Understanding the dynamics of motivation in socially shared learning   总被引：1，自引：0，他引：1  

Sanna Jrvel  Hanna Jrvenoja  Marjaana Veermans 《International Journal of Educational Research》2008,47(2):122-135

The aim of this study was to gain an understanding of the dynamics of motivation in socially shared learning from both individual and group perspectives. Higher education students’ motivation was analysed in the context of collaborative learning tasks, applying quantitative and qualitative methods. The research questions were: (1) what kind of motivations and task-specific goals do individual students have and (2) how do they combine their motivations as a group in socially shared learning? Three- to five-member groups of university students (n = 99) were observed as they worked with three different collaborative learning tasks in an educational psychology class. The experiment included differently organised conditions for collaboration, ranging from face-to-face situations to virtual collaboration situations which were perceived as motivationally and emotionally challenging. Self-reports and video-tapings were collected. The results show that the students who studied in face-to-face settings reported significantly more learning goals and fewer performance goals during the collaborative tasks than the students in the virtual group. Therefore, the collaborative process of volunteer face-to-face groups was analysed qualitatively and an attempt was made, by observing their shared motivation, to uncover the reasons why they achieved their learning goals.  相似文献   

What is implied when researchers claim to use a theory?     

Hanna Palmér  Helena Roos 《International Journal of Research & Method in Education》2017,40(5):471-479

The focus of this article is on the use of theories and on what we imply when we in research claim to use a theory. In this article, diverse uses of one theory will be illustrated with reference to 10 different studies. The aim is not to evaluate or judge how the theory is used in these studies, but to discuss how the diverse uses of one and the same theory may infer very different things in research. Questions are raised about what happens with the hierarchy and the coherence of an argument and what conclusions can be drawn when only some parts of a theory are used.  相似文献   

Enhanced understanding on incipient sedimentmotion and sediment suspension through oscillating-grid turbulence experiments     

Wan Hanna Melini Wan Mohtar 《浙江大学学报(A卷英文版)》2017,18(11):882-894

Sediment dynamics are usually described in terms of the studies developed under a steady uniform flow, where the hydrodynamic forces are taken those pertaining to the mean time-averaged flow speed. However, the inherent turbulence plays an important role and should be considered implicitly in describing the complexity of turbulence effects in geophysical phenomena. This paper reviews the implementation of isolated turbulence, generated by oscillating grid on two important sediment transport phenomena, i.e., incipient sediment motion and suspension. The generated quasi-isotropic, laterally homogenous turbulence (that is, at a distance further away from the grid) permits an in-depth investigation of the effect of turbulent fluctuations and brings new insights in understanding both phenomena. The critical Shields profile for the incipient sediment motion characterized using the second order of turbulence statistics is qualitatively similar to the Shields curve obtained under a steady uniform flow. In the suspension of particles, there is a two-way interaction between sediment and turbulence. High concentration of suspended particles changes the turbulence structure and the presence of coherent vortices changes the particle settling velocity, which subsequently alters the concentration within the suspension layer. The studies of turbulence on incipient sediment motion and particle suspension provide a better understanding of the underlying physics of sediment behavior at the near-bed region.  相似文献   

How to make guided discovery learning practical for student teachers     

Fred J. J. M. Janssen  Hanna B. Westbroek  Jan H. van Driel 《Instructional Science》2014,42(1):67-90

Many innovative teaching approaches lack classroom impact because teachers consider the proposals impractical. Making a teaching approach practical requires instrumentality (procedures), congruence (local fit), and affordable cost (limited time and resources).This paper concerns a study on the development and effects of a participatory design based teacher training trajectory aimed at making guided discovery learning (GDL) practical for student biology teachers. First, we identified practical heuristics for designing GDL lessons by analyzing design protocols made by biology teachers who are experts in GDL. Next we inventoried student responses to their regular lessons and to GDL based lessons. Based on this we prepared a teacher training program for eleven student biology teachers in which they applied the heuristics and stepwise extended their teaching repertoire in the direction of GDL. The participants’ design processes and resulting lesson plans were scored on both use of design heuristics and GDL characteristics. The participants were interviewed about their motivational beliefs before and after the program. Results showed that student teachers are able to design GDL lessons and used the heuristics to design GDL lessons. Their motivation for implementing GDL in their classroom had increased substantially. The paper concludes with a critical reflection on our method of participatory design and its applicability.  相似文献   

The story of ESM     

Gila Hanna  Nathan Sidoli 《Educational Studies in Mathematics》2002,50(2):123-156

This paper looks at the origins of the international journal Educational Studies in Mathematics (ESM) in 1968 and traces its later development as it responded to changes in mathematics education. The paper first examines, in chronological order, the contributions of its editors in defining its spirit, policy and procedures, as they directed its growth and its transformation into a leading journal of research in mathematics education. The paper then presents a statistical profile of ESM articles by content area, educational issue, level of schooling and research method, and goes on to look more closely at the special issues of ESM, each dedicated to a single topic, and how they reflect the changing concerns of mathematics educators. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Predicting writing skill development with word recognition and preschool readiness skills     

Mäki  Hanna S.  Voeten  Marinus J.M.  Vauras  Marja M.S.  Poskiparta  Elisa H. 《Reading and writing》2001,14(7-8):643-672

In this longitudinal study, the writing skill development of154 Finnish-speaking children was followed from preschool to thethird grade. The focus was on predictive associations betweenpreschool writing readiness skills and later mechanics ofwriting, as well as between word recognition skill, mechanics ofwriting, and composition coherence. In addition, comparisons weremade between boys and girls to see to what extent writing skilldevelopment is gender-specific. Multi-group structural equationmodeling was used for statistical analysis. The results indicatedthat both mechanics of writing and composition coherence could bepredicted from performance on the same skill at an earlier pointin time. Preschool measures of phonological and visual-motorskills predicted later mechanics of writing. Word recognitionworked as a predictor of later mechanics of writing andcomposition coherence, but only starting from second grade, whenthe development of the word recognition skill had becomestabilized at a high enough level. Furthermore, first grademechanics of writing predicted second grade compositioncoherence, but only at this early stage of productive writingwhen there were still difficulties in the mechanics of writing.Girls were better at tasks measuring mechanics of writing andwrote more coherent stories than boys. The gender difference inthe mechanics of writing at the first grade level was explainedby the presented model. Educational implications were discussed.  相似文献   

Student teachers’ feelings of anxiety and exhaustion: can self-regulated learning skills function as an antidote?     

Piia Näykki  Arto K. Ahonen  Hanna Järvenoja  Kirsi Pyhältö 《Educational Research and Evaluation》2018,24(8):462-480

This study examines first-year student teachers’ (N?=?310) self-evaluated, study-related anxiety and exhaustion, and self-regulated learning (SRL) skills. Our presumption is that feelings of anxiety and exhaustion can be reduced with cognitive and motivational SRL skills. The association of cognitive and motivational SRL skills with feelings of anxiety and exhaustion were analysed with multiple multivariate regression analysis. The results indicate that high time- and study-environment management strategies and high self-efficacy beliefs reduced experienced feelings of anxiety and exhaustion. In addition, effort regulation had a reducing effect for anxiety. However, high extrinsic goal orientation predicted higher levels of anxiety and exhaustion and high task value predicted higher anxiety among student teachers. Particularly, female students had a stronger tendency to experience anxiety and exhaustion. The implications of the results for higher education and for teacher education are discussed.  相似文献   

Group differences in test-taking behaviour: an example from a high-stakes testing program     

Tova Stenlund  Hanna Eklöf  Per-Erik Lyrén 《Assessment in Education: Principles, Policy & Practice》2017,24(1):4-20

This study investigated whether different groups of test-takers vary in their reported test-taking behaviour in a high-stakes test situation. A between-group design (N = 1129) was used to examine whether high and low achievers, as well as females and males, differ in their use of test-taking strategies, and in level of reported test anxiety and motivation. The results showed differences between high and low achievers on a number of test-taking strategies, where high achievers reported using successful strategies to a higher extent. There were also gender differences: females, for example, reported using random guessing to a higher extent than males. Further, low achievers, especially females, reported significantly higher levels of test anxiety than high achievers, and high achievers reported slightly higher levels of motivation when compared to low achievers. To conclude, test-taking behaviour might bring additional variance to test scores, whether or not this is irrelevant variance is discussed.  相似文献   

Evaluating the Prediction of Maximal Heart Rate in Children and Adolescents     

Anthony D. Mahon  Andrea D. Marjerrison  Jonah D. Lee  Megan E. Woodruff  Lauren E. Hanna 《Research quarterly for exercise and sport》2013,84(4):466-471

In this study, we compared measured maximal heart rate (HRmax) to two different HRmax prediction equations [220 — age and 208 — 0.7(age)] in 52 children ages 7-17 years. We determined the relationship of chronological age, maturational age, and resting HR to measured HRmax and assessed seated resting HR and HRmax during a graded exercise test. Maturational age was calculated as the maturity offset in years from the estimated age at peak height velocity. Measured HRmax was 201 ± 10 bpm, whereas predicted HRmax ranged from 199 to 208 bpm. Measured HRmax and the predicted value from the 208 — 0.7(age) prediction were similar but lower (p < .05) than the 220 — age prediction. Absolute differences between measured and predicted HRmax were 8 ± 5 and 10 ± 8 bpm for the 208 — 0.7 (age) and 220 — age equations, respectively, and were greater than zero (p < .05). Regression equations using resting HR and maturity offset or chronological age significantly predicted HRmax, although the R2 < .30 and the standard error of estimation (8.2-8.5) limits the accuracy. The 208 — 0.7(age) equation can closely predict mean HRmax in children, but individual variation is still apparent.  相似文献   

Does athletic training in volleyball modulate the components of visual evoked potentials? A preliminary investigation     

Teresa Zwierko  Wojciech Lubiński  Piotr Lesiakowski  Hanna Steciuk  Leszek Piasecki  Justyna Krzepota 《Journal of sports sciences》2013,31(16):1519-1528

Abstract

This longitudinal study investigated visual evoked potentials (VEPs) in 11 young female volleyball players who participated in extensive training for 2 years. The control group consisted of 7 age-matched female students who were not involved in any regular sports activity. Recordings of VEPs were performed twice: baseline recording (i.e., before training began) and after 2 years of systematic, volleyball-specific athletic training. The effect of athletic training on visual signal conductivity was assessed by recording the latency of N75, P100 and N135 components of the VEPs waveform. Extensive experience with volleyball training reduced signal conductivity time through visual pathway. Specifically, the latency of P100 was reduced on average by 2.2 ms during binocular viewing. Moreover, athletes had reduced N75 latency (difference of 3.3 ms) for visual stimuli that generated greater response from peripheral retina. These results indicate that sport training can affect very early sensory processing in athletes.  相似文献