How achievement emotions impact students' decisions for online learning,and what precedes those emotions     

Dirk T. Tempelaar  Alexandra Niculescu  Bart Rienties  Wim H. Gijselaers  Bas Giesbers 《The Internet and Higher Education》2012,15(3):161-169

This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The students (N = 730) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this context, we investigated the impact that individual differences in achievement emotions (enjoyment, anxiety, boredom, hopelessness) had on students' learning choices, in terms of the intensity of using the online learning mode versus the face-to-face mode. Unlike the general level of learning activities, which is only minimally influenced by achievement emotions, these emotions appear to have a moderately strong effect on a student's preference for online learning. Following this, we explored the antecedents of achievement emotions. Through the use of path-modeling, we conclude that while goal setting behavior only marginally impacts achievement emotions, effort views—a crucial component of the social-cognitive model of implicit theories of intelligence—have a substantial impact on achievement emotions.  相似文献   

Rethinking our mobility: supporting our patrons where they live     

Gomes A  Abate L 《Medical reference services quarterly》2012,31(2):140-149

This article describes initiatives undertaken by one academic medical library to support patrons using handheld mobile devices. These initiatives included efforts to assist patrons with installation and use of mobile information resources, educate librarians regarding content and navigation of mobile apps and websites, and leverage tools to promote the library in a mobile environment.  相似文献   

明确自己的价值     

刘克 《英语沙龙》2010,(1)

不知道自己将来做什么?学校和家之间两点一线的生活让你感到厌倦?来自老师和家长的压力很想让你逃跑吗?不必那么急切。世界上不会有两片相同的树叶,不会有一摸一样的人,更不会有能担当相同任务的同样能力和价值的人。尽力展现你独特的一面吧,那就是你的价值。  相似文献   

Hypertext vs boolean-based searching in a bibliographic database environment: A direct comparison of searcher performance     

Dietmar Wolfram  Alexandra Dimitroff 《Information processing & management》1998,34(6):669-679

The purpose of this study is to carry out a direct comparison of a hypertext-based bibliographic retrieval system with a traditional Boolean-based retrieval system, each using the same database. Novice and experienced searchers were assigned to either a prototype hypertext system called HyperLynx or to a traditional Boolean system and were asked to perform a set of search tasks. The study revealed that the Boolean system performed better than the hypertext system for search tasks with a large number of relevant items. Searcher experience level did not play a significant role for either system. Findings of the study have implications for the design of future information retrieval systems that take advantage of the best features of both approaches for more effective and efficient retrieval of highly structured databases.  相似文献   

Effects of Classroom Seating Arrangements on Children's question-asking     

Marx  Alexandra  Fuhrer  Urs  Hartig  Terry 《Learning Environments Research》1999,2(3):249-263

This study investigated the relationship between classroom seating arrangements and the question-asking of fourth-graders. Data were collected during 53 lessons spread over 8 weeks. Children were assigned to sit in a semicircle and then in a row-and-column seating arrangement for 2 weeks each. This rotation was repeated. Both children's questions and the teacher's verbal reactions were recorded using an observational system based on Kearsley's question taxonomy. The results showed that children asked more questions in the semicircle than in the row-and-column arrangement, and that the pattern of question characteristics was stable over time. The findings also revealed that, within the row-and-column arrangement, there was an action-zone in which children asked more questions per lesson. The results are interpreted in terms of Steinzor's postulation that social interaction is encouraged when individuals are able to establish face-to-face contact. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

‘It was precious to me from the beginning’: material objects,long-distance fandom and home     

Tegan Alexandra Baker 《Soccer & Society》2019,20(4):626-641

Material objects and football fandom are intimately linked. As a repository of emotion, memorabilia holds value as a marker of identity. For many football fans, the conception of ‘home’ is integral to their identity. Despite its centrality to football fans’ construction of identity, the notion of ‘home’ has received little attention from sports scholars. Drawing on recent work in cultural geography, this paper employs concepts of home to explore the ways in which materiality holds identity for football fans. Evidence from New Zealand-based fans of European teams displays how material objects are able to collapse distance between fans and their club, acting as palimpsests for memory and narratives for significant emotional experiences. Embedded in the New Zealand home of the fan, memorabilia resides as an emotional bridge to their football home locality, stadia and supporters.  相似文献   

Practice what you preach: Adoption of internal campus innovations at Dutch research-intensive universities     

Małgorzata Rymarzak  Alexandra den Heijer  Monique Arkesteijn  Mathilda Du Preez 《Higher Education Quarterly》2023,77(3):447-464

Campus decision makers are increasingly expected to adopt ‘campus innovations’ (affecting real estate and different facilities), not only from the market and demand-led (external campus innovations), but also developed by the university's own scientists (internal campus innovations). The adoption of the latter can be driven and hindered by many unique factors that campus decision makers have not dealt with before. To provide insight into them, qualitative data were collected from 13 out of 14 Dutch research-intensive universities. The results indicate that internal campus innovations are driven by co-creation stimulation, collaborative partnership, transparency and accountability, and local development contribution. Their adoption, however, may be obstructed by barriers embedded in the interaction between campus decision makers and scientists, organizational university context, funds unavailability and innovations' supply-pushed characteristics. An increased understanding of these barriers and the practices to overcome them is crucial for universities' campus decision makers to actively engage in the adoption of internal campus innovations.  相似文献   

Counselor educators’ views on cognitively complex trainees: A Q method study     

Alexandra Gantt-Howrey  Gülşah Kemer 《Counselor Education & Supervision》2023,62(4):297-310

Our Q method exploration of counselor educators’ perspectives of minimally acceptable cognitive complexity (CC) in trainees at the end of internship yielded two factors: Trainee's Conceptual Integration Ability and Trainee's Ability to Apply Integrated Knowledge. Implications for teaching, supervision, and research pertinent to assessment of and enhancement of CC conclude.  相似文献