کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4939990 | 1436368 | 2017 | 10 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Independent and compensatory contributions of executive functions and challenge preference for students' adaptive classroom behaviors
ترجمه فارسی عنوان
سهم مستقل و جبران کننده از عملکرد اجرایی و اولویت چالش برای رفتارهای کلاس درس سازگار دانشجویان
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کلمات کلیدی
عملکرد اجرایی، رفتار کلاس های سازگار، ترجیح چالش،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
This study examined the unique contributions and interplay of children's executive function (EF) skills and challenge preference for adaptive classroom behaviors. The sample included socioeconomically and ethnically diverse third, fourth, and fifth grade students (NÂ =Â 334, MÂ =Â 9.30Â years). EFs were directly assessed using tablet tasks in the classroom setting, challenge preference was measured with self-report questionnaires, and teachers reported on students' classroom behaviors. Both EFs and challenge preference independently predicted students' task orientation, assertiveness, peer social skills, and frustration tolerance, whereas only EFs were linked to students' conduct problems. Further, challenge preference emerged as a significant moderator of the association between EFs and students' assertiveness. Specifically, EFs were more strongly associated with students' assertiveness among students with low challenge preference. Implications include structuring classrooms to promote challenge preference by focusing on effort and learning.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 55, April 2017, Pages 183-192
Journal: Learning and Individual Differences - Volume 55, April 2017, Pages 183-192
نویسندگان
Jenna E. Finch, Jelena ObradoviÄ,