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Artykuły w czasopismach na temat "Self-Pupil"

1

Bulekbayeva, S. "The Pedagogical Approach of Pupil Self-Assessment." Advanced Science Journal 2015, no. 3 (2015): 47–49. http://dx.doi.org/10.15550/asj.2015.03.047.

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Dann, Ruth. "Pupil self-assessment in the primary classroom." Education 3-13 24, no. 3 (1996): 55–59. http://dx.doi.org/10.1080/03004279685200321.

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Kamensky, A. M. "PUPIL SELF-READING AT SCHOOL AND AT HOME." Vestnik Orenburgskogo gosudarstvennogo universiteta 229 (2021): 40–46. http://dx.doi.org/10.25198/1814-6457-229-40.

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The study examines the issues of introducing a student to independent reading, the development of the need for reading, the ability to choose the right book, and make the appropriate necessary selection of literature. Theoretical research showed the reading preferences of a modern child, a change in the circle of his reading interests. There are approaches to reading on electronic media and in the traditional “paper” format. The interrelation of reading and the child's desire for his own literary creation, the implementation of other types of creative activity is traced. Despite the decline in reading culture, children began to pay much more attention to reading. Large reading projects have emerged, such as Successful Reading, Time to Read, Good Lyre, etc. A national program for the support and development of reading for 2018–2023, Reading Childhood, has appeared. The Good Lyre project was conceived in our basic lyceum No. 590 in St. Petersburg. The essence of the project is to organize a literary competition for professional writers and to involve students, teachers and parents as a public jury to evaluate the works sent to the competition. Its main task is to familiarize schoolchildren with meaningful reading of modern prose, promote their mastery of the technology of independent book selection, and develop the ability to conduct a discussion on what they have read. During the implementation of the project, reading affects the personal development of the student, the formation of his individuality, the stimulation of such processes as self-knowledge, self-determination, self-development, self-realization.
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McNamara, Edward. "Motivational Interviewing: Tlie Gateway to Pupil Self-management." Pastoral Care in Education 10, no. 3 (1992): 22–28. http://dx.doi.org/10.1080/02643949209470804.

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Lu, Shengfu, Jiaming Kang, Jinyu Zhang, and Mi Li. "Assessment method of depressive disorder level based on graph attention network." ITM Web of Conferences 45 (2022): 01039. http://dx.doi.org/10.1051/itmconf/20224501039.

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This paper presents an approach to predict the depression self-rating scale of Patient Health Questions-9 (PHQ-9) values from pupil-diameter data based on the graph attention network (GAT). The pupil diameter signal was derived from the eye information collected synchronously while the subjects were viewing the virtual reality emotional scene, and then the scores of PHQ-9 depression self-rating scale were collected for depression level. The chebyshev distance based GAT (Chebyshev-GAT) was constructed by extracting pupil-diameter change rate, emotional bandwidth, information entropy and energy, and their statistical distribution. The results show that, the error (MAE and SMRE)of the prediction results using Chebyshev-GAT is smaller then the traditional regression prediction model.
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Nouwen, Ward, and Noel Clycq. "The Role of Teacher–Pupil Relations in Stereotype Threat Effects in Flemish Secondary Education." Urban Education 54, no. 10 (2016): 1551–80. http://dx.doi.org/10.1177/0042085916646627.

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This study aims to test stereotype threat theory hypotheses using a pupil survey database from Flemish urban secondary education characterized by a stratified tracking system. We relate these systemic features to stereotype threat effects by adding teacher–pupil relations to our analyses. Our results show that stigmatized groups—ethnic minority pupils in vocational education—experience the most negative teacher–pupil relations. To protect their academic self-concept from stereotype threat, they are also most vulnerable to psychological disengagement, discounting negative teacher feedback, and to disidentification from education. Moreover, teacher–pupil relations play an important role in explaining stereotype threat effects.
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Šimić Šašić, Slavica, Ana Šimunić, and Mira Klarin. "The Mediating Role of Teacher–Pupil Interaction in the Relationship of Pupil Temperament to Self-Esteem and School Success." Drustvena istrazivanja 30, no. 3 (2021): 509–31. http://dx.doi.org/10.5559/di.30.3.03.

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The aim of this research was to examine the mediating role of teacher–pupil interaction in the relationship of temperament to self-esteem and school success among year-7 and year-8 elementary-school pupils in Croatia and Bosnia & Herzegovina (B&H). The assumptions on the contribution of the dimensions of temperament (self-control and negative affectivity) and teacher–pupil interaction (influence and proximity) in explaining pupils' self-esteem and school success were partially confirmed. Similar relationships among the measured variables were confirmed in both samples of pupils. Self-control, negative affectivity, and teacher proximity directly predicted self-esteem, while self- -control indirectly predicted self-esteem through teacher proximity. Self-control and teacher proximity contributed directly to school success, and the indirect contribution of self- -control to school success through teacher proximity was also significant. The results of this research indicate the importance of the direct contribution of children's temperaments to their self-esteem and school success, and of its indirect contribution through the quality of the interaction with their teacher.
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Liao, Hsin-I., Makio Kashino, and Shinsuke Shimojo. "Attractiveness in the Eyes: A Possibility of Positive Loop between Transient Pupil Constriction and Facial Attraction." Journal of Cognitive Neuroscience 33, no. 2 (2021): 315–40. http://dx.doi.org/10.1162/jocn_a_01649.

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Contrary to the long-held belief of a close linkage between pupil dilation and attractiveness, we found an early and transient pupil constriction response when participants viewed an attractive face (and the effect of luminance/contrast was controlled). While human participants were making an attractiveness judgment on faces, their pupil constricted more for the more attractive (as-to-be-rated) faces. Further experiments showed that the effect of pupil constriction to attractiveness judgment extended to intrinsically esthetic visual objects such as natural scene images (as well as faces) but not to line-drawing geometric figures. When participants were asked to judge the roundness of faces, pupil constriction still correlated with their attractiveness but not the roundness rating score, indicating the automaticity of the pupil constriction to attractiveness. When pupillary responses were manipulated implicitly by relative background luminance changes (from the prestimulus screen), the facial attractiveness ratings were in accordance with the amount of pupil constriction, which could not be explained solely by simultaneous or sequential luminance contrast. The overall results suggest that pupil constriction not only reflects but, as a part of self-monitoring and attribution mechanisms, also possibly contributes to facial attractiveness implicitly.
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Kepule, Iveta, and Aina Strode. "A PROCESS-ORIENTED MODEL FOR THE FORMATION OF SELF-EXPRESSION SKILLS IN TEACHING MUSIC TO PUPILS OF THE PRIMARY EDUCATION STAGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 684. http://dx.doi.org/10.17770/sie2020vol5.5174.

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The concept of self-expression is used to describe contemporary culture, linking it to positive concepts, the interaction of the individual and the environment. Emotional and cognitive needs, based on personal experience, cultural and environmental situations and events in a rapidly changing social environment, play an important role in the development of self-expression skills. An aim of the article: to substantiate the process-oriented model of pupil self-expression skills formation and to analyze its approbation results - pupil learning achievement dynamics and learning process transformation in music education. Research methods: analysis of scientific literature, analysis of documents, statistical analysis of learning achievements.
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10

Samfira, Elena Mirela, and Florin Alin Sava. "Cognitive-behavioral correlates of pupil control ideology." PLOS ONE 16, no. 2 (2021): e0246787. http://dx.doi.org/10.1371/journal.pone.0246787.

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Teacher’s pupil control ideology is a central feature for the quality of the teacher-student relationship, which, in turn, impacts the teacher’s level of well-being. The pupil control ideology refers to a teacher’s belief system along a continuum from humanistic to custodial views. Teachers with humanistic orientation view students as responsible and, therefore, they exert a lower degree of control to manage students’ classroom behaviors. Teachers with a custodial orientation view students as untrustworthy and, therefore, they exert a higher degree of control to manage students’ classroom behaviors. The relationship between pupil control ideology and dysfunctional beliefs originated from the cognitive-behavioral therapy framework has not been investigated, despite existing evidence suggesting that the pupil control ideology is linked to stress and burnout. One hundred fifty-five teachers completed a set of self-report questionnaires measuring: (i) teacher’s pupil-control ideology; (ii) perfectionistic and hostile automatic thoughts; (iii) irrational beliefs; (iv) unconditional self-acceptance; (v) early maladaptive schemas; and (vi) dimensions of perfectionism. The result suggests that teachers who adopt a custodial view on pupil control ideology endorse more dysfunctional beliefs than teachers who adopt a humanistic view. They tend to present a higher level of perfectionism, unrelenting standards, and problematic relational beliefs, including schemas of mistrust and entitlement. They also present more often other-directed demands and derogation of other thoughts. Such results picture a dysfunctional view on pupils who misbehave, as adversaries who threaten their rigid and/or perfectionistic expectations.
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