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Relevant bibliographies by topics / Self-Pupil

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Journal articles

Academic literature on the topic 'Self-Pupil'

Author: Grafiati

Published: 8 June 2024

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Journal articles on the topic "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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2

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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3

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

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4

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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5

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,

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6

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

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7

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-c

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8

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 n

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9

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 transformati

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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 beha

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