28th International Congress of Psychology August 8 ... - U-netSURF

Ninety-four gifted children (aged from 9 to 13 years old) and two hundred non-gifted children
(aged same as the gifted) were involved in the present study. Both the academic and non-academic
self-concept are assessed by Song-Hattie Self-concept Inventory revised by Zhou & He (1996).
The findings indicated that the development of self-concept in gifted children seems different from
that of non-gifted children. Specifically, the scores of self-concept in general of non-gifted
children increased while those of gifted children decreased from 9- to 13-years old. Both academic
and non-academic self-concept will be discussed in the present study too.
3028.115 Cognitive-affective determinants of performances in word reading: A structural
modeling, Alain Olivera, Christine Bailleux, Pierre-Yves Gilles, Centre PsyCLE Universite de
Provence, France
This research tests a structural organization to describe children word decoding. The model
includes cognitive abilities (general and phonological skills) and affects as well (anxiety,
self-efficacy). Before exposure to a word identification task, 72 children, beginning readers in
primary school, solved cognitive tests and completed self-efficacy, anxiety, questionnaires. Path
analysis describes combined effects. Cognitive variables have effects on performance;
self-efficacy has direct effects on word identification; anxiety has indirect effects on reading word,
through phonological awareness. This work emphasize the interest to link cognition and emotion
when studying individual differences in Reading word.
3028.116 Teacher professional development--research on training needs of teachers, Liping Xiao,
World Bank Beijing Office, China
The study identifies and analyzes the training needs of teachers. Based on literature review and
guided by the theory of teacher’s capacity and professional development, an investigation model
of three elements and developmental stages was formulated. Both quantitative and qualitative
methods were employed including interview and questionnaire. About 375 teachers from 6 public
schools in Beijing were involved in this study. Major findings include that professional attitude
was the core of professional structure, the development of professional attitude experienced three
stages, and the relationship between professional development and teaching experience was not
linear since professional development is the need-driving process.
3028.117 DIF analysis of English paper of college entrance examination, Dong Shenghong 1 , Ma
Shiye 2 , 1 Jiangxi Normal University, China; 2 The National Education Examinations Authority of
China, China
This study based on the response to the 75 optional item of English paper of College Entrance
Examination to detect gender-related DIF, subject-related DIF and town/country-related DIF on
these items. The results indicate that: 1) 32 items showed gender-related DIF (17 items favored to
male); 2) 16 items showed town/country-related DIF(8 items favored to the town students); 3)19
items showed subject-related DIF (6 items favored to the students studying science). 4)The
differentiation of ability of English pronunciation, the interest or familiarity to the content are the
main cause of DIF and among the DIF, some are the benign.
3028.118 An investigation on senior middle school students and vocational school students’
learning adaptability, Ke-zu Hu 1 , Hong Zhao 2 , 1 Tianjin University of Technology and Education,
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