Algebraic Formulas For Areas Between Curves

Korean secondary school students preparing for college learn about the existence of a simple algebraic formula for finding the area bounded by a parabola and a line. This approach does not seem to be well known among American students. Whereas the derivations of formulas developed in this paper rely on integration by parts, algebra students could use the formulas without proofs.

Download Full-text

Developmental Patterns of Free Recall and Frequency Judgement in Korean and American Students

International Journal of Behavioral Development ◽

10.1080/016502597384848 ◽

1997 ◽

Vol 21 (2) ◽

pp. 229-252

Author(s):

Melvin H. Marx ◽

Yung Che Kim ◽

Bruce B. Henderson

Keyword(s):

College Students ◽

Free Recall ◽

Secondary School ◽

Secondary School Students ◽

School Students ◽

Korean Students ◽

Complete Control ◽

Developmental Trends ◽

American Students ◽

Animal Names

Four experiments were conducted to compare developmental changes in free recall and frequency judgement. In Experiment 1, 1012 Korean students were shown a series of animal names and then asked to recall them and to estimate the frequency with which they had occurred. The poorest performance on both tasks was by primary-school students and the best by secondary-school students; college students were intermediate in performance. Essentially similar results were obtained in Experiment 2, with an additional 288 Korean students, except that secondary-school students did not perform better than college students. In this experiment, there was complete control of item specificity over frequency and any possible clustering effect was eliminated by using unrelated words rather than animal names. In Experiment 3, the developmental trends in frequency judgement were replicated with 193 American students. Those developmental trends were obtained with another 186 American students in Experiment 4 using relative frequency judgements. Retrospective reports about how frequency judgements were made suggested a developmental shift from more literal counting strategies to more intuitive strength impression judgements. The results are interpreted as suggesting the need for some modification of the Hasher and Zacks (1979, 1984) age-invariance proposition for frequency judgement.

Download Full-text

Assessing the Learning Processes of Mexican and Euro-American Students

Psychological Reports ◽

10.2466/pr0.1999.84.3c.1294 ◽

1999 ◽

Vol 84 (3_suppl) ◽

pp. 1294-1302

Author(s):

David Watkins ◽

Renuka Sethi

Keyword(s):

Secondary School ◽

Construct Validity ◽

Learning Process ◽

Mexican American ◽

Secondary School Students ◽

Learning Processes ◽

Cross Cultural ◽

School Students ◽

American Students ◽

Response Set

Analysis of the responses of 221 Mexican American and 473 Euro-American secondary school students to the Learning Process Questionnaire of Biggs showed that responses of both groups were of moderate reliability and supported the scale's within- and between-construct validity. However, the means indicated the presence of a response set which raises questions about the validity of cross-cultural comparisons of scores with these ethnic groups.

Download Full-text

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Download Full-text

Ethnolinguistic Identity and Television Use in a Minority Language Setting

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000071 ◽

2012 ◽

Vol 24 (4) ◽

pp. 135-142 ◽

Cited By ~ 5

Author(s):

Jake Harwood ◽

Laszlo Vincze

Keyword(s):

Secondary School ◽

Coping Strategies ◽

Secondary School Students ◽

Minority Language ◽

German Language ◽

Tv Viewing ◽

School Students ◽

Ethnolinguistic Vitality ◽

Ethnolinguistic Identity ◽

Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Download Full-text

Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

Author(s):

Martin Latsch ◽

Bettina Hannover

Keyword(s):

Secondary School ◽

Stereotype Threat ◽

Gender Stereotypes ◽

Secondary School Students ◽

Learning Goals ◽

School Students ◽

Compensatory Strategies ◽

Media Portrayal ◽

Stereotype Lift ◽

The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Download Full-text