152 research outputs found
Perceived Social Support Network and Achievement : Mediation by Motivational Beliefs and Moderation by Gender
Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students’ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students’ motivational belief on the relationship between PSS and achievement is “culture-fair but not culture-free”Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students’ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students’ motivational belief on the relationship between PSS and achievement is “culture-fair but not culture-free”.Peer reviewe
Promover a partir do interior: o papel do facilitador no apoio a formas dialógicas e reflexivas de auto-avaliação
A Formação na Maturidade como Apropriação da Própria História de Vida
No presente artigo, a disposição e a competência para a apropriação da própria história de vida são consideradas como modos de formação1 na maturidade. Estas se relacionam com fatores históricos e sócio-políticos e estão inscritas em contextos multigeracionais de formação e processos de desenvolvimento ao longo da vida. Nesta perspectiva, conceitos como geração, geracionalidade, geratividade e transmissão transgeracional ganham destaque e serão aprofundados no texto. A linha argumentativa que sustenta este ponto de vista baseia-se em estudos de países de língua alemã sobre crianças da Segunda Guerra Mundial que envelheceram. Apesar de se tratar de uma situação específica, nos parece possível a extensão das reflexões também para o contexto brasileiro
A desigualdade invisível: o papel da classe social na criação dos filhos em famílias negras e brancas
Contextos de crianza del niño: problemas y prospectiva
The focus of this paper is to undertake a theoretical integration of current
knowledge on child rearing contexts. The author, based on available research work,
makes several proposals: 1) the distinction between primary developmental context
(guided by others) and secondary developmental context (without this intervention); 2)
the importance which parties have on the potential development of a specific context; 3)
this potential development is increased through interrelations between this specific
context and other contexts in which the child participates. The school has gradually
distanced itself from the home and has become a place of alienation for children and
adolescents, with important consequences to their behaviour and development. Child
rearing contexts have also been modified due to an increasing proportion of women who
have joined the work force.La idea de este artículo es hacer una integración teórica del conocimiento
existente sobre los contextos de crianza del niño. A la luz de las investigaciones
existentes el autor hace varias propuestas: la distinción entre contexto de desarrollo
primario (bajo guía de otras personas) y secundario (sin esta intervención); la
importancia de terceras partes en el desarrollo potencial de un escenario; el desarrollo
potencial se ve incrementado en virtud de las interrelaciones entre ese escenario y otros
contextos en los que se inserta el niño. La escuela se ha separado progresivamente del
hogar y se ha convertido en uno de los focos de alienación para los niños y jóvenes, con
importantes consecuencias en su conducta y en el desarrollo. Con la incorporación de la
mujer al mundo laboral, también se ha modificado el contexto de crianz
Reaction to social pressure from adults versus peers among Soviet day school and boarding school pupils in the perspective of an American sample.
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