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1.
Kai-Lin Yang 《Educational Studies in Mathematics》2012,80(3):307-326
In this study, we explored the structural relationship between the students’ perceived use of cognitive and metacognitive reading strategies (CMRS) and their reading comprehension of geometry proof (RCGP), and we also examined the differences in students’ perceived use of reading strategies among the poor, moderate and good comprehenders. A sample of ninth graders (N = 533) completed a RCGP test and then the CMRS questionnaire. In the exploratory factor analysis with one subsample (n = 150), principal component analysis was used to extract factors of CMRS use for improving the CMRS instrument. Another subsample of students (n = 370) participated in the study on the confirmatory factor analysis with structural equation modelling method. Results revealed that the use of metacognitive reading strategies exerts an executive function over that of cognitive reading strategies, which directly influenced students’ RCGP. Our interesting findings were that good comprehenders tended to employ more metacognitive reading strategies for planning and monitoring comprehension and more cognitive reading strategies for elaborating proof compared with the moderate comprehenders, who in turn employed these strategies more often compared with the poor comprehenders. 相似文献
2.
Student interest and motivation in STEM subjects has dropped significantly throughout secondary education, for which teacher–student interactions are named as a central reason. This study investigated whether a video-based teacher professional development (TPD) intervention on productive classroom discourse improved students' learning motivation and interest development over the course of a school year. The teachers' intervention group (IG; n = 6) was compared with a control group (CG; n = 4) who participated in a traditional TPD programme on classroom discourse. The teachers showed a significant increase in constructive feedback and decrease in simple feedback as a function of the treatment. Pre- and post-tests revealed that students in the IG (n = 136) significantly increased their perceived autonomy, competence and intrinsic learning motivation as compared with those in the CG (n = 90). They also showed significantly greater interest changes in the subjects compared with their peers in the CG. 相似文献
3.
Symeon P. Vlachopoulos 《Structural equation modeling》2013,20(1):114-135
This study examined the extent of measurement invariance of the Basic Psychological Needs in Exercise Scale responses (BPNES; Vlachopoulos & Michailidou, 2006) across male (n = 716) and female (n = 1,147) exercise participants. BPNES responses from exercise participants attending private fitness centers (n = 1,012) and community exercise programs (n = 851) were used. The 3-factor BPNES confirmatory factor analysis model, discriminant validity, and scale reliability were supported for both male and female participants separately. The multisample models supported the configural invariance, partial metric invariance, partial measurement error invariance, and partial scalar invariance of the BPNES responses across gender. Both male and female participants attached the same meaning to the constructs assessed by the BPNES items. The BPNES score invariance properties support tests of the needs universality hypothesis offered by self-determination theory across gender in exercise and meaningful comparison of the autonomy, competence, and relatedness construct latent means across gender. 相似文献
4.
Christine M. Phelps 《Educational Studies in Mathematics》2010,75(3):293-309
The purpose of this study was to examine the sources that pre-service teachers (PSTs) use when they construct their self-efficacy
beliefs and learning goals, which compose their motivational profiles. Pre-service elementary teachers (n = 22) with different motivational profiles participated in narrative interviews designed to examine retrospectively their
past experiences in mathematics and the effect of those experiences on their motivational profiles. Results reveal that participants
relied on multiple sources to construct their efficacy beliefs and goals, including past performance, vicarious experiences,
verbal persuasions, career goals, and the fit between participants’ views of mathematics and the nature of mathematics in
their classes. While some of these factors have been identified by previous research, the contribution of the current study
is to extend this research to a new population and to elaborate on these factors. Results also help refine and extend our
knowledge of PSTs’ motivation and suggest ways that teacher educators could influence PSTs’ motivational profiles. 相似文献
5.
Marios Goudas Irini Dermitzaki Konstantinos Bagiatis 《European Journal of Psychology of Education - EJPE》2000,15(3):271-280
The aim of the present study was to examine the relations of students’ intrinsic motivation in physical education lessons with factors such as perceived locus of causality, perceived competence and outcome expectancies. Five hundred sixteen students of grades 7–12 participated in the study. The students were randomly selected from three schools located in a medium sized town in Greece. Perceived locus of causality was examined using Ryan and Connell’s (1989) motivational orientation scales, while intrinsic motivation was assessed by means of the Intrinsic Motivation Inventory (Ryan, 1982). Outcome expectancies for ten possible outcomes of school physical education were assessed by means of two different scales, namely outcome evaluation and outcome likelihood. Causal modelling analysis showed that intrinsic motivation was mainly influenced by perceived usefulness which in turned was influenced by outcome expectations. Moreover, outcome expectations also influenced perceived locus of causality. These results show that students’ outcome expectancies for their participation in school physical education is an important factor influencing their intrinsic motivation. 相似文献
6.
Geneviève L. Lavigne Robert J. Vallerand Paule Miquelon 《European Journal of Psychology of Education - EJPE》2007,22(3):351-369
The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits
that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence.
These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads
to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high
school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with
LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence
and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels
of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from
a motivational approach in this area. 相似文献
7.
Mark J. Jordans Annalise S. Keen Hima Pradhan Wietse A. Tol 《International journal for the advancement of counseling》2007,29(1):57-68
The aims of this qualitative study were (1) to add to the understanding of the growing field of psychosocial counselling in
Nepal, and (2) gather concrete points for improvement of services. Semi-structured interviews were conducted with clients
(n = 34), para-professional counsellors (n = 26) and managers (n = 23) of organizations in which psychosocial counselling was taking place. The main findings were that stakeholders generally
presented a positive view of the significance and supportive function of psychosocial counselling, while providing useful
suggestions for improvement. Matters of ongoing training and supervision, confidentiality and integration of counselling within
mainstream care provision need to be addressed and potentially adapted. Implications for other non-Western countries with
little mental health resources are discussed. 相似文献
8.
The present study examined the efficacy of autonomy-supportive teaching during elementary school physical education (PE) in influencing pupils’ enjoyment, fear of failure, boredom and effort. A sample of 54 pupils attending fifth and sixth grades comprised the control group (typical instruction; n = 27) and the experimental group (autonomy-supportive instruction; n = 27). Pupils’ responses were provided four times during a school trimester on perceived autonomy-support provided by the PE teacher, fulfilment of psychological needs for autonomy, competence and relatedness, behavioural regulations for PE participation, enjoyment, fear of failure, boredom and effort. In the autonomy-support condition, levels of the positive motivational indexes remained relatively stable during the trimester. Motivational deterioration was evident for the control group, and especially during the middle and the end of the trimester. Autonomy-supportive teaching leads to enhanced levels of motivation compared to non-autonomy-supportive teaching that may lead to gradual decline of motivation for PE participation. 相似文献
9.
Christian Harteis Barbara Morgenthaler Christine Kugler Karl-Peter Ittner Gabriel Roth Bernhard Graf 《Vocations and Learning》2012,5(2):119-136
Intuition presents as a crucial component of professional competence for many occupations, including emergency physicians because many of their decisions have to be made quickly. When arriving at the scene of an accident, they promptly have to assess the circumstances and initiate immediate life-saving measures without opportunities for deep analyses of patients’ conditions. Therefore, spontaneous and intuitive decisions are required to solve the problem appropriately, rather than more intentional and time-consuming forms of decision-making. Yet, the efficacy of and processes underpinning these intuitive activities remain far from fully understood or clearly conceptualised. The study reported here aims at revealing the efficacy of such intuition by analysing decision-making behaviour of emergency physicians. Based on patient simulation mannequins, which can be programmed to present specified clinical situations, three groups of participants with different levels of emergency medicine expertise (n 1 = 10 novices, n 2 = 10 semi-experts, n 3 = 10 experts) each addressed two different authentic problem cases. In the first simulation, time pressure was utilised to press participants to decide intuitively. In the second simulation, the participants had to legitimise their decisions without any time pressure in order to generate rational decisions. Whereas no clear difference in the participants’ performances between both cases could be identified, experts and semi-experts performed better than novices in their intuitive decision-making, thereby supporting beliefs about the efficacy of intuition. It is proposed that medical education, as well as other forms of occupational preparation, should consider theories of mental simulations in order to improve surgeons’ professional education. 相似文献
10.
Children (5 and 6 years old, n = 30) at familial risk of dyslexia received a home-based intervention that focused on phoneme awareness and letter knowledge
in the year prior to formal reading instruction. The children were compared to a no-training at-risk control group (n = 27), which was selected a year earlier. After training, we found a small effect on a composite score of phoneme awareness
(d = 0.29) and a large effect on receptive letter knowledge (d = 0.88). In first grade, however, this did not result in beneficial effects for the experimental group in word reading and
spelling. Results are compared to three former intervention studies in The Netherlands and comparable studies from Denmark
and Australia. 相似文献
11.
Amanda Jansen 《Educational Studies in Mathematics》2009,71(2):145-160
Prospective elementary teachers’ (N = 148) motivation to participate in whole-class discussions during mathematics content courses for teachers, as expressed
in their own words on an open-ended questionnaire, were studied. Results indicated that prospective teachers were motivated
by positive utility values for participating (to achieve a short-term goal of learning mathematics or a long-term goal of
becoming a teacher), to demonstrate competence (to achieve performance-approach goals), or to help others (to achieve social
goals). Negative utility values for participating were expressed by those who preferred to learn through actively listening.
Five motivational profiles, as composed of interactions among motivational values, beliefs, goals and self-reported participation
practices, were prevalent in this sample. Self-reported variations among participants’ utility values and participation practices
suggested that prospective teachers engaged differentially in opportunities to learn to communicate mathematically. Results
provide pedagogical learner knowledge for mathematics teacher educators.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
12.
Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to
evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1,
ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control
group (n = 4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting
of a treatment group (n = 13) and a delayed treatment control group (n = 14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeated-measures
analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control
group. Statistical analyses also showed significant improvements in reading (study 1) and in a measure of participants’ knowledge
of orthographic spelling rules (study 2). The findings indicate that an orthographic spelling training enhances reading and
spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language
like German. 相似文献
13.
This study utilised a prospective design in examining determinants of intrinsic motivation in a physical education teacher education course. At the outset of a one‐term Olympic gymnastics module students in the third year of a 4‐year degree course completed questionnaires measuring their perceived autonomy and competence regarding the module. On completion of the module, students replied to questionnaires assessing their intrinsic motivation as well as their intentions to study a gymnastics course in the future. Structural equation modelling analysis showed that both perceived autonomy and competence had effects on intrinsic motivation, although the latter was indirect through performance. Further, intrinsic motivation had a strong effect on intention. This study shows the importance of creating perceptions of autonomy in student teachers when the promotion of intrinsic motivation is desired. 相似文献
14.
Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These
codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains
an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated
the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software
version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of
cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of
the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those
children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student
model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and
were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition,
children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory
sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal
learning environment. 相似文献
15.
Annika Lena Hondrich Jasmin Decristan Silke Hertel Eckhard Klieme 《Zeitschrift für Erziehungswissenschaft》2018,21(4):717-734
Formative Assessment (FA) refers to eliciting evidence about students’ understanding and using the information to support learning, e.?g. via individual feedback. There is evidence that FA fosters students’ motivation, but less is known about the underlying processes. The present study investigates direct effects of FA on intrinsic motivation as well as the mediating role of students’ perceived competence, drawing on Deci and Ryan’s self-determination theory. In a randomized, controlled trial, primary school teachers were either assigned to an FA training (n?=?17) or to a control group (CG; n?=?11). All teachers then taught two science units in their classrooms (FA: n?=?319 students, CG: n?=?232). Multilevel regression analyses showed a higher perceived competence and a marginally higher intrinsic motivation for FA students after unit 1. After unit 2, both intrinsic motivation and perceived competence were higher in the FA condition, and the impact on intrinsic motivation was significantly mediated by students’ perceived competence after the first unit. These results confirm and extend previous findings on the effectiveness of formative assessment on motivational outcomes. 相似文献
16.
Is problem-based learning associated with students’ motivation? A quantitative and qualitative study
Marit Wijnen Sofie M. M. Loyens Lisette Wijnia Guus Smeets Maarten J. Kroeze Henk T. Van der Molen 《Learning Environments Research》2018,21(2):173-193
In this study, a mixed-method design was employed to investigate the association between a student-centred, problem-based learning (PBL) method and law students’ motivation. Self-determination theory (SDT) states that autonomous motivation, which is associated with higher academic performance, can be reached when there is fulfillment of three psychological needs: autonomy, competence and relatedness. PBL aims to trigger autonomous motivation. In Study 1, 85 PBL law students (37% male; Mean age = 21.99 years) and 69 law students of a lecture-based, non-PBL program (39% male; Mean age = 22.72 years) filled out the Self-Regulation Questionnaire and an adapted version of the Work-related Basic Need Satisfaction Scale in order to measure autonomous and controlled motivation and perceived autonomy, competence and relatedness. In order to compare both groups, two MANOVAs were conducted and results showed differences neither in autonomous and controlled motivation, nor in feelings of autonomy and competence. However, PBL students experienced more relatedness. Additionally, in Study 2, focus-group discussions that were conducted indicated that PBL contains both autonomy-supportive and controlling elements, which might explain why no differences were found in perceptions of autonomy and autonomous and controlled motivation between PBL and non-PBL students. Furthermore, students reported that tutorial groups in PBL contributed to feelings of relatedness. 相似文献
17.
Kok-Mun Ng Shannon D. Smith 《International journal for the advancement of counseling》2009,31(1):57-70
International counseling trainees (ICTs) can play a critical role in multicultural training and enrich the lives of domestic
trainers and trainees. However, they face unique barriers. This inquiry examined 14 areas related to their training and stay
in the US. Findings largely correspond with those already in the literature (e.g., Ng, International Journal for the Advancement of Counseling, 28:1–19 2006a). Results indicate significantly higher mean scores for ICTs (n = 56) in 10 areas (e.g., English proficiency problems, experiencing discrimination in their learning environment) compared
to domestic trainees (DTs) (n = 82). ICTs further reported a high level of confidence in their contribution to their programs and a strong belief in their
performance, although these levels did not differ significantly from DTs. Findings also revealed there were no program-level
differences among the ICTs in all the study areas. Compared to the master’s trainees as a whole, however, the doctoral trainees
combined reported higher degrees of experiencing cultural adjustment problems and conflicts with Western understanding and
approaches to treating mental health. Implications and recommendations are outlined.
Findings in this study were represented at the 2008 Eastern Educational Research Association Conference in Hilton Head, South
Carolina, United States of America. 相似文献
18.
Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking 总被引：1，自引：0，他引：1
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills
enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post
experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking
skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found
that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition
towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with
the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies
for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented
experiments, there is a good chance for a consequent development of critical thinking capabilities. 相似文献
19.
We examined whether university students who report a significant history of reading difficulties (RD; n = 24) differed from university students with no history of reading difficulties (NRD; n = 31) in how sentence context affects word recognition. Experiment 1 found no differences in how congruent sentence primes
or syntactic manipulations of the sentence primes affected the performance of the two groups. However, only the RD group displayed
a significant inhibition effect when the target word was preceded by an incongruent sentence prime. Experiment 2 found that
the groups differed in how meaning frequency of the target word and context strength of the sentence prime affected word recognition
latencies. The results suggest that the RD participants’ performance is context-sensitive and better explained by interactive
models of language processing than by modular models. 相似文献