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

direct influence to the academic achievement, while self-efficacy do not has a direct influence to
academic achievement, conversely, creation efficacy has a negative influence to academic
achievement.
3103.7 Moral decisions in post modern times, Gabriel Bukobza, Psychology Department,
School of Education, Hebrew University, Israel
Three moral dilemmas dealing with truth, death, and responsibility were given to 40 subjects. Two
questions were subsequently asked: 1) What is the morally right solution and why 2) How would
you act if this were a real dilemma, and why. 25-50% of subjects dismissed their preliminary
moral judgment and preferred practical, self-fulfilling arguments to guide their chosen actions,
without feeling guilt or anxiety. These results oppose claims that people give justice related
(Kohlberg, 1976) or caring related (Gilligan, 1982) responses to moral issues, and support ideas of
practical morality (Nisan, 1993).
3103.8 The characteristic of teacher-student relationship andits relationship with students’
school adjustment, Zhiyong Qu, Hong Zou, The Institute of Developmental Psychology, Beijing
Normal University, China
With the participation of 665 students, the study investigated the teacher-student relationship from
grade 5 to grade 9. The results indicated: Three distinctive types of teacher-student relationship
were identified: closeness, conflict and average. There were significant differences between three
types teacher-student relationship on students’ school attitude, social behavior and learning
behavior. Teacher-student relationship can significantly predicted Students’ school attitude,
learning behavior and social behavior, but the direct effects on learning behavior and social
behavior were lower than the indirect effects. It suggested that school attitude was a middle factor
between teacher-student relationship and students’ learning and social behavior.
3104 ORAL
Educational psychology
Chair: Maria Poulou, Greece
3104.1 Attitudes towards and achievement in mathematics problem solving among students in
Ugandan high- and low-performing secondary schools, Charles Opolot-Okurut, Uganda
This study explores the relationship between teacher practices, student attitudes towards and
achievement in mathematics in high- and low performing secondary schools in three districts of
Central Uganda. The sample consisted of 254 students in nine secondary schools. The Students’
Attitude towards Mathematics Inventory and Mathematics Aptitude/Achievement test were
administered. Results show statistically significant differences in attitude towards mathematics by
school-type and gender, with males and those in the high-performing schools showing more
positive attitudes. However, there were no statistically significant differences in achievement by
gender, although females in low-performing schools outperformed their male counterparts in the
achievement test.
3104.2 The impact of sensitivity to word structure on disciplinary literacy in the primary grades,
719