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

Rolande Parel, Gay Bisanz, University of Alberta, Department of Psychology, Canada
Typically, in the primary grades, there is less emphasis on expository text, because of its higher
vocabulary load than narrative text. This imbalance may be detrimental to the literacy
development of children more motivated by informational than narrative texts. Several studies at
higher levels indicate that enhancing sensitivity to word structure can compensate for low
receptive vocabulary in relation to text demands, thus enhancing disciplinary literacy. This paper
presents the findings for the first year of a three year blended study to determine whether this
intervention would have a similar impact at the primary level.
3104.3 Influential factors on teaching efficacy: Prospective teachers’ beliefs, Maria Poulou,
Demokriteio University of Thrace, Greece
Prospective teachers’ efficacy beliefs play a definitive role in interpreting the knowledge offered in
teacher training programs. These beliefs predict prospective teachers’ conviction that they can
influence their pupils. Current study explores the influential factors of prospective teachers’
efficacy beliefs. 180 student teachers of Greek universities participated in the study. Analysis
reveals that prospective teachers perceive the factors related to motivation and personality traits as
more influential on their teaching efficacy than the factors related to their teacher training program.
Through the understanding of students thought processes, teacher trainers, can be informed of the
means of improving the educational programs.
3104.4 The teacher as a representative of culture, Serguey Guilmanov, Russian Federation
The psyche of the person is a product of cultural-historical development (L.S.Vygotsky).
Therefore, process of training should be based on cultural values and meanings. That is why a
teacher, while interacting with pupils, should have certain qualities which help to create culture
prototypes. These qualities are: a) seeing teaching material as a phenomenon of culture; b)
presence of author's innovative idea, teacher’s evident creative individuality; c) priority to pupil’s
freedom in learning material etc. Interaction of participants in educational process should create
complete inner-group culture. In the research we offer a complex psychological technique of
defining teacher’s culture awareness.
3104.5 The relationship between teacher-expectancy, self- worth and goal orientation, Zheng
Haiyan 1 , Liu Xiaoming 2 , Mo Lei 1 , 1 Department of Psychology, South China Normal Unversity,
China, 2 Department of Psychology, Northeast Normal University, China
The present study investigated the relationship between teacher- expectancy, self-worth and goal
orientation. 274 middle school students responded to questionnaires. The following results were
obtained: (1) There were significantly positive correlations between variances of
teacher-expectancy, self-worth and goal orientation. (2) Teacher expectancy and self-worth played
significantly predictive roles on goal orientation. (3) Self-worth played a meditative role in the
relevance between teacher-expectancy and goal orientation.
3104.6 Influence of teachers’ attribution style on self-efficacy, Liang Luo, Qi Li, Jianzhong
Wo, Institute of Developmental Psychology, Beijing Normal University, Beijing, China
In the research, 661 junior and senior high school teachers were subjects. Then we investigated the
effect of the gender characteristics of teachers’ self-efficacy, the difference of school age and
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