Children's interpretive strategies for class inclusion tasks
Bibliographic Data
| ID | 5263786 |
|---|---|
| Authors | Elias Mpofu (0000-0003-2347-3540, University of Zimbabwe, corresponding author) |
| Year | 1994 |
| Volume | 64 |
| Issue | 1 |
| Pages | 77-89 |
| Publication date | 1994-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1994.tb01086.x |
| OpenAlex | W2100040931 |
| Language | EN |
| Citations received | 1 |
The study examined children's interpretive strategies for verbally presented class inclusion tasks as related to socio-cultural background, age and level of schooling. A total of 298 black and white Zimbabwe primary school children took part in the study. Children's performance was considered both qualitatively and quantitatively. Significant social class related differences in children's skill orientation were found. However, no socio-culturally related differences in children's use of interpretive strategies obtained, although age and level of schooling accounted for a significant proportion of the variance in performance. Implications for psychoeducational practice as well as suggestions for further research are discussed
Class (philosophy) · Developmental psychology · Inclusion (mineral) · Social class · White (mutation) · Early Childhood Education and Development · Psychology · Social Psychology · Teacher Education and Leadership Studies
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |