Cognitive style and behaviour in secondary school pupils in Kuwait

2000 ◽  
Vol 42 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Richard J. Riding ◽  
Jamal Al-Hajji
Keyword(s):  
Secondary School ◽  
Cognitive Style ◽  
Secondary School Pupils

Cognitive Style, Gender and Conduct Behaviour in Secondary School Pupils

1998 ◽  
Vol 59 (1) ◽  
pp. 38-49 ◽  
Author(s):  
Richard J. Riding ◽  
Diana Burton
Keyword(s):  
Secondary School ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Point Scale ◽  
Group Form ◽  
Verbal Imagery ◽  
Tutor Group ◽  
Practical Implications ◽  
Better Than ◽  
Secondary School Pupils

Cognitive style, gender and conduct behaviour in secondary school pupils The tutor group/form teachers of a total of 341 pupils from two schools, A (Year 10, age 14-15 years) and B (Year 11, age 15-16 years), were asked to rate the classroom conduct behaviour of their pupils on a five-point scale from very poor to very good. The cognitive styles of the pupils were assessed by means of the Cognitive Styles Analysis, which indicated their positions on each of two style dimensions, Wholist-Analytic and Verbal-Imagery. There was a significant interaction between gender and the Wholist-Analytic style in their effect on behaviour, with the females behaving better than the males, and the male Wholists being the worst behaved. The findings are discussed in terms of the practical implications for schooling.

scholarly journals Initial Validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in Physical Education

2018 ◽  
Vol 37 (4) ◽  
pp. 340-351 ◽  
Author(s):  
Daniel Milton ◽  
Paul R. Appleton ◽  
Anna Bryant ◽  
Joan L. Duda
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Structural Equation ◽  
Factor Model ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Parameter Estimates ◽  
Two Samples ◽  
Secondary School Pupils

Purpose: Guided by Duda’s hierarchical conceptualization of the motivational climate that draws from self-determination and achievement goal theories, this study provides initial evidence of the psychometric properties of the Empowering and Disempowering Motivational Climate Questionnaire in physical education (EDMCQ-PE). Method: Questionnaire based with two samples of Welsh secondary school pupils. Results: Exploratory structural equation modeling provided a better fit of the data to the hypothesized model than confirmatory factor analysis. Moreover, a two-factor composite (i.e., empowering and disempowering) lower-order model provided an acceptable fit and clear parameter estimates. This two-factor model also demonstrated scalar gender measurement invariance. Discussion: The evidence from this study suggests the EDMCQ-PE is a promising scale for the assessment of secondary school pupils’ perceptions of the empowering and disempowering features of the motivational climate created by their physical education teachers. Conclusion: Moving forward, the statistical approach employed in this paper can inform future studies that develop questionnaire methodology in physical education and from an applied perspective; the EDMCQ-PE can be used by researchers and teachers to assess the motivational climate in PE and help inform the pedagogy underpinning teachers’ classes.

Truancy and well-being among secondary school pupils in England

2014 ◽  
Vol 41 (1-2) ◽  
pp. 14-28 ◽  
Author(s):  
Gaynor Attwood ◽  
Paul Croll
Keyword(s):  
Secondary School ◽  
Well Being ◽  
Secondary School Pupils

scholarly journals Secondary school pupils’ food choices around schools in a London borough: Fast food and walls of crisps

Appetite ◽  
2016 ◽  
Vol 103 ◽  
pp. 208-220 ◽  
Author(s):  
M. Caraher ◽  
S. Lloyd ◽  
M. Mansfield ◽  
C. Alp ◽  
Z. Brewster ◽  
...  
Keyword(s):  
Secondary School ◽  
Fast Food ◽  
Food Choices ◽  
London Borough ◽  
Secondary School Pupils

scholarly journals Different moments in the participatory stage of the secondary students' abstraction of mathematical conceptions

2012 ◽  
Vol 26 (44) ◽  
pp. 1345-1366 ◽  
Author(s):  
Ana-Isabel Roig ◽  
Salvador Llinares ◽  
Maria del Carmen Penalva
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Activity Effect ◽  
Attention Focus ◽  
Secondary School Pupils

This study provides support to the characteristics of participatory and anticipatory stages in secondary school pupils' abstraction of mathematical conceptions. We carried out clinical task-based interviews with 71 secondary-school pupils to obtain evidence of the different constructed mathematical conceptions (Participatory Stage) and how they were used (Anticipatory Stage). We distinguish two moments in the Participatory Stage based on the coordination of information from particular cases by activity-effect reflection which, in some cases, lead to a change of focus enabling secondary-school pupils to achieve a reorganization of their knowledge. We argue that (a) the capacity of perceiving regularities in sets of particular cases is a characteristic of activity-effect reflection in the abstraction of mathematical conceptions in secondary school, and (b) the coordination of information by pupils provides opportunities for changing the attention-focus from the particular results to the structure of properties.

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