Learning Strategies Can Help

Scott, Mary E.

doi:10.1177/004005998802000307

Cited by 11 publications

(4 citation statements)

References 16 publications

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“…A view of the empirical literature included research on attention and concentration among school-age students deahng mainly with the relation between these two factors and the learning process (Haywood, 1982;Diekhoff, 1982;Bragstad & Stumf, 1987;Scott, 1988). However, no study of the problem presented here was found.…”

mentioning

confidence: 99%

Influence of Physical Activity on Concentration among Junior High-School Students

Raviv

Low

1990

Percept Mot Skills

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The level and quality of concentration were tested before and after each lesson in one class session. Two of the four classes participated in physical education activities, and the other two studied science. Each subject matter was studied the beginning and at the end of the school day. The research design was 2 x 2 x 2 factorial (two subject matters, two times of the school day, and as a repeated measure two times of test for each group at the beginning and end of each lesson). The level and the quality of concentration found at the end of each lesson were significantly higher than at the beginning. The subject matters did not influence concentration. It may be concluded that the time of day was the main influence on concentration, so teachers' claims against physical education activity lessons can be rejected. The increase in concentration toward the end of the lesson implies the need for careful lesson planning or even the consideration of increasing duration of lessons.

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confidence: 99%

Influence of Physical Activity on Concentration among Junior High-School Students

Raviv

Low

1990

Percept Mot Skills

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“…A few other characteristics are superior concentration, internal locus of control, persistence, and field independence (Scott, 1988). Gifted students are also better at solving complex problems and possess greater amounts of scholastic knowledge than others (Cohn, Carlson, & Jensen, 1985;Jensen, Cohn, & Cohn, 1989).…”

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confidence: 99%

A Comparison of Learning and Study Strategies of Gifted and Average-Ability Junior High Students

Tallent‐Runnels

Olivárez

Lotven

et al. 1994

Journal for the Education of the Gifted

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Not enough is known about whether the learning and study strategies of gifted students are adequate or h o w they compare to average-ability learners. Therefore, two studies were conducted t o determine if gifted and average-ability junior high students differed in learning and study strategies. Results of Study One revealed several differences between gifted (n = 80) and average-ability (n = 61) seventh, eighth, and ninth graders on the Learning and Study Strategies Inventory. Anxiety emerged as the variable that discriminated most between the groups with the average-ability students having more anxiety. Study Two replicated study one with ninth graders (99 gifted, 98 average-ability) taking the newer Learning and Study Strategies Inventory-High School Version and all students drawn from school settings. There were fewer differences between the t w o groups but significant differences did result on some of the same subtests as in Study One with anxiety again emerging as the most powerful discriminator. There were also gender differences in the second study with girls scoring higher than boys in motivation, study aids, and self-testing. Even with the differences between the ability groups, gifted students did not score above the mean on m a n y subtests and it i s recommended that both groups need explicit instruction in learning and study strategies.Much is already known about cognitive characteristics of gifted learners. Among these characteristics are unusual retentiveness, advanced comprehension, curiosity, a high level of language develop-

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“…This reluctance to solve problems was also mentioned by Lester (1985) 'and in Schoenfeld's (1985b) description of the common belief that "mathematics problems are always solved in less than 10 minutes, if they are solved at all" (p. 372). It seems true that many problem solvers give up rather than face negative emotions because they expect solutions to come to them quickly and easily (Scott, 1988). Schoenfeld (1985a) also stated that many "potentially valuable approaches are abandoned before they can bear fruit" (p. 98) because students are not aware of when it is worthwhile to keep on.exploring an idea and when it is appropriate to abandon it because it is leading in a wrong direction: Schoenfeld indicated that the problem solver must.…”

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Development of a model to enhance managerial strategies in problem solving

Taplin

1994

Math Ed Res J

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Learning Strategies Can Help

Cited by 11 publications

References 16 publications

Influence of Physical Activity on Concentration among Junior High-School Students

Influence of Physical Activity on Concentration among Junior High-School Students

A Comparison of Learning and Study Strategies of Gifted and Average-Ability Junior High Students

Development of a model to enhance managerial strategies in problem solving

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