bluuebunny/crossref_metadata_2025 huggingface dataset:
General cognitive ability in children with reading comprehension difficulties
Authors: Nation Kate , Clarke Paula , Snowling Margaret J.
Published: February 2003

Background: Children with specific reading comprehension difficulties read accurately and fluently but are poor at understanding what they read.

Aims: This study investigated cognitive ability in children with poor reading comprehension with a view to determining the relationship between general cognitive ability and specific reading comprehension difficulty.

Sample: Twenty‐five poor comprehenders and 24 control children, matched for chronological age and word reading ability, participated in this study.

Methods: General conceptual ability (GCA) was assessed using the British Ability Scales (2nd edition; BAS‐II); good and poor comprehenders' performance on different subscales was compared and related to underlying skills in reading accuracy, reading comprehension and number.

Results: There was a general tendency for poor comprehenders to achieve lower scores on verbal tasks than on non‐verbal and spatial tasks. Although the poor comprehenders scored significantly below the control children across most subtests, most obtained GCA scores within the normal range. For these children, reading comprehension was significantly below GCA‐expected levels. A subset of poor comprehenders with below average GCA showed a clear hyperlexic profile in which comprehension was not unexpectedly poor but rather, reading accuracy was surprisingly good.

Conclusions: These findings highlight the heterogeneity of children presenting with poor reading comprehension. Although most poor comprehenders have weaknesses that appear to be restricted to the verbal domain, a minority have more general cognitive impairments.
Measuring self‐reported studying and learning for university students: Linking attitudes and behaviours on the same scale
Authors: Waugh Russell F.
Published: February 2003

Background: The relationships between self‐reported Approaches to Studying and Self‐concept, Self‐capability and Studying and Learning Behaviour are usually studied by measuring the variables separately (using factor analysis and Cronbach Alphas) and then using various correlation techniques (such as multiple regression and path analysis). This procedure has measurement problems and is called into question.

Aims: To create a single scale of Studying and Learning using a model with subsets of ordered stem‐items based on a Deep Approach, a Surface Approach and a Strategic Approach, integrated with three self‐reported aspects (an Ideal Self‐view, a Capability Self‐view and a Studying and Learning Behaviour Self‐view).

Samples: The stem‐item sample was 33, all answered in three aspects, that produced an effective item sample of 99. The person convenience sample was 431 students in education (1st to 4th year) at an Australian university during 2000.

Method: The latest Rasch Unidimensional Measurement Model Computer Program (Andrich, Lyne, Sheridan, & Luo, 2000) was used to analyse the data and create a single scale of Studying and Learning.

Results: Altogether 77 items fitted a Rasch Measurement Model and formed a scale in which the ‘difficulties’ of the items were ordered from ‘easy’ to ‘hard’ and the student measures of Studying and Learning were ordered from ‘low’ to ‘high’. The proportion of observed student variance considered true was 0.96. The response categories were answered consistently and logically and the results supported many, but not all, the conceptualised ordering of the subscales. Students found it ‘easy’ to report a high Ideal Self‐view, ‘much harder’ to report a high Capability Self‐view, and ‘harder still’ to report a high Studying and Learning Behaviour for the stem‐items, in accordance with the model, where items fit the measurement model. The Ideal Self‐view Surface Approach items provided the most non‐fit to the model.

Conclusion: This method was highly successful in producing a single scale of Studying and Learning from self‐reported Self‐concepts, Self‐capabilities, and Studying and Learning Behaviours, based on a Deep Approach, a Surface Approach and a Strategic Approach.
Teacher gender‐related influences in Greek schools
Authors: Hopf Diether , Hatzichristou Chryse
Published: February 2003

Background. Although there is a wealth of empirical studies examining the effects and the correlates of student gender in school, teacher gender has rarely been a research focus. Since Greece is one of the few Western countries with an about equal percentage of male and female teachers at primary and secondary levels of public education, it offers itself as a well‐suited context for exploring teacher gender‐related influences.

Aims. The aim of the study was to examine gender‐related differences in Greek classrooms focusing on teacher gender. It was hypothesised that due to the societal context clear gender effects could be detected. It was also assumed that teacher‐student interaction patterns would be influenced by teacher gender not so much as a main effect but as interaction effects involving variables such as student gender, student achievement, grade, and teacher specialisation.

Samples. The samples consisted of 1041 elementary school (mean age = 11.4 years) and 862 secondary school (mean age = 14.3 years) students in public schools in Greece.

Methods. A multi‐informant and multiperspective approach to academic and psychosocial competence was used, involving teacher, peer, and self‐ratings. Achievement data were also obtained.

Results. Several significant teacher gender differences were found in teachers' assessment of students' competence at both age groups. Furthermore, various domains of children's self‐concept were found to be different in classes of female and male teachers.

Conclusions. The findings indicate the need to use teacher gender as a relevant variable in future research.
The influence of classroom peers on cognitive performance in children with behavioural problems
Authors: Bevington Jason , Wishart Jennifer G.
Published: February 2003

Background. Identifying factors linked to underachievement is fundamental to understanding the associated academic difficulties and crucial to the development of effective intervention strategies. Underachievement in a number of academic domains has been shown to be associated with behavioural problems in the classroom but the nature of the association and direction of any causal link has yet to be clarified.

Aims. This study explored the association between poor academic achievement and behavioural problems by examining the direct effects of peer presence on classroom performance in children with identified behavioural difficulties. Specifically, it was hypothesised that independent performance on a cognitive task would decrease as number of classroom peers present increased.

Sample. A total of 24 children attending two special schools for children with emotional and behavioural difficulties participated in the study. Age range was 9‐14 years.

Methods. A within‐subjects design was used in which performance on a set of perceptual/conceptual matching tasks was assessed under three conditions: the child working alone, alongside one other peer, or within a group of six. Measures of non‐verbal intelligence and academic attainment were collected, along with teacher ratings of the severity of each child's problem behaviour.

Results. Performance was found to be significantly influenced by peer presence, both in terms of number of correct responses and time taken to complete the matching tasks. Direction of effects on these two performance indicators differed according to number of peers present.

Conclusions. Findings highlight the importance of contextual factors in determining classroom performance in children with behavioural difficulties. Given the current pressure to educate all children in mainstream classes, findings have implications for classroom management.
Attributional styles in boys with severe behaviour problems: A possible reason for lack of progress on a positive behaviour programme
Authors: Eslea Mike
Published: February 2003

Background. The number of exclusions from British schools has been increasing in recent years: the vast majority are because of disruptive behaviour. Increasing the effectiveness of behaviour control is therefore a priority for educators.

Aims. This study tests the hypothesis that children who do not respond well to a behaviour modification regime exhibit a depressed attributional style.

Sample. The sample comprised 26 boys aged 7‐11 in a special day school for children with behaviour problems.

Method. Participants were interviewed about positive and negative aspects of school life: responses were coded using the Leeds Attributional Coding System (Stratton et al., 1988). School records were then used to identify children making good progress through the Positive Behaviour Programme (N = 13) and those making little or no progress (N = 8).

Results. Mean proportions of stable, global, internal, personal and controllable attributions were compared by progress group (high/low) and outcome (positive/negative) using mixed‐design ANOVA. High progress children made significantly more global and internal attributions for positive than for negative events, while low progress children made more personal attributions for negative than for positive events.

Conclusions. A depressed attributional style may act as a barrier which hinders the generalisation and internalisation of traditional behaviour modification methods. Increased teacher‐awareness of attribution could increase the effectiveness of remedial programmes.
Early reading intervention can be effective and cost‐effective
Authors: Nicolson Roderick I. , Fawcett Angela J. , Moss Helen , Nicolson Margaret K. , Reason Rea
Published: February 2003

Aims. To develop and evaluate an intervention strategy for children at risk of reading failure in their first year at school.

Samples. Classes in four UK infant schools with different demographic characteristics were screened to identify children most at risk of reading failure (62 in total, mean initial age 6.0 years). Control children, matched overall for age and reading performance, were selected from comparable schools.

Methods. The selected children were given an individually adaptive, curriculum‐based, support programme with the emphasis on word building and phonics skills in the broad reading context. The programme was administered to children in groups of four for two half‐hour sessions per week for 10 weeks.

Results. The intervention group improved significantly in mean reading standard score (from 89.0 to 92.8), whereas the control group made no overall improvement. The intervention proved cost‐effective, with mean ‘effect size’ comparable to those reported for Reading Recovery, yet with only 10% of the costs. Despite the clear progress of the intervention group overall, 25% remained ‘problem readers' (with reading still at least 6 months behind). Of these problem readers 88% had initial ‘at risk’ or ‘borderline risk’ scores on the DEST screening test, compared with only 28% of the ‘recovered readers’.

Conclusions. The following three‐stage intervention strategy is promising: (i) children at risk of reading difficulties are identified before 6 years; (ii) at risk children are given a small‐group intervention programme for 3‐4 months; (iii) children still failing to make progress may then be given continuing targeted additional support.
Approaches to studying for students in higher education: A Rasch measurement model analysis
Authors: Waugh Russell F.
Published: February 2003

Background. The revised Approaches to Studying Inventory (Entwistle & Tait, 1994) comprises 38 self‐report items designed to measure student approaches to learning in a higher education context. A Rasch analysis (Waugh & Addison, 1998) using data from an Australian university showed that some improvements could be made. The inventory was further revised to include 40 attitude items and 40 corresponding behaviour items based on a Deep Approach, a Surface Approach, a Strategic Approach, Clarity of Direction in Studying and Academic Self‐Confidence towards Studying.

Aims. The aims were to create a new interval level scale, analyse its psychometric properties using a modern measurement model, the Extended Logistic Model of Rasch (Andrich, 1988 a, 1988 b; Rasch, 1980), and investigate the conceptual design of the inventory.

Sample. The sample consisted of 369 students (mainly first year) from an Australian university and is basically a convenience sample. There are 83 (22.5%) undergraduates studying in Business, Education and Nursing; 161 (43.6%) undergraduates studying Health Science, 84 (22.8%) studying undergraduate Management; and 41 (11.1%) in 2nd year Nursing.

Method. The data were analysed initially with the whole sample for the 40 attitude items and for the 40 behavioural items separately. Items not fitting the model were then discarded (12 attitude items and 12 behavioural items). The analysis was repeated using the 56 valid items together and the items of each of the five subscales separately (Deep Approach, Surface Approach, Strategic Approach, Lack of Direction in Studying and Academic Self‐Confidence towards Studying).

Results. Fifty‐six of the 80 items form a good scale with satisfactory psychometric properties. Its conceptual design based on attitudes, behaviour and the five learning orientations is confirmed. All the attitude items fall at an easier position on the scale than their corresponding behaviour items. Nineteen of the 20 items of the Strategic Approach subscale, 20 items of the Deep Approach subscale, 4 of the 20 items of the Surface Approach subscale, 4 of the 10 items of the Clarity of Direction in Studying subscale, and 9 of the 10 items of the Academic Self‐Confidence towards Studying subscale, fit the model.

Conclusions. The Extended Logistic Model of Rasch was useful in creating an interval level scale of student attitudes and behaviours towards studying, and for analysing its psychometric properties and conceptual design. The scale is confirmed as involving attitudes and behaviours as a measure of a variable based on five orientations to learning. Attitudes are easier than their corresponding behaviours and the Rasch model helps to explain how behaviours are influenced by attitudes.
Things don't get better just because you're older: A case for facilitating reflection
Authors: Frydenberg Erica , Lewis Ramon
Published: February 2003

Aims. This study reports on the coping actions of Australian secondary students and highlights the role schools may play in helping adolescents to both document, and if desired, modify their current styles and strategies of coping.

Sample. A sample of 829 Australian school students (11‐18 years) participated in the study.

Methods. All participants completed the General Form of the Adolescent Coping Scale (ACS, Frydenberg & Lewis, 1993 a), and gender, age and SES were the predictors of coping.

Results. Girls sought more social support but less professional advice than did boys. In addition, girls professed less ability to cope and were more likely to utilise strategies such as tension reduction, self‐blame and worry. In contrast boys were more likely to seek relaxing diversions or physical recreation, to ignore the problem and to keep problems to themselves. There was also a greater usage of two non‐productive coping strategies by older adolescents but the tendency was more noticeable for females. Finally, adolescents from white collar backgrounds expressed less worry and were less likely to engage in wishful thinking or to seek spiritual support than were students from low SES.

Conclusions. The reported data provide a reference point for student selfevaluation of their own adaptive behaviour.
Peer victimisation at school and the health of secondary school students
Authors: Rigby Ken
Published: February 2003

Background. Although previous studies have indicated that children who are frequently bullied by peers at school have below average health, both the generalisability of such findings across age groups and how they can be best explained have remained unclear.

Aims. (i) To examine whether reported peer victimisation is related to current levels of physical and mental health among early and late secondary school students and (ii) to determine whether degree of reported victimisation in early years of secondary schooling can predict the health status of students when they are in senior class.

Sample. Students were selected from those attending the first two years of schooling at a South Australian high school in 1994 (N = 276) and the last two years in 1997 (N = 126). These included a subsample (N = 78) who were assessed at school at both times.

Method. Students completed questions which included measures of degree of peer victimisation and mental and physical health.

Results. For the total sample assessed in 1994, but not that of 1997, reported victimisation was significantly correlated with relatively poor physical and mental health. For the re‐tested subsample, high levels of peer victimisation in the pre‐testing predicted poor physical health for both sexes and poor mental health in girls.

Conclusion. Relatively poor health was characteristic of students reporting frequent victimisation by peers in early secondary schooling and also of senior students who reported being bullied frequently three years earlier, suggesting a causal connection.
Test anxiety versus academic skills: A comparison of two alternative models for predicting performance in a statistics exam
Authors: Musch Jochen , Broder Arndt
Published: February 2003

Background. Two competing theoretical models to explain academic performance were proposed. The interference model stresses the detrimental effect of task‐irrelevant thoughts during the test‐taking situation whereas the deficit model suggests Study Habits and domain‐specific skills as main predictors of test performance.

Aims. The study compares the two models by determining the relative contribution of Test Anxiety, Study Habits, and Maths Skill to performance in a statistics exam.

Sample. Sixty‐six undergraduate students who were enrolled in the first semester of two parallel introductory statistics courses participated in the study.

Method. Hierarchical regression analyses were performed on the performance in the final statistics exam. The unique variance attributable to Test Anxiety, Study Habits, and Maths Skill was calculated.

Results. Both Maths Skill and Test Anxiety added unique variance in explaining performance, whereas Study Habits did not. Although Maths Skill emerged as relatively more important than Test Anxiety, a purely deficitbased account nevertheless appears untenable because interfering effects of Test Anxiety during the examination also contributed an important portion of variance.

Conclusions. It is recommended that cognitive‐attentional accounts stressing test anxiety be supplemented by a deficit formulation, and that multimodal counselling address both Test Anxiety and skill deficits.

Comment. Methodological problems in investigating the causal relationship between skill deficits, anxiety, and performance are discussed.
Self‐reports of short‐ and long‐term effects of bullying on children who stammer
Authors: Hugh‐Jones Siobhan , Smith Peter K.
Published: February 2003

Background. Victimisation at school may result in long‐term social, emotional and psychological effects (Parker & Asher, 1987; Sharp, 1995), particularly for children with special educational needs (Whitney et al., 1994). Children who stammer may be at risk of being bullied due to their peerrelationship and verbal difficulties.

Aim. This study aimed to explore the nature, frequency and causes of bullying amongst children who stammer as well as the short‐ and long‐term effects of their victimisation.

Sample. The sample consisted of 276 respondents from the British Stammering Association, a national association for dysfluent people.

Method. A retrospective analysis of school experiences related to bullying, and its effects, was conducted through both semi‐structured interviews and postal questionnaires.

Results. A majority of respondents had experienced bullying at school, and the likelihood of being bullied was related to the reported difficulties in friendship‐making. Nearly one‐half of teachers and families were reported as not being aware of this bullying. A majority reported immediate negative personal effects of this bullying, and 46% reported some long‐term effects.

Conclusion. Logistic regression analyses suggested that the severity of bullying, together with other factors such as difficulty with friendships, predicted these effects.

Comment. In response to the high incidence of bullying experienced by children who stammer, a pack has been developed which aims to create a more empathetic school climate where differences are tolerated rather than assaulted.
The relationship between personality and attainment in 16‐19 year‐old students in a sixth form college. I: Construction of the Student Self‐Perception Scale
Authors: Summerfield Margaret , Youngman Michael
Published: February 2003

Background. Of the research that has been undertaken into the relationship between personality and attainment, relatively little exists relating to the 16‐19 age range. In a substantive study examining the relationship between academic self‐concept, attainment and personality in sixth form students, a first requirement was to design a self‐perception instrument.

Aims. The psychometric element of the study aimed to construct a Student Self‐Perception Scale (SSPS) that would be effective for students in the FE (further education) context.

Samples. The samples comprised a pilot sample of 152 students (aged 16‐17 years from two sixth form colleges) and a main sample of 364 students (mean age, 16yrs 10mths, range 16:0 to 18:6 years, from one sixth form college). The main sample included similar numbers of male and female students (46% male, 54% female) and ethnic minority students comprised 14% of this sample.

Method. An initial item pool of 88 four‐point Likert type statements was compiled from comparable existing scales and from responses to a Student Induction Questionnaire. Item analysis was based on oblique factor analysis of the pilot sample responses, followed by cross‐validation on the main sample to refine the scale structures. Construct validity was established from the substantive study, especially the Nowicki & Strickland (1973) locus of control results.

Results. Exploration of the four‐ and five‐factor structures led to a final specification based on 52 items from five oblique factors. The constituent scales were Passivity (12 items, alpha = .81). Mastery (15 items, alpha = .79), Work Related Inadequacy (11 items, alpha = .72), Extraversion (4 items, alpha = .70) and Social Dependence (10 items, alpha = .66), all statistics compiled from the cross‐validation sample. Correlations with Locus of Control ranged from 0.52 for Mastery to‐.34 for Work Related Inadequacy. Distribution statistics for Locus of Control matched a comparable American sample.

Conclusions. The five‐scale structure exhibits good cross‐validation characteristics and supports revealing analyses of relationships within the substantive study. Its 52‐item format is suitable for research or exploratory use within its intended FE context.
The relationship between personality and attainment in 16‐19‐year‐old students in a sixth form college. II: Self‐perception, gender and attainment
Authors: Summerfield Margaret , Youngman Michael
Published: February 2003

Background. A related paper (Summerfield & Youngman, 1999) has described the development of a scale, the Student Self‐Perception Scale (SSPS) designed to explore the relationship between academic self‐concept, attainment and personality in sixth form college students.

Aims. The study aimed to identify groups of students exhibiting varying patterns of relationship using a range of measures including the SSPS. Issues of gender are also examined.

Samples. The samples comprised a pilot sample of 152 students (aged 16‐17 years from two sixth form colleges) and a main sample of 364 students (mean age, 16 yrs 10 mths range 16:0 to 18:6 years, from one sixth form college). The main sample included similar numbers of male and female students (46% male, 54% female) and ethnic minority students comprised 14% of this sample.

Method. Data comprised responses to two personality measures (the SSPS, Summerfield, 1995, and the Nowicki‐Strickland Locus of Control Scale, Nowicki & Strickland, 1973), various student and tutor estimates of success, and performance data from college records. Students were classified using relocation cluster analysis and cluster differences verified using discriminant function analysis. Thirty outcome models were tested using covariance regression analysis.

Results. Eight distinct and interpretable groups, consistent with other research, were identified but the hypothesis of a positive, linear relationship between mastery and academic attainment was not sustained without qualification. Previous attainment was the major determinant of final performance. Gender variations were detected on the personality measures, particularly Confidence of outcomes, Prediction discrepancy, Passivity, Mastery, Dependency and Locus of control, and these were implicated in the cluster characteristics.

Conclusions. The results suggest that a non‐linear methodology may be required to isolate relationships between self‐concept, personality and attainment, especially where gender effects may exist.
Individual differences in the writing behaviour of undergraduate students
Authors: Torrance Mark , Thomas Glyn V. , Robinson Elizabeth J.
Published: February 2003

Background. Writing is an important skill required in all graduate employment but we lack information on the most effective ways to write, and how to foster writing expertise in students. It is widely held that writers evolve characteristic patterns of working (strategies), and that these strategies are important for writing success and efficiency. Most of the available data on the writing strategies of expert writers, however, consist of questionnaire responses produced some time after writing itself, and it would be helpful to have more direct information on writing strategies and their effects.

Aims. To establish whether student writers develop stable writing strategies, and to examine the relation, if any, between writing strategy and writing success.

Sample. Twenty‐five first year undergraduate students studying for a degree in psychology.

Methods. Records of their writing activities were completed by students concurrently with writing each of two essays (term papers).

Results. Analysis of the records identified patterns of working which differed across individuals. Nearly three‐quarters of the students displayed the same pattern of writing behaviour (strategy) for both their essays. The strategies identified from the activity records were broadly consistent with the descriptions of writing behaviour derived from previous questionnaire studies. There was, however, no significant association between writing strategy and essay mark.

Conclusion. Many students evolve stable writing strategies, which may differ across students. Most of these strategies seem adequately effective in terms of producing course essays. Consequently, unless a student complains of writing difficulties, then tolerance of a range of approaches may be desirable in writing instruction.
The teachability of children with naive theories: An exploration of the effects of two teaching methods
Authors: Pine Karen J. , Messer David J. , Godfrey Karen
Published: February 2003

Background. The Representational Redescription model of cognitive development (Karmiloff‐Smith, 1992) identified a level when a child's representation of a task may be incorrect but difficult to access or change. On the balance beam task children at this level have been found to hold a fixed belief that all objects must balance at their geometric centre, even those which have more weight at one end and actually balance off‐centre.

Aims. In this study we sought to determine whether children who hold this ‘centre theory’ about balance can alter their beliefs when exposed to an adult teaching them the correct solution. Since the RR model stresses the top‐down, impenetrable nature of this type of representation our aim was to see whether particular interventions might bring about progress in these children.

Sample. The participants were 42 children, from 4, 11 to 7,4 years, who demonstrated at pre‐test that they held a centre theory by being unable to balance any beams which were unevenly weighted.

Methods. The children were randomly assigned to one of three conditions where they either saw an adult modelling and explaining the correct solution, or an adult worked with them offering guided participation, or the child worked alone.

Results. Progress was measured by improvement from pre‐to post‐test in ability to balance unevenly weighted beams. Children who had seen an adult modelling and explaining the task showed greater improvement than those who worked alone, although this difference was not significant at a delayed post‐test one week later.

Conclusion. Although many children with a fixed naive theory about balance were identified this study demonstrates that, with the right type of input, it is possible to facilitate progress.
Confirmatory factor analyses of Kolb's Learning Style Inventory (LSI‐1985)
Authors: Loo Robert
Published: February 2003

Background. There has been mixed factor‐analytic support for Kolb's original Learning Style Inventory (LSI) and the later refined version (LSI‐1985) in terms of the two proposed dimensions and four learning styles.

Aims. The present study used confirmatory factor analysis (CFA) to determine if the two proposed dimensions and four learning styles are clearly identified.

Samples. Two hundred undergraduates in management courses completed the LSI‐1985.

Methods. The appropriateness of the two dimensions and four styles were evaluated through CFAs of the covariance matrices using AMOS (Arbuckle, 1997) and several fit indexes.

Results. The CFAs fail to support Kolb's (1985) efforts to improve the original LSI with the LSI‐1985 and underscore concerns about factoring ipsative measures. On the other hand, an exploratory factor analysis using the four style scores supports the two bipolar dimensions.

Conclusions. While factor‐analytic and measurement issues persist with the LSI, there is support for the LSI as a pedagogical tool.
A longitudinal perspective on learning strategies in higher education ‐ different view‐points towards development
Authors: Vermetten Yvonne J. , Vermunt Jan D. , Lodewijks Hans G.
Published: February 2003

Background. An important purpose of tertiary education is that students develop more advanced, deep‐level learning. Longitudinal, within‐subject studies to examine intra‐individual changes, however, are scarce.

Aims. We aimed at gaining a broad picture of students' development in academic learning by taking many different perspectives. This involves the extent to which students report change, factors that contribute to this, the degree of stability of different aspects of learning, and changes in their interrelatedness.

Samples. Participants were 276 full‐time students from four different university departments, (60% women and 40% men).

Methods. This study has a longitudinal within‐subjects design. An inventory that measures learning strategies, learning orientations and mental learning models was administered after the first and third semester. Paired‐samples Ttests were used to analyse changes within variables. Principal component analyses were performed to examine changes in the interrelatedness of variables.

Results. Results showed that students became more meaning‐directed learners during this period. Personological as well as contextual variables explained this. The factor structure underlying the variables became more clear and consolidated in the course of time.

Conclusions. The results concerning intra‐individual development are satisfying. The diffuse factor structure after the first semester is explained by a period of ‘friction’ in which students have to adapt to a new learning environment. The importance of instructional effort during this period, which explicitly attends to the development of learning strategies and conceptions, is stressed.
Experimental appraisal of personal beliefs in science: Constraints on performance in the 9 to 14 age group
Authors: Howe Christine , Tolmie Andrew , Sofroniou Nick
Published: February 2003

Background. Recent curricula initiatives have promoted experimentation as a means by which relatively young children can appraise their personal beliefs and thereby modify these beliefs towards received scientific ideas. However, key psychological theories signal problems, and the enterprise is not in any event securely grounded in empirical research.

Aims. As a consequence, the study reported here aimed to provide comprehensive information about children's abilities to use experimentation to appraise their beliefs, while allowing full exploration of theorised constraints.

Samples. The study involved 24 children at each of three age levels within the 9 to 14 range.

Methods. The children were first interviewed to establish their beliefs about influences on outcome in four educationally significant topic areas: flotation, pressure, motion and shadows. Subsequently, they were asked to conduct investigations to determine whether selected beliefs were correct.

Results. The results showed that, regardless of age or topic, very few children appreciated that to explore whether some variable is influencing outcome it is necessary to manipulate that variable experimentally and that variable only. There was a strong tendency to manipulate other variables, a tendency attributed to the intrusion of everyday reasoning practices into the experimental context. Once extraneous variables had been introduced, the children experienced great difficulties with subsequent stages in the experimental process, e.g., predicting, observing and drawing conclusions.

Conclusions. It is concluded that experimentation as a means of appraising beliefs is not straightforward in the 9 to 14 age group, and that the pattern of difficulties has psychological significance given the background theories. Nevertheless, while not straightforward, experimental appraisal remains possible given appropriate teacher support, and proposals are made as to the form which the support should take.
Teaching writing to ESL graduate students: A model and an illustration
Authors: Biggs John , Lai Patrick , Tang Catherine , Lavelle Ellen
Published: February 2003

Background. Graduate students, especially those writing in a second language, have specific writing needs. Previous research suggests that intervention might be more didactic than writing instruction frequently is. Aims. 1. To adapt a knowledge x levels x process model of writing (Biggs & Moore, 1993) to conceptualise the writing needs of graduate students. Students need to know certain rhetorical knowledge, and to apply cognitive space‐saving strategies at the appropriate place and level of ideation during writing. The model integrates the didactic and eclectic elements of Torrance, Thomas & Robinson's (1993) interventions with graduate students’ writing. 2. To develop and trial a workshop based on the model, addressing the writing needs of graduate students to whom English is a second language. Samples. Eighteen students from science‐related disciplines, and 16 from nonscience, participated in the workshop. All were enrolled in research higher degrees in a Hong Kong university where English is the required medium for the dissertation. Method. The workshops ran for 2 1/2 days each, focusing on dissertation writing, and writing for an academic journal. Before/after measures were taken on the Inventory of Processes in College Composition (IPIC) (Lavelle, 1993), and students completed an open‐ended questionnaire at the end of the workshop. Results. Three IPIC scales showed significant pre‐/post‐change: lower procedural and spontaneous/impulsive scores (surface‐related), higher elaborationist (deep‐related). Open‐ended feedback supported the view that
Cognitive style and types of problem behaviour in boys in special schools
Authors: Riding Richard , Craig Olivia
Published: February 2003

Background. The paper considers problem behaviour in the context of cognitive style with reference to both diagnosis and treatment. Aims. The aims of the study were to investigate whether the style of pupils with behaviour problems was different to that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours. Sample. The sample comprised 131 male pupils aged 11‐16 years from eight special schools. Method. The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The case notes of the sample were also examined for descriptions of recent behaviours. Results. When the style characteristics of the special school sample were compared with a comparison sample of 413 12‐16 year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers than the comparison group. Further, the inspection of the pupil records indicated that the types of social behaviour and behaviour problems exhibited varied with style. Conclusion. The results were considered to have implications for the origins and treatment of problem behaviour.
Reconsidering the dimensions of approaches to learning
Authors: Kember David , Wong Anthony , Leung Doris Y. P.
Published: February 2003

Background. The dimensionality of student approaches to learning, inherent in the instruments commonly used to measure them, lacks consistency with research, particularly concerning Asian students, conducted since the original instruments were devised. Aims. The study examined four strands of evidence to examine whether, and if so how, the dimensionality of the instruments should be modified. 1. A qualitative study of students’ perceptions of the motivational aspects of curricula. 2. A study by confirmatory factor analysis of the SPQ and LPQ which suggested that the surface strategy subscale can be split into two. 3. Recent research, mainly in Asia, which suggests the existence of approaches to learning which combine understanding with memorisation. 4. A review of literature relevant to the motivational dimensions of approaches to learning. Methods and Samples. Item 1 used semi‐structured interviews with 55 undergraduate students. Item 2 used confirmatory factor analysis on a sample of 4863 university students from Hong Kong universities who completed the Study Process Questionnaire. Items 3 and 4 were drawn from a review of pertinent literature. Results. The strands of evidence confirm earlier work which suggests that approaches to learning are best described by a model with two main factors, which we labelled meaning and reproducing. Each main factor has a strategy indicator characterised principally by the presence or absence of the intention to understand the material. We also found evidence of four motivation indicators; intrinsic interest, a positive motivator referring to courses with good career preparation, a negative minimising motive and achievement motivation. The final category needs to take into account the evidence of communal rather than competitive achievement motive. Conclusions. Our suggestion is that the instruments be redeveloped in two forms. A simple two‐factor‐ deep and surface‐ instrument would be suitable for teaching evaluation and simple research applications. The development and testing of an instrument which took into account all the strategy and motive elements would be a useful exercise in clarifying the dimensionality of approaches to learning. It would also permit a more thorough examination of cultural influences upon approaches to learning.
Academic anxiety, academic procrastination, and parental involvement in students and their parents
Authors: Milgram Norman , Toubiana Yosef
Published: February 2003

Objectives. The study investigated the relationship between academic anxiety and procrastination in children and parents, and parents’ direct involvement in their children's schoolwork. Design. Children reported their current anxiety and procrastination and parents reported their anxiety and procrastination when they were children (a measure of indirect influence on their children's schoolwork habits), and on their current involvement in their children's schoolwork (a measure of direct influence). Methods. Self‐report measures were administered to 354 Israeli adolescents (ages 13, 14, and 16) and their parents. Results. Students were less anxious about homework than the other academic assignments. Older adolescents were less anxious about their schoolwork overall and procrastinated more than younger on homework. Parents of late adolescents were less involved in their children's schoolwork than parents of younger adolescents. Parents participated equally in school‐related interactions that demanded high investment of time and effort, but mothers engaged more than fathers in low investment activities. These direct and indirect parental influences on their children's procrastination were of low magnitude overall, but appeared relatively stronger for mothers. Conclusions. The more students were anxious about preparing for examinations and writing papers, the more they procrastinated on these assignments, confirming the appraisal‐anxiety avoidance (AAA) model. The inverse relationship of anxiety and procrastination with regard to homework led to our making a post hoc distinction between task‐centred and consequence‐centred anxiety.
The role of elaboration within a text processing and text adjunct context
Authors: Hamilton Richard J.
Published: February 2003

Background. The Material Appropriate Processing (MAP) framework suggests that the influence of a text adjunct on the learning and transfer of textual information will be a function of the overlap between the type of processing induced by the adjunct and by the focus and organisation of the text. The greater the degree to which the adjunct and the text facilitate complementary types of processing, the greater the influence on learning and transfer of textual information. Aims. This study examined the effects of three elaborative treatments on learning concepts from text. The treatments differed as to the degree to which they facilitated complementary types of processing to that of the text. Samples. Participants were 80 university students who were enrolled in a first year introductory course in Psychology. Methods. Students studied a passage which asked them to create personal examples of the target concepts, contrast the target concepts, or engage in both of the previously described activities. In addition, there was a control group which was asked to read the passage without engaging in any adjunct activities. Students took a criterion test which consisted of recall of concept definitions and teaching examples, classification of novel examples, and problem solving scenarios. Results. Both treatments which induced a complementary type of processing to that induced by the text produced significantly better performance than the other two treatments which did not induce a complementary type of processing. Conclusions. These results are consistent with the MAP framework and give support to its usefulness in helping in the design and development of text and text adjunct environments.
At‐risk and not at‐risk primary school children: An examination of goal orientations and social reputations
Authors: Carroll Annemaree , Baglioni A.J. , Houghton Stephen , Bramston Paul
Published: February 2003

Aims. The purpose of the present research was to examine whether at‐risk and not at‐risk primary school aged students differ in two social and psychological domains (future goal orientations and social reputation). Sample. A total of 886 years 5, 6 and 7 students from five primary schools in the Brisbane metropolitan area of Queensland, Australia, participated in the study. Method. The Children's Activity Questionnaire which constitutes three parts (demographic information, the Importance of Goals Scale, and the Reputation Enhancement Scale) was administered under standardised conditions. Results. A series of multivariate analyses of variance (MANOVA) and univariate F ‐tests performed on each of the sets of dependent variables (goal orientations and reputation enhancement) revealed significant differences between the at‐risk and not at‐risk participants on both goals and reputation. Conclusions. Not at‐risk children sought to attain an Academic Image through education and interpersonal goals, whereas at‐risk children sought a Social Image and attached greater importance to physical goals. In line with this, children in the not at‐risk group perceived themselves and ideally wished to be perceived as a conforming person, while at‐risk children perceived themselves
Teachers’ attributions of responsibility for their occupational stress in the People's Republic of China and Australia
Authors: Mccormick John , Shi Guoxing
Published: February 2003

Background. This study examines similarities and differences in teachers’ attributions of responsibility for occupational stress in large education systems in New South Wales, Australia and Hebei Province, China. Aims. The principal research aim was to compare teachers’ self‐reported stress and attributions of responsibility for stress in a collectivist and an individualistic culture. Samples. The NSW random stratified sample consisted of 487 teachers; the Hebei sample was a representative, but not random, sample of 200 teachers. Methods. Analysis was carried out using principal components and confirmatory factor analysis, discriminant analysis and multiple regression analysis. When direct comparisons were made between the two data sets, withinsubject standardisation, to adjust for cultural differences in completion of questionnaires employing Likert‐type scales, was carried out. Results. Various analyses suggest that both the Australian and Chinese teachers had similar attribution patterns for entities conceptually relatively close to self, but the Chinese teachers did not exhibit an attributional bias when attributing responsibility for stress to entities more distant from self. Conclusions. There is some evidence that the attribution‐of‐responsibility for stress model explains teachers’ attributions in both cultures, but with differences which are consistent with collectivism‐individualism.