Literaturnachweis - Detailanzeige
| Autor/in | Ingenkamp, Karlheinz |
|---|---|
| Titel | The Importance of Noncognitive Variables for Assessment and Guidance in Schools. |
| Quelle | (1980), (27 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Achievement; Achievement Need; Affective Behavior; Affective Measures; Affective Objectives; Anxiety; Elementary Secondary Education; Foreign Countries; Group Unity; School Attitudes; Sociometric Techniques; West Germany |
| Abstract | Research has increasingly been oriented toward non-cognitive objectives, such as social relationships, anxiety, achievement motivation, and attitudes toward school. Sociometric techniques have been used as a graphic representation of choice of partner, with an intuitive interpretation, the teacher having no objective standards for assessing the degree of cohesion in the class. Petillon has developed an index to compare the social choices and social rejections in groups. Anxiety has been widely studied, but there is little theoretical agreement about the anxiety construct. Although several instruments are available, the measurement of anxiety in school practice is very rare; and there is general agreement that teachers underestimate the extent and effects of anxiety in school. Achievement motivation is recorded mainly through projective tests, which cannot easily be used by teachers. Because achievement motivation is so closely tied to achievement, many researchers are working on questionnaire methods of measurement. Though various attempts have been made to measure attitudes toward school, the relationship between this variable and achievement has not been proven. In some studies, it has correlated with other personality measures, but not with cognitive achievement. (BW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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