in which parsimony as typically operationalized in indices of fit may be undesirable. Specifically, in simplex models of longitudinal data, the failure to include correlated uniquenesses relating the same indicators administered on different occasions will typically lead to systematically inflated estimates of stability. Although simplex models with correlated uniquenesses are substantially less parsimonious and may be unacceptable according to mechanistic decision rules that penalize model complexity, it can be argued a priori that these additional parameter estimates should be included. Simulated data . are used to support this claim a...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"64 1","pages":"364-390"},"PeriodicalIF":2.2,"publicationDate":"1996-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1996.10806604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58955029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-01DOI: 10.1080/00220973.1996.10806601
D. Bergin
Little is known about how students go about learning in out-of-school settings, how they self-regulate their learning in these settings, and whether school learning affects out-of-school learning. Research on these questions is important because a major purpose of schooling is to enable students to learn on their own in the world beyond school. In the present study, high school students were surveyed to determine their out-of-school activities, use of learning strategies in these activities, engagement in school-prompted interests, and self-efficacy for out-of-school learning. Students reported low rates of using learning strategies in their out-of-school pursuits. Students who became so interested in a topic in school that they learned more about it outside of school (i.e., a school-prompted interest) did not have greater self-efficacy for learning or higher grades, but they did report greater use of out-of-school learning strategies, a higher number of out-of-school activities, and greater likelihood of having done a large project on their own. African American and White students were equally likely to have experienced a school-prompted interest, but Whites were more likely to have done projects. These findings suggest the need for more school instruction in learning strategies that encourages their transfer to the out-of-school domain
{"title":"Adolescents’ Out-of-School Learning Strategies","authors":"D. Bergin","doi":"10.1080/00220973.1996.10806601","DOIUrl":"https://doi.org/10.1080/00220973.1996.10806601","url":null,"abstract":"Little is known about how students go about learning in out-of-school settings, how they self-regulate their learning in these settings, and whether school learning affects out-of-school learning. Research on these questions is important because a major purpose of schooling is to enable students to learn on their own in the world beyond school. In the present study, high school students were surveyed to determine their out-of-school activities, use of learning strategies in these activities, engagement in school-prompted interests, and self-efficacy for out-of-school learning. Students reported low rates of using learning strategies in their out-of-school pursuits. Students who became so interested in a topic in school that they learned more about it outside of school (i.e., a school-prompted interest) did not have greater self-efficacy for learning or higher grades, but they did report greater use of out-of-school learning strategies, a higher number of out-of-school activities, and greater likelihood of having done a large project on their own. African American and White students were equally likely to have experienced a school-prompted interest, but Whites were more likely to have done projects. These findings suggest the need for more school instruction in learning strategies that encourages their transfer to the out-of-school domain","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"64 1","pages":"309-323"},"PeriodicalIF":2.2,"publicationDate":"1996-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1996.10806601","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58954471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-01DOI: 10.1080/00220973.1996.9943461
T. Hancock, W. Stock, R. W. Kulhavy, L. Swindell
Abstract Study behaviors common to elementary school students were identified by teachers, and critical incidents of study behavior were derived from student interviews. A 40-item study behavior questionnaire was developed from the resulting data and administered to 793 elementary students. Factor analysis did not yield a stable structure for the total data set. However, further exploration yielded significant grade (fourth and sixth) and gender factors. The factors indicated that fourth-grade boys and girls emphasize overt study activities, but girls are more occupied with text, their thinking appears to be deeper, and their study behavior more deliberate. In sixth-grade, however, girls' predominant perception of study strategies becomes deliberate, planful review for tests, whereas boys are more concerned with independent study behaviors and deep processing of oral classroom interaction. These gender differences in study strategies appear to account for gender differences in academic achievement identif...
{"title":"Gender and Developmental Differences in the Academic Study Behaviors of Elementary School Children.","authors":"T. Hancock, W. Stock, R. W. Kulhavy, L. Swindell","doi":"10.1080/00220973.1996.9943461","DOIUrl":"https://doi.org/10.1080/00220973.1996.9943461","url":null,"abstract":"Abstract Study behaviors common to elementary school students were identified by teachers, and critical incidents of study behavior were derived from student interviews. A 40-item study behavior questionnaire was developed from the resulting data and administered to 793 elementary students. Factor analysis did not yield a stable structure for the total data set. However, further exploration yielded significant grade (fourth and sixth) and gender factors. The factors indicated that fourth-grade boys and girls emphasize overt study activities, but girls are more occupied with text, their thinking appears to be deeper, and their study behavior more deliberate. In sixth-grade, however, girls' predominant perception of study strategies becomes deliberate, planful review for tests, whereas boys are more concerned with independent study behaviors and deep processing of oral classroom interaction. These gender differences in study strategies appear to account for gender differences in academic achievement identif...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"18-39"},"PeriodicalIF":2.2,"publicationDate":"1996-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1996.9943461","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58954818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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