Scandinavian Journal of Educational Research

Noddings, Nel

doi: 10.1080/0031383910350101pmid: N/A

Abstract In order for teachers to care adequately for students and teach them to care for themselves, others and the quality of their own work, continuity is required. I argue here for continuity of purpose, place, people and curriculum.

Rand, Per; Lens, Willy; Decock, Ben

doi: 10.1080/0031383910350102pmid: N/A

Abstract Unexpected results from research on test anxiety/fear of failure (Maf) may partly be the consequence of disregarding the positive achievement motivation (Ms) which is also aroused in achievement situations. Influence of Ms was tested by comparing performance scores of groups resulting from simultaneous categorization of Ss on Ms and Maf, each dichotomized into high and low scores. Comparisons were made where Atkinson's theory of achievement motivation (which takes Ms into account) and test anxiety theory (which does not) lead to different predictions. The first analysis was conducted on previously published data. Tendency of results is in line with predictions based on Atkinson's theory: Ms makes a difference. As significance tests were missing, a new set of data was reanalyzed by ANOVA and t‐tests. The (mostly significant) results of these tests were in the expected direction. A multiple regression analysis also supported the general assumption that Ms makes a contribution in addition to the contribution made by test anxiety.

Granlund, Mats; Olsson, Cecilia; Karlan, George R.

doi: 10.1080/0031383910350103pmid: N/A

Abstract To our knowledge, no published study has investigated the interrelationships among motor ability, cognitive ability and communicative functions in profoundly retarded persons. This paper presents two studies: the purpose of the first study was to examine the interrelationships among the variables mentioned using a descriptive correlational design. The purpose of the second study was to validate the results of the first study. The results revealed a complex pattern of relationships among the variables studied. The construct validity of the communicative concepts used and the external validity of the findings in the first study were supported in the second study. The results suggest that motor ability interacts with the frequency of use of the discourse roles initiating and maintaining. It also suggests that cognitive ability interacts strongly with the ability to sequential interaction involving objects.

Nordhaug, Odd

doi: 10.1080/0031383910350104pmid: N/A

Abstract The article reviews and discusses the status of sociologically oriented Norwegian research on adult education and training. It covers studies of recruitment to and outcomes from adult education, and the profile of the research is considered. Finally, future directions for research are suggested

Martinsen, Øyvind; Kaufmann, Geir

doi: 10.1080/0031383910350105pmid: N/A

Abstract Creativity research has not shown specifically how imagery, strategy and individual differences may interact in problem solving performance, and an experiment was designed to explore this issue. Four groups of male subjects were instructed to use verbal and visual thinking, and analytic and exploratory strategies while trying to solve two insight problems. Individual differences were measured in cognitive style, as well as verbal and spatial abilities. The results revealed a significant main effect for the strategy instructions. Furthermore, interaction effects between the cognitive style dimensions and the instructions indicate that people with different styles can vary in the kinds of strategies they profit from using in problem‐solving.