Gender and Developmental Differences in the Academic Study Behaviors of Elementary School Children

Hancock, Thomas E.; Stock, William A.; Kulhavy, Raymond W.; Swindell, Linda K.

doi:10.1080/00220973.1996.9943461

Cited by 9 publications

(3 citation statements)

References 41 publications

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“…In earlier studies, according to Hancock et al (1996) and Leong and Hawamdeh (1999), the reason why boys did not like to read static screens consisting of text on a computer screen is probably due to the fact that boys more associate computers with dynamic games animation than girls do. Fan and Macredie (2006) carried out a research on Personalized Learning, which indicated that females showed less favourable attitudes towards computers.…”

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confidence: 96%

Study Into the Views of Classroom Teachers Upon Interest-Based Learning in Prima

Kayalar¹

2017

teke

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The aim of this study is to determine and evaluate the views of classroom teachers teaching in primary schools over the approaches toward Interestbased Learning in classroom. We asked three open ended questions to the participant teachers to obtain the data: How do you determine the interests of your students? , "What do you usually do to promote your students' skills and interest in learning?" and "How do your students react your attitude to Interest-based Learning Strategy?" A qualitative research method was used to evaluate and compare the views of classroom teachers on the strategies for Interest-based Learning. The research was carried out with the participation of nineteen classroom teachers working in various Primary Schools in some cities in Turkey. The views of classroom teachers obtained through face-toface interviews and e-mails suggest that their approaches toward what they do to promote the students' interest in learning include using adaptive learning for unattended students to foster their interest in learning, communicating with families about students' interests and skills in learning, providing children with preferences including culturally relevant materials and activities, taking the time to get to know the students and one-by one relations with the students. This paper draws attention to the views and practices of classroom teachers as a means of increasing awareness of Interest-based Learning in classroom environment.

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confidence: 96%

Study Into the Views of Classroom Teachers Upon Interest-Based Learning in Prima

Kayalar¹

2017

teke

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“…Así, las alumnas alcanzan mayores puntuaciones que los alumnos, mostrándose diferencias notorias y significativas en esta comparación para todas las subescalas evaluadas: Mnemotecnia, Planificación y Distracciones. Los resultados alcanzados coinciden con los de otras investigaciones que apuntaban a la existencia de diferencias a favor de las chicas en los hábitos de estudio (Aluja y Blanch, 2015;Córdoba et al, 2011;Hancock, et al, 1996;Lozano, González-Pienda, Núñez, Lozano, y Álvarez, 2001;Rojas et al, 2011).…”

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Variaciones en los hábitos de estudio en función del género y origen étnico-cultural del alumnado y su relación con el rendimiento escolar

et al. 2020

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La relación entre los hábitos de estudio y el rendimiento escolar ha sido ampliamente analizada por la investigación educativa. Concretamente, en este trabajo pretendemos profundizar en este campo, y a partir de las variables género y origen étnico-cultural del alumnado, evaluar y comparar los hábitos de estudio de los diferentes subgrupos, y analizar su relación con el rendimiento. Nuestros resultados nos permiten afirmar que la variable género es más discriminante que el origen, alcanzando las mujeres puntuaciones significativamente más altas en la escala de hábitos de estudio. De hecho, no hemos encontrado diferencias significativas en función del origen. Respecto del rendimiento académico, se han mostrado mejores puntuaciones para los no repetidores de curso. Finalmente, los datos fueron sometidos a un modelo de regresión logística que ofreció resultados significativos que confirman que los hábitos de estudio son buenos predictores, en un 76% de los casos, de la no repetición de curso.

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“…For example, Hancock, Stock, Kulhavy, and Swindell (1996) explicitly provided evidence of face validity for their…”

Section: Clarity Of Definitionsmentioning

confidence: 99%

Multidimensional Investigation of Deep and Surface Processing

Dinsmore¹

2012

PsycEXTRA Dataset

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Within the psychological literature, there is the general assumption that deeper-level processing should be consistently associated with better academic performance (e.g., Block, 2009). However, studies exploring the relation between depth of processing (e.g., deep and surface processing) and learning outcomes have not produced consistent results. The argument guiding the current investigation was that these inconsistent findings regarding the relation between depth of processing and performance may be attributable to individual and situational factors that moderate this relation.Specifically, in this study, the potential moderating effects of a situational factor (i.e., text type) and an individual factor (i.e., subject-matter knowledge) on the relation between depth of processing and performance were investigated. Support for these individual and situational factors were derived from a systematic review of the literature that also examined conceptualization and operationalization of deep and surface processing. recall measure and open-ended task. Plausible explanations for these findings and implications for future research and instructional practice are discussed.

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Gender and Developmental Differences in the Academic Study Behaviors of Elementary School Children

Cited by 9 publications

References 41 publications

Study Into the Views of Classroom Teachers Upon Interest-Based Learning in Prima

Study Into the Views of Classroom Teachers Upon Interest-Based Learning in Prima

Variaciones en los hábitos de estudio en función del género y origen étnico-cultural del alumnado y su relación con el rendimiento escolar

Multidimensional Investigation of Deep and Surface Processing

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