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Investigation into the Prediction Level of Professional Values of Prospective Teachers within the Context of Critical Thinking, Metacognition and Epistemological Beliefs in Turkey
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Demir, Özden; Doganay, Ahmet; Kaya, Halil Ibrahim – International Education Studies, 2016
The general aim of the present study is to identify to what extent the professional values of prospective teachers are predicted by the variables of critical thinking, metacognition, epistemological beliefs. The study also aims to determine which variables provide a better prediction of the professional values of prospective teachers than the…
Descriptors: Foreign Countries, Preservice Teachers, Student Teacher Attitudes, Values
Incremental Validity of the Subscales of the Emotional Regulation Related to Testing Scale for Predicting Test Anxiety
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Feldt, Ronald; Lindley, Kyla; Louison, Rebecca; Roe, Allison; Timm, Megan; Utinkova, Nikola – Canadian Journal of School Psychology, 2015
The Emotional Regulation Related to Testing Scale (ERT Scale) assesses strategies students use to regulate emotion related to academic testing. It has four dimensions: Cognitive Appraising Processes (CAP), Emotion-Focusing Processes (EFP), Task-Focusing Processes (TFP), and Regaining Task-Focusing Processes (RTFP). The study examined the factor…
Descriptors: Self Control, Test Anxiety, Metacognition, Factor Structure
An Evaluation of Intergroup Dialogue Pedagogy: Addressing Segregation and Developing Cultural Competency
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Dessel, Adrienne B.; Rodenborg, Nancy – Journal of Social Work Education, 2017
This article presents data from a study of an intergroup dialogue (IGD) course in an urban Midwest MSW program guided by Derald Wing Sue's multicultural education model. IGD was used as an innovative pedagogy to meet the Council on Social Work Education mandate for cultural competence and social justice education. Results showed significant gains…
Descriptors: Intergroup Relations, Cultural Awareness, Self Concept, Social Justice
Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning
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Wolters, Christopher A.; Fan, Weihua; Daugherty, Stacy G. – Journal of Experimental Education, 2013
This study was designed to forge stronger theoretical and empirical links between achievement goal theory and attribution theory. High school students ("N" = 224) completed a self-report survey that assessed 3 types of achievement goals, 7 types of attributions, and self-efficacy. Results indicated that students' adoption of achievement…
Descriptors: Goal Orientation, Attribution Theory, Self Efficacy, Academic Achievement
Examining the Valuing of Schooling as a Motivational Indicator of American Indian Students: Perspectives Based on a Model of Future Oriented Motivation and Self-Regulation
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Brickman, Stephanie; McInerney, Dennis M.; Martin, Amy – Journal of American Indian Education, 2009
There is an extensive research history related to understanding how educational institutions can better serve the American Indian student. However, there is little research on how the sociocultural context shapes perceptions of the future and impacts student achievement. This study investigates who the sociocultural context of home and school…
Descriptors: Grade Point Average, Schools, American Indians, Metacognition
Universals and Specifics in Learning Strategies: Explaining Adolescent Mathematics, Science, and Reading Achievement across 34 Countries
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Chiu, Ming Ming; Chow, Bonnie Wing-Yin; Mcbride-Chang, Catherine – Learning and Individual Differences, 2007
We examined whether strategies of memorization, transfer through elaboration, and metacognition accounted for reading, science, and mathematics achievement across 34 countries. 158,848 fifteen-year-olds completed a reading literacy test and a questionnaire. Of these students, 88,401 completed a science test, and 88,590 completed a mathematics…
Descriptors: Reading Achievement, Mathematics Achievement, Sciences, Foreign Countries