Institution
University of North Carolina at Greensboro
Education•Greensboro, North Carolina, United States•
About: University of North Carolina at Greensboro is a education organization based out in Greensboro, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 5481 authors who have published 13715 publications receiving 456239 citations. The organization is also known as: UNCG & UNC Greensboro.
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TL;DR: The Teacher Belief Q-Sort (TBQ) as discussed by the authors is a psychometric assessment technique that examines teachers' priorities and beliefs about discipline practices, classroom practices, and belief about children.
166 citations
TL;DR: In this paper, the authors examined the performance implications of implementing generic competitive strategies, and whether the implementation of a combination competitive strategy yields an incremental performance benefit over a single generic competitive strategy using data from Ghana, a Sub-Saharan African economy implementing economic liberalization policies.
166 citations
TL;DR: In this paper, a deductive approach for assessment and classroom learning is proposed, which is based on the assessment in education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 111-122.
Abstract: (1998). Assessment and Classroom Learning: a deductive approach. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 111-122.
166 citations
TL;DR: Stability coefficients indicated a reasonable degree of consistency in students' goal responses over time, but there were also significant mean-level changes inStudents' goals within the school year and significant linear declines in task-mastery and performance goals over time.
166 citations
TL;DR: The authors suggest that confusion and interest have different positions in a two-dimensional appraisal space: interesting things stem from appraisals of high novelty and high comprehensibility, and confusing things arise from appraisal of low novelty and low comprehensibility.
Abstract: What makes something confusing? Confusion is a common response to challenging, abstract, and complex works, but it has received little attention in psychology. Based on appraisal theories of emotion, I suggest that confusion and interest have different positions in a two-dimensional appraisal space: interesting things stem from appraisals of high novelty and high comprehensibility, and confusing things stem from appraisals of high novelty and low comprehensibility. Two studies—a multilevel correlational study and an experiment that manipulated comprehensibility—found support for this appraisal model. Confusion and interest are thus close relatives in the family of knowledge emotions.
166 citations
Authors
Showing all 5571 results
| Name | H-index | Papers | Citations |
|---|---|---|---|
| Douglas E. Soltis | 127 | 612 | 67161 |
| John C. Wingfield | 122 | 509 | 52291 |
| Laurence Steinberg | 115 | 403 | 70047 |
| Patrick Y. Wen | 109 | 838 | 52845 |
| Mark T. Greenberg | 107 | 529 | 49878 |
| Steven C. Hayes | 106 | 450 | 51556 |
| Edward McAuley | 105 | 451 | 45948 |
| Roberto Cabeza | 94 | 252 | 36726 |
| K. Ranga Rama Krishnan | 90 | 299 | 26112 |
| Barry J. Zimmerman | 88 | 177 | 56011 |
| Michael K. Reiter | 84 | 380 | 30267 |
| Steven R. Feldman | 83 | 1227 | 37609 |
| Charles E. Schroeder | 82 | 234 | 26466 |
| Dale H. Schunk | 81 | 162 | 45909 |
| Kim D. Janda | 79 | 731 | 26602 |