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Diagramas y notas sobre el texto de Wilhelm Reich: Materialismo dialéctico y psicoanálisis
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In: ISSN: 1605-4806 ; Razón y Palabra ; https://hal.archives-ouvertes.fr/hal-01302733 ; Razón y Palabra, Octavio Isla, 2015 (2015)
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Exploring a framework for classroom culture: A case study of the interaction patterns in mathematical whole-class discussions
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289757 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3065-3071 (2015)
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Vague language and politeness in whole-class mathematical conversation
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287662 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1354-1360 (2015)
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The student-institution fit at university: interactive effects of academic competition and social class on achievement goals
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-01348974 ; Frontiers in Psychology, Frontiers, 2015, 6, pp.769. ⟨10.3389/fpsyg.2015.00769⟩ (2015)
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"Hearing what we cannot see" : contradictions and complications in a multimodal community-based writing project.
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Lexikvermittlung im ausländischen DaF-Unterricht: Neue Impulse durch den handlungsorientierten Ansatz?
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In: 3. Saarbrücker Fremdsprachentagung: Fremdsprachenvermittlung zwischen Anspruch und Wirklichkeit. ; https://halshs.archives-ouvertes.fr/halshs-01414828 ; 3. Saarbrücker Fremdsprachentagung: Fremdsprachenvermittlung zwischen Anspruch und Wirklichkeit. , Oct 2015, Sarrebruck, Germany (2015)
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The Malagasy language in the digital age ; The Malagasy language in the digital age: Challenges and perspectives
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In: Language and Technology Conference ; https://hal.archives-ouvertes.fr/hal-01237509 ; Language and Technology Conference, University Adam Mickiewicz, Nov 2015, Poznań, Poland. pp.299-303 ; http://www.ltc.amu.edu.pl/ (2015)
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| 8 |
Les particules modales en allemand au niveau débutant (A1-A2 du CECRL).
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In: Atelier de réflexion méthodologique et de formation à la recherche en Études germaniques ; https://halshs.archives-ouvertes.fr/halshs-01414846 ; Atelier de réflexion méthodologique et de formation à la recherche en Études germaniques, Apr 2015, Paris, France (2015)
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German modal particles at CEF-beginner level
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In: iMean4@Warwick ; https://halshs.archives-ouvertes.fr/halshs-01414857 ; iMean4@Warwick, Apr 2015, Warwick, United Kingdom (2015)
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| 10 |
Deutsche Modalpartikeln für Anfänger (Niveau A1-A2).
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In: Arbeitsgruppe Historische Linguistik ; https://halshs.archives-ouvertes.fr/halshs-01414837 ; Arbeitsgruppe Historische Linguistik, Apr 2015, Berlin, Germany (2015)
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| 11 |
Darwin, artificial selection, and poverty
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In: Politics and the Life Sciences (2015)
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ESL Students' Language Anxiety in In-Class Oral Presentations
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In: Theses, Dissertations and Capstones (2015)
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“Does Jesus Want us to be Poor?” Student Perspectives of the Religious Program at a Cristo Rey Network School
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In: Journal of Catholic Education (2015)
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Reducing Prejudice with Lecture vs. a Classroom Activity
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In: SoTL Commons Conference (2015)
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Review of Social Class in Applied Linguistics by David Block
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In: English Faculty Publications (2015)
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The student-institution fit at university: interactive effects of academic competition and social class on achievement goals
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In: ISSN: 1664-1078 ; Frontiers in Psychology, Vol. 6, No 769 (2015) (2015)
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Abstract:
As compared to continuing-generation students, first-generation students are struggling more at university. In the present article, we question the unconditional nature of such a phenomenon and argue that it depends on structural competition. Indeed, most academic departments use harsh selection procedure all throughout the curriculum, fostering between-student competition. In these departments, first-generation students tend to suffer from a lack of student-institution fit, that is, inconsistencies with the competitive institution's culture, practices, and identity. However, one might contend that in less competitive academic departments continuing-generation students might be the ones experiencing a lack of fit. Using a cross-sectional design, we investigated the consequences of such a context- and category-dependent lack of fit on the endorsement of scholastically adaptive goals. We surveyed N = 378 first- and continuing-generation students from either a more competitive or a less competitive department in their first or final year of bachelor's study. In the more competitive department, first-to-third year decrease of mastery goals (i.e., the desire to learn) was found to be steeper for first- than for continuing-generation students. In the less competitive department, the reversed pattern was found. Moreover, first-to-third year decrease of performance goals (i.e., the desire to outperform others) was found to be steeper within the less competitive department but did not depend on social class. This single-site preliminary research highlights the need to take the academic context into account when studying the social class graduation gap.
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Keyword:
Academic competition; Achievement gap; Achievement goals; First- and continuing-generation students; info:eu-repo/classification/ddc/150; Social class; Student-institution fit
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URL: https://archive-ouverte.unige.ch/unige:85916
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| 20 |
Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18
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