Finnish primary school pupils performance in learning to learn assessments : A longitudinal perspective on educational equity
暂无分享,去创建一个
[1] Johannes E. H. Van Luit,et al. Early numeracy in low‐performing young children , 2009 .
[2] K. Wentzel,et al. Friendships, peer acceptance, and group membership: relations to academic achievement in middle school. , 1997, Child development.
[3] D. Wechsler. WAIS-R manual : Wechsler adult intelligence scale-revised , 1981 .
[4] A. Demetriou,et al. Educating the Developing Mind: Towards an Overarching Paradigm , 2011 .
[5] B. Leadbeater,et al. A multivariate model of gender differences in adolescents' internalizing and externalizing problems. , 1999, Developmental psychology.
[6] D. Halpern. Sex Differences in Cognitive Abilities , 1986 .
[7] Peer Hull Kristensen,et al. Individualized Service Provision in the New Welfare State: Lessons from Special Education in Finland , 2011 .
[8] B. Csapó,et al. Computer-Based Assessment of School Readiness and Early Reasoning , 2014 .
[9] Meri Lintuvuori. Erityisopetus muutoksen kynnyksellä - tilastollinen kuvaus erityisopetusjärjestelmästä ja sen määrällisestä kehityksestä 1970-luvun lopulta vuoteen 2008 , 2010 .
[10] Douglas N. Harris,et al. How Do School Peers Influence Student Educational Outcomes? Theory and Evidence from Economics and Other Social Sciences , 2010, Teachers College Record: The Voice of Scholarship in Education.
[11] D. Olweus,et al. Stability of aggressive reaction patterns in males: a review. , 1979, Psychological bulletin.
[12] K. Liebkind,et al. The Impact of Perceived Social Norms, Gender, and Intergroup Anxiety on the Relationship Between Intergroup Contact and Ethnic Attitudes of Adolescents1 , 2011 .
[13] E. Deci,et al. Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. , 2000, Contemporary educational psychology.
[14] A. Demetriou,et al. Self-awareness in g (with processing efficiency and reasoning) , 2006 .
[15] Andreas Demetriou,et al. The development of quantitative-relational abilities from childhood to adolescence: Structure, scaling, and individual differences , 1991 .
[16] Elena L. Grigorenko,et al. Confirmatory Factor Analysis of the Sternberg Triarchic Abilities Test in Three International Samples , 2001 .
[17] J. Hautamäki,et al. Education is special for all – the Finnish support model , 2013 .
[18] S. Hidi,et al. Gender and interest processes in response to literary texts: situational and individual interest , 2002 .
[19] D. Francis,et al. A Matthew effect for IQ but not for reading : results from a longitudinal study , 1995 .
[20] Markku Niemivirta,et al. Predictors and outcomes of situational interest during a science learning task , 2013 .
[21] Kaisa Aunola,et al. Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school. , 2006, The British journal of educational psychology.
[22] Assessment in Schools – Learning to Learn , 2010 .
[23] J. Eccles,et al. Gendered educational and occupational choices: Applying the Eccles et al. model of achievement-related choices , 2011 .
[24] D. Mackinnon,et al. Equivalence of the Mediation, Confounding and Suppression Effect , 2000, Prevention Science.
[25] J. Coie,et al. A comparison of methods for defining sociometric status among children , 1991 .
[26] Paul R. Pintrich,et al. The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning. , 1999 .
[27] H. Thuneberg. Is a Majority Enough? Psychological Well-being and Its Relation to Academic and Prosocial Motivation, Self-regulation and Achievement at school , 2007 .
[28] R. T. Busse,et al. School Psychologists as Instructional Consultants in a Response-to-Intervention Model , 2008 .
[29] Venla Bernelius. Eriytyvät kaupunkikoulut : Helsingin peruskoulujen oppilaspohjan erot, perheiden kouluvalinnat ja oppimistuloksiin liittyvät aluevaikutukset osana kaupungin eriytymiskehitystä , 2013 .
[30] T. Kindermann,et al. Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders. , 2007, Child development.
[31] A. Demetriou,et al. Can we be intelligent about intelligence?: Why education needs the concept of plastic general ability , 2007 .
[32] A. Ryan,et al. Sex differences in math performance: The role of children's approach to schoolwork. , 2006, Developmental psychology.
[33] F. Gagné,et al. When IQ is controlled, does motivation still predict achievement? $ , 2001 .
[34] Ruth Deakin Crick,et al. Learning how to learn: the dynamic assessment of learning power , 2007 .
[35] D. Caro. Socio-Economic Status and Academic Achievement Trajectories from Childhood to Adolescence. , 2009 .
[36] John G. Lynch,et al. Reconsidering Baron and Kenny: Myths and Truths about Mediation Analysis , 2010 .
[37] A. Baddeley,et al. The Psychology of Learning and Motivation , 1974 .
[38] S. Petrill. Molarity Versus Modularity of Cognitive Functioning? , 1997 .
[39] M. Shayer,et al. HAS PIAGET'S CONSTRUCT OF FORMAL OPERATIONAL THINKING ANY UTILITY? , 1979 .
[40] Markku Niemivirta,et al. Assessing Learning-to-Learn A FRAMEWORK , 2002 .
[41] Tim Urdan,et al. Academic Self-Handicapping and Achievement Goals: A Further Examination. , 2001, Contemporary educational psychology.
[42] J. Hautamäki,et al. Conceptual change in adopting the nationwide special education strategy in Finland , 2014 .
[43] Dennis Drotar. The Construction of the Self , 1999 .
[44] J. Lehto,et al. Hierarchy rating as a measure of text macroprocessing : Relationship with working memory and school achievement , 1998 .
[45] Birgit Spinath,et al. The importance of motivation as a predictor of school achievement , 2009 .
[46] F. J. Langdon,et al. The Child's Conception of Space , 1967 .
[47] B. Csapó. The Development of Inductive Reasoning: Cross-sectional Assessments in an Educational Context , 1997 .
[48] M. Matsunaga. Item Parceling in Structural Equation Modeling: A Primer , 2008 .
[49] Markku Niemivirta,et al. Achievement goal orientations and academic well-being across the transition to upper secondary education. , 2012 .
[50] E. Hanushek,et al. Inferring Program Effects for Special Populations: Does Special Education Raise Achievement for Students with Disabilities? , 2002, Review of Economics and Statistics.
[51] E. Dubow,et al. Continuity of aggression from childhood to early adulthood as a predictor of life outcomes: implications for the adolescent-limited and life-course-persistent models. , 2009, Aggressive behavior.
[52] K. J. Klauer. Teaching for learning-to-learn: a critical appraisal with some proposals , 1988 .
[53] Samuel Greiff,et al. Inductive reasoning, domain specific and complex problem solving: Relations and development , 2013 .
[54] A. Ryan,et al. Peer Groups as a Context for the Socialization of Adolescents' Motivation, Engagement, and Achievement in School , 2000 .
[55] Elena Martín,et al. The development of learning to learn in Spain , 2007 .
[56] Samuel Greiff,et al. Complex Problem Solving in Educational Contexts—Something Beyond g: Concept, Assessment, Measurement Invariance, and Construct Validity , 2013 .
[57] J. Piaget,et al. The early growth of logic in the child : classification and seriation , 1965 .
[58] P. Baltes,et al. A comparative-longitudinal study of action-control beliefs and school performance: On the role of context , 2001 .
[59] M. Kimball. A new perspective on women's math achievement. , 1989 .
[60] J. Willms. School Composition and Contextual Effects on Student Outcomes , 2010, Teachers College Record: The Voice of Scholarship in Education.
[61] B. Byrne,et al. TEACHER'S CORNER: The MACS Approach to Testing for Multigroup Invariance of a Second-Order Structure: A Walk Through the Process , 2006 .
[62] C. Salmivalli,et al. Peer relationships and adjustment at school , 2012 .
[63] Patricia A. Adler,et al. Socialization to Gender Roles: Popularity among Elementary School Boys and Girls. , 1992 .
[64] J. Wilson,et al. Developmental differences in the span of visual memory for pattern , 1987 .
[65] B. B. Brown,et al. Peer-group affiliation and adolescent self-esteem: an integration of ego-identity and symbolic-interaction theories. , 1987, Journal of personality and social psychology.
[66] S. Kosunen. Reputation and parental logics of action in local school choice space in Finland , 2014 .
[67] K. E. Barron,et al. Revision of achievement goal theory: Necessary and illuminating. , 2002 .
[68] J. Ysseldyke,et al. Comparison of Existing Responsiveness-To-Intervention Models to Identify and Answer Implementation Questions , 2005 .
[69] P. Reitsma,et al. Please Scroll down for Article Multivariate Behavioral Research Mathew Effects in Reading: a Comparison of Latent Growth Curve Models and Simplex Models with Structured Means , 2022 .
[70] Jennifer A. Mangels,et al. Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. , 2006, Social cognitive and affective neuroscience.
[71] S. Hidi,et al. Interest, Learning, and the Psychological Processes That Mediate Their Relationship. , 2002 .
[72] Steven L. Wise,et al. Response Time Effort: A New Measure of Examinee Motivation in Computer-Based Tests , 2005 .
[73] Benő Csapó,et al. Research into learning to learn through the assessment of quality and organization of learning outcomes , 2007 .
[74] W. Resing,et al. Constructing Geometric Analogies for the Longitudinal Testing of Elementary School Children. , 1997 .
[75] P. Niemi,et al. Transition to formal schooling: Do transition practices matter for academic performance?☆ , 2011 .
[76] T. J. Berndt,et al. Friends ' Influence on Adolescents ' Adjustment to School Author ( s ) : , 2007 .
[77] C. Fox,et al. Applying the Rasch Model: Fundamental Measurement in the Human Sciences , 2001 .
[78] S. Hidi,et al. Revisiting the Conceptualization, Measurement, and Generation of Interest , 2011 .
[79] A. Demetriou,et al. Universals and Specificities in the Structure and Development of Quantitative-relational Thought: A Cross-cultural Study in Greece and India , 1996 .
[80] Chris S. Hulleman,et al. Task values, achievement goals, and interest: An integrative analysis. , 2008 .
[81] C. Dweck,et al. Implicit Theories: Elaboration and Extension of the Model , 1995 .
[82] Robert S Siegler,et al. Children's learning. , 2005, The American psychologist.
[83] Kathryn R Wentzel,et al. Adolescent prosocial behavior: the role of self-processes and contextual cues. , 2007, Child development.
[84] Janne Lepola,et al. The Role of Gender and Reading Competence in the Development of Motivational Orientations from Kindergarten to Grade 1 , 2004 .
[85] D. Pearson,et al. The Inner Eye and the Inner Scribe of Visuo-spatial Working Memory: Evidence from Developmental Fractionation , 1997 .
[86] P. Niemi,et al. Letter knowledge predicts Grade 4 reading fluency and reading comprehension , 2008 .
[87] Rex B. Kline,et al. Principles and Practice of Structural Equation Modeling , 1998 .
[88] K. Rudolph,et al. A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys. , 2006, Psychological bulletin.
[89] Jacquelynne S. Eccles,et al. School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective , 2013 .
[90] S. Hidi,et al. The Four-Phase Model of Interest Development , 2006 .
[91] J. Lönnqvist,et al. Teacher and Parent Ratings of Seven–Year–Old Children'S Personality and Psychometrically Assessed Cognitive Ability , 2012 .
[92] Mira Kalalahti,et al. Families, School Choice, and Democratic Iterations on the Right to Education and Freedom of Education in Finnish Municipalities , 2014 .
[93] Annarilla Ahtola. Proactive and Preventive Student Welfare Activities in Finnish Preschool and Elementary School: Handling of Transition to Formal Schooling and a National Anti-Bullying Program as Examples , 2012 .
[94] Kathryn Dindia,et al. A Meta-Analytic Perspective on Sex Equity in the Classroom , 2004 .
[95] Heiko Rölke,et al. The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment. , 2014 .
[96] A. Miyake,et al. The separability of working memory resources for spatial thinking and language processing: an individual differences approach. , 1996, Journal of experimental psychology. General.
[97] J. Steenkamp,et al. Assessing Measurement Invariance in Cross-National Consumer Research , 1998 .
[98] National survey of reading comprehension in Finland , 2001 .
[99] Juliette F Mendelovits,et al. Reading for change : performance and engagement across countries : results of PISA 2000 , 2003 .
[100] Oecd Ocde. Education At A Glance , 2005 .
[101] J. Lönnqvist,et al. Parent–Teacher Agreement on 7–Year–Old Children's Personality , 2011 .
[102] Nina Bonderup Dohn. Learning for Tomorrow's World - Assessing What? , 2006 .
[103] J. Gustafsson,et al. Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001 , 2011 .
[104] J. Eccles,et al. Motivational beliefs, values, and goals. , 2002, Annual review of psychology.
[105] R. Snow. Aptitude development and education. , 1996 .
[106] P. Tibbetts. :Cognitive Neuroscience: The Biology of the Mind , 2009 .
[107] S. Sheridan,et al. The Ecology of School Psychology: Examining and Changing Our Paradigm for the 21st Century , 2000 .
[108] J. Carroll. A Model of School Learning , 1963, Teachers College Record: The Voice of Scholarship in Education.
[109] Steven L. Wise,et al. An Investigation of the Differential Effort Received by Items on a Low-Stakes Computer-Based Test , 2006 .
[110] Walter Kintsch,et al. Toward a model of text comprehension and production. , 1978 .
[111] Barbara L. Grabowski,et al. Stimulating Intrinsic Motivation for Problem Solving Using Goal-Oriented Contexts and Peer Group Composition , 2006 .
[112] Tim Urdan,et al. Academic Self-Handicapping: What We Know, What More There is to Learn , 2001 .
[113] Bryony Hoskins,et al. Learning to Learn: What is it and Can it Be Measured? , 2008 .
[114] Nico W. Van Yperen,et al. Task interest and actual performance: the moderating effects of assigned and adopted purpose goals. , 2003, Journal of personality and social psychology.
[115] K. Dodge,et al. A review and reformulation of social information-processing mechanisms in children's social adjustment. , 1994 .
[116] Linda J. Graham,et al. Wherefore art thou, inclusion? Analysing the development of inclusive education in New South Wales, Alberta and Finland , 2011 .
[117] K. Wentzel,et al. Peer relationships and social motivational processes. , 2012 .
[118] Samuel Greiff,et al. Computer-based assessment of Complex Problem Solving: concept, implementation, and application , 2013 .
[119] Ron Zimmer,et al. Peer effects in private and public schools across countries , 2000 .
[120] Steven E. Knotek. Sustaining RtI through Consultee-Centered Consultation , 2005 .
[121] M. Jahnukainen,et al. Different Strategies, Different Outcomes? The History and Trends of the Inclusive and Special Education in Alberta (Canada) and in Finland , 2011 .
[122] Kirsi Salo. HALLINNONTASOJEN VÄLINEN DIALOGI JA ERITYISOPETUKSEN MUUTOS BYROKRAATTISENA INSTITUUTIONA : - Kymppikuntien loppuraportin ja Erityisopetuksen strategian sisällönanalyyttinen vertailu , 2010 .
[123] K. Wentzel. Gender differences in math and english achievement: A longitudinal study , 1988 .
[124] James J. Lindsay,et al. The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review , 1996 .
[125] Samuel Greiff,et al. Funke Dynamic Problem Solving : A New Assessment Perspective , 2012 .
[126] P. Sahlberg,et al. Policy Development and Reform Principles of Basic and Secondary Education in Finland Since 1968. Education Working Paper Series. Number 2. , 2006 .
[127] Gordon W. Cheung,et al. Testing Mediation and Suppression Effects of Latent Variables , 2008 .
[128] Ming-Te Wang,et al. Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school. , 2012, Child development.