This study aims at identifying factors that influence students' choice not to pursue a chemistry-related career by analyzing the experiences of secondary education chemistry teachers in Greece and of Greek adults who have not pursued studies related to science. Data collection was done with the method of individual structured interviews. The…

Examined the benefits of a peer collaborative activity on cognitive strategy use and effectiveness and on metacognitive understanding of strategy use. Found that interaction with children working at a higher level of metacognitive knowledge increased strategy use and induced higher levels of metacognitive thinking. Use of sorting strategy and…

The connection between self-esteem, sex, and attributional style was examined in two studies. Results indicated that for positive events, high self-esteem subjects make more internal attributions than low self-esteem subjects, and for negative events, high self-esteem subjects make fewer internal attributions than low self-esteem subjects. The…

Previous research has shown that individuals take more responsibility for group outcomes than other participants attribute to them. To assess whether the interactive component of the group endeavor is the locus of this self-centered bias, group members (N=80) worked on analogies either separately in coaction groups or together in interaction…

Studied 8- and 11-year-olds as evaluators of peer group entry and limited resources. Found older children evaluated peers more positively than did younger for limited resources conflicts. Found all children evaluated the focal peer's intentions during group entry more negatively than intentions during limited resources and evaluated peer responses…

Research has provided support for the existence of certain actor-observer and self-serving biases in individuals' retrospective analyses about the causes of behavior. A question that has been relatively unexplored deals with whether the findings on actor-observer differences and the self-serving pattern in attributions are generalizable to…

Compared kindergartners', third graders', and undergraduates' understanding and attribution of randomness. Found that kindergartners' interpretations were deterministic or outside the determinancy-indeterminancy frame. Most third graders had some grasp of randomness; their interpretations were less dominated by false attribution of determinism…

Compared behavioral, self-evaluative, and attributional responses of boys with attention deficit hyperactivity disorder (ADHD) to those of typically-developing boys on a social success and failure laboratory task. Found that ADHD boys rated their own performance more favorably than controls, were more likely to attribute success to external…

A study involving 110 fifth- and sixth-graders (51 male and 59 female), classified as low or high in effort orientation, assessed the effects of task- versus performance-oriented instructions on a computer-assisted test programed to ensure that all examinees failed to solve all problems. Problem-solving strategy analyses were preformed. (TJH)