Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students [0.03%]
多元成功的路径：对高年级学生和大学生整合动机档案的考察
Lisa Linnenbrink-Garcia,Stephanie V Wormington,Kate E Snyder et al.
Lisa Linnenbrink-Garcia et al.
Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (N S...
Improving Performance and Retention in Introductory Biology with a Utility-Value Intervention [0.03%]
运用效用价值干预提高入门生物学课程中的学习效果和知识保持率
Elizabeth A Canning,Judith M Harackiewicz,Stacy J Priniski et al.
Elizabeth A Canning et al.
One way to encourage performance and persistence in STEM fields is to have students write about the utility value (UV) or personal relevance of course topics to their life. This intervention has been shown to increase engagement and perform...
Trajectories of the Expression of Negative Emotion from Kindergarten to First Grade: Associations with Academic Outcomes [0.03%]
从幼儿园到一年级的负面情绪表达轨迹与学业表现的关系
Maciel M Hernández,Nancy Eisenberg,Carlos Valiente et al.
Maciel M Hernández et al.
We examined individual trajectories, across four time points, of children's (N = 301) expression of negative emotion in classroom settings and whether these trajectories predicted their observed school engagement, teacher-reported academic ...
Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity [0.03%]
心理测量法：用于理解和特定领域的格式效应的心理测量方法
Katherine T Rhodes,Lee Branum-Martin,Julie A Washington et al.
Katherine T Rhodes et al.
Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's...
Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model [0.03%]
早期读写能力的语言独立和语言特定因素：对共同基础能力模型的评估
J Marc Goodrich,Christopher J Lonigan
J Marc Goodrich
According to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when ...
Differential effects of the classroom on African American and non-African American's mathematics achievement [0.03%]
课堂对非裔美国人和非非裔美国人数学成绩的影响差异
Katerina Schenke,Tutrang Nguyen,Tyler W Watts et al.
Katerina Schenke et al.
We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom ...
Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study [0.03%]
基于领域的一般能力和专门知识对数学学业成就影响的八年追踪研究
David C Geary,Alan Nicholas,Yaoran Li et al.
David C Geary et al.
The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading ...
Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI) [0.03%]
“CALI学科学与社会学科知识：幼儿园至四年级概念化、设计、实施和效果检验的领域读写教学》
Jennifer Dombek,Elizabeth C Crowe,Mercedes Spencer et al.
Jennifer Dombek et al.
With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with...
New Evidence on Self-Affirmation Effects and Theorized Sources of Heterogeneity from Large-Scale Replications [0.03%]
来自大规模重复实验的新自我肯定效应证据及理论差异来源
Paul Hanselman,Christopher S Rozek,Jeffrey Grigg et al.
Paul Hanselman et al.
Brief, targeted self-affirmation writing exercises have recently been offered as a way to reduce racial achievement gaps, but evidence about their effects in educational settings is mixed, leaving ambiguity about the likely benefits of thes...
Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW) [0.03%]
扩展写作的发展模型：发展性写作的直接和间接效应模型(DIEW)
Young-Suk Grace Kim,Christopher Schatschneider
Young-Suk Grace Kim
We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skil...