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Search Results: 1 - 3 of 3 matches for " Cocorad? "
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Academic self-handicapping and their correlates in adolescence
Cocorad, E.
Bulletin of the Transilvania University of Bra?ov. Series VII : Social Sciences and Law , 2011,
Abstract: The self-handicapping has been examined as a self-protectivestrategy, used by adults and young, males and females, in different situations assessed as threatening for the positive self-esteem. The purpose of this study is to explore the relations between self-handicapping and some variables relevant in the academic field as learning motivation, academic results, selfesteem. Age and gender are the criteria of our analysis. The results suggestthe males and later adolescents (males and females) self-handicap more that the females and the young adolescents. Self-esteem and some components of learning motivation are the variables that influence self-handicapping at significant levels.
The development of moral judgement during childhood and pre-adolescent in the Romanian setting
Cocorad, E.,Cazan, A.-M.
Bulletin of the Transilvania University of Bra?ov. Series VII : Social Sciences and Law , 2011,
Abstract: The moral development is a classical topic, but still insufficiently investigated in the recent studies in Romania. Our study aimed to compare the results obtained by Piaget regarding the child’s moral development with the child’s moral development corresponding to the recent cultural Romanian setting. The research method is mixed, qualitative and quantitative. The clinical interview and the short stories were designed after Piaget’s model. Our findings suggest the existence of the same clasical stages of moral development, but identify numerous mixed profiles that highlight the oscillations of the moral judgments for amoral children and submissive pre-adolescences.
Perceived Assessement Style and Learning Motivation
Elena Cocorad,Marcela Rodica Luca,Mariela Pavalache-Ilie
Bulletin of the Transilvania University of Bra?ov. Series VII : Social Sciences and Law , 2009,
Abstract: The assessment behaviour of the teacher plays a key role in giving students feedback on their performance and enhancing learning motivation. According to orientation of the evaluation and the level of exigency, four assessment styles are described: normative, formative, popular and conventional.The research was conducted on 394 students aged 16-18 years, 253 girls and 141 boys, in 16 classes of upper higher secondary schools in the city of Brasov, and the chosen subject was English language. The perceived evaluative styles of five teachers were measured, by students in 2-3 classes for each of them, in relationship with their learning motivation. The results show that the extrinsic motivation- reward is associated with the perception of the style as lenient, the perceived performance is associated with norm-oriented. There are differences between the evaluative style perceptions of the students in the same class according to their learning performances.
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