Fear of failure, 2 × 2 achievement goal and self-handicapping: An examination of the hierarchical model of achievement motivation in physical education     

Lung Hung Chen  Chia-Huei Wu  Ying Hwa Kee  Meng-Shyan Lin  Shang-Hsueh Shui 《Contemporary educational psychology》2009,34(4):298-305

In this study, the hierarchical model of achievement motivation [Elliot, A. J. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In P. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement (Vol. 10, pp. 143–179). Greenwich, CT: JAI Press] is used to investigate the motivational mechanism behind the relationship between fear of failure and self-handicapping adoption. A cross-sectional design was employed. The participants were 691 college students enrolled in physical education in Taiwan. Students completed the Performance Failure Appraisal Inventory (PEAI-S; Conroy, D. E., Willow, J. P., & Metzler, J. N. (2002). Multidimensional measurement of fear of failure: The performance failure appraisal inventory. Journal of Applied Sport Psychology, 14, 76–90), the Chinese 2 × 2 Achievement Goal Questionnaire for Physical Education (CAGQ-PE; Chen, L. H. (2007). Construct validity of Chinese 2 × 2 achievement goal questionnaire in physical education: Evidence from collectivistic culture. Paper presented at the 5th conference of the Asian South Pacific Association of Sport Psychology. Bangkok, Thailand) and the Self-Handicapping Scale (SHS; Wu, C. H., Wang, C. H., & Lin, Y. C. (2004). The exploratory and confirmatory factor analysis of self-handicap scale for sport. Journal of Higher Education in Physical Education, 6(1), 139–148). Structural equation modeling was conducted. Generally, the results showed that mastery-avoidance and performance-avoidance goals partially mediated the relationship between fear of failure and self-handicapping. The results are discussed in terms of the hierarchical model of achievement motivation, and its implications for physical education are also highlighted.  相似文献   

Sparsely distributed sliding mode control for interconnected systems     

Ahmadreza Argha  Li Li  Steven W. Su  Hung Nguyen 《Journal of The Franklin Institute》2018,355(14):6191-6214

This paper proposes a framework for the design of sparsely distributed output feedback discrete-time sliding mode control (ODSMC) for interconnected systems. The major target here is to develop an observer based discrete-time sliding mode controller employing a sparsely distributed control network structure in which local controllers exploit some other sub-systems’ information as well as its own local information. As the local controllers/observers have access to some other sub-systems’ states, the control performance will be improved and the applicability region will be widened compared to the decentralised structure. As the first step, a stability condition is derived for the overall closed-loop system obtained from applying ODSMC to the underlying interconnected system, by assuming a priori known structure for the control/observer network. The developed LMI based controller design scheme provides the possibility to employ different information patterns such as fully distributed, sparsely distributed and decentralised patterns. In the second step, we propose a methodology to identify a sparse control/observer network structure with the least possible number of communication links that satisfies the stability condition given in the first step. The boundedness of the obtained overall closed-loop system is analysed and a bound is derived for the augmented system state which includes the closed-loop system state and the switching function.  相似文献   

Motivational profiles in table tennis players: Relations with performance anxiety and subjective vitality     

Tsz Lun Chu  Tao Zhang  Tsung-Min Hung 《Journal of sports sciences》2018,36(23):2738-2750

ABSTRACT

Research has suggested the need to use a person-centred approach to examine multidimensionality of motivation. Guided by self-determination theory (Deci & Ryan, 1985), the primary aim of the present study was to examine the motivational profiles in table tennis players and their composition by gender, country, training status, and competition levels (from recreational to international). The secondary aim was to examine the differences in performance anxiety and subjective vitality across the motivational profiles. Participants were 281 table tennis players from multiple countries, mostly the U.S. and China. Hierarchical and nonhierarchical cluster analyses were conducted and showed three motivational profiles with distinct quantity and quality: “low”, “controlled”, and “self-determined”. Chi-square tests of independence demonstrated significant differences in their cluster membership by country, formal training with a coach, and competition levels, but not gender. MANCOVA results indicated differences in performance anxiety and subjective vitality across the motivational profiles, in which the controlled profile had the greatest anxiety symptoms. These differences are attributed to the quality over quantity of motivation, which have meaningful implications for table tennis coaches and sport psychology consultants to diagnose and intervene with players in order to reduce their performance anxiety and improve their well-being.  相似文献   

Unpacking the hidden efficacies of learning in productive failure     

David Hung  Victor Chen  Seo Hong Lim 《Learning Inquiry》2009,3(1):1-19

This paper describes a framework for learning where learners undergo experimentations with the phenomena at hand according to progressive and staged goals. Bowling is used as a case study in this paper. The premise for experimentations is that learners can experience hidden efficacies, including the formation of “bad habits.” A distinction is made between productivity in learning and performance in terms of learning outcomes. In other words, productivity in learning may not necessarily manifest in successful performance, hence the term productive failure. To emphasize the need for self-regulation during problem-solving process, we discuss the movements within the productive–unproductive and success–failure dimensions through three-staged self-regulatory processes and draw implications to learning and instruction.  相似文献   

Pedagogy,philosophy, and the question of creativity     

Tsung Juang Wang  Kuo Hung Huang 《Teaching in Higher Education》2018,23(2):261-273

This paper investigates the prominence of rationalism in the major Western pedagogical theories of Plato, Rousseau, and Dewey, all of whom conceptualize formal teaching, as the inculcation of rationality in individual learners. After each of their theories has been described, the argument turns against the tradition of pedagogical rationalism to question what happens in the education of artists, quasi-artists, and creative designers. The answer given is that imagination must be paramount and strongly encouraged in the education of such students, despite the problematic fact that imagination – seeing the truth – cannot be taught the way that rationality can, relying instead on the analysis of successful works of art and design as exemplary and allowing students to freely pursue their own individual inspirations.  相似文献   

Civic Education: A focus on student affairs practice after reunification     

Kwok Hung Lai 《Educational studies》1999,25(2):205-215

Education in colonial Hong Kong was basically apolitical in nature. Civic education was introduced as a social control mechanism to reflect colonial heritage, and emphasizes the passive, obedient and law-abiding role of citizens, and prevents the development of nationalism and indigenous cultural identity. However, in response to the Joint Declaration, there was a pressure for the Government to prepare pupils to become competent citizens of the Special Administrative Region (SAR). However, various research findings reflect that young people are apathetic in political and community affairs, weak in basic civic knowledge and social awareness. In response to the re-definition of the national identity status of Hong Kong citizens, there is an urgent need to cultivate the sense of belonging of the younger generation toward the SAR as well as the PRC as a whole. The author believes that even after reunification, civic education should not be overlooked as an important educational element in tertiary education. This element should compliment the academic subjects offered by various departments and be integrated in the themes of personal development programs offered by the student affairs office in tertiary education settings. Civic education programs, either co-curricular or extra-curricular in nature, should focus on both nationalistic and democratic themes through the adoption of a participatory-oriented approach, so that students could be provided with ample opportunities to participate in the decision-making process on issues directly affecting their well-being. Arguments for and against this standpoint are presented in the context of the Hong Kong educational system.  相似文献   

Developing a Thinking Culture within the Singaporean University Context     

Agnes Chang Shook Cheong  David Hung Wei Loong 《Asia Pacific Journal of Education》1999,19(2):72-85

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Common Neural Basis of Motor Sequence Learning and Word Recognition and Its Relation With Individual Differences in Reading Skill     

Yi-Hui Hung  Stephen J. Frost  Peter Molfese  Jeffrey G. Malins  Nicole Landi  W. Einar Mencl 《Scientific Studies of Reading》2019,23(1):89-100

ABSTRACT

To investigate the neural basis of a common statistical learning mechanism involved in motor sequence learning and decoding, we recorded brain activation from participants during a serial reaction time (SRT) task and a word reading task using functional magnetic resonance imaging. In the SRT task, a manual response was made depending on the location of a visual cue, and the order of the locations was either fixed or random. In the word reading task, visual words were passively presented. In the inferior frontal gyrus pars triangularis (IFGpTr) and the insula, differences in activation between the ordered and random condition in the SRT task and activation to printed words in the word reading task were correlated with the participants’ decoding ability. We speculate that extraction of statistically predictable patterns in the IFGpTr and insula contributes to both motor sequence learning and orthographic learning, and therefore predicts individual differences in decoding skill.  相似文献   

Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools     

Chih-Lun Chou  Min-Ling Hung  Chia-Wen Tsai  Yu-Chih Chang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1420-1435

The aim of this research is to examine the dimensions of junior high school teachers’ readiness for implementing a flipped classroom approach and to construct and validate an instrument—the Flipped-Classroom Teacher Scale (FCTS). Two sets of samples (170 and 495 junior high school teachers) served to explore and confirm the constructs of the FCTS model proposed by this study. The model has been empirically validated via exploratory factor analysis (EFA) and confirmatory factor analysis. The research participants were from different geographical locations in Taiwan. The FCTS consists of four factors: institutional support, technology self-efficacy (TSE), teacher beliefs and teaching strategies (TS). The results show that the FCTS model is a valid and reliable scale. Teachers may use the FCTS to gain a greater understanding of their instructional design and strategies in relation to flipped classrooms.  相似文献   

Parents,teachers and children’s school outcomes: a Taiwanese study     

Chih‐Lun Hung  Kevin Marjoribanks 《Educational studies》2005,31(1):3-13

The study examined relationships among family social status, perceptions of family and school learning environments, and measures of children’s academic achievement, educational aspirations and self‐concept. Data were collected from 261 (128 boys, 133 girls) 11‐year‐old Taiwanese children. The findings from structural equation modelling suggest that: (a) family social status continues to have an unmediated association with children’s academic achievement, but its relationship to educational aspirations and self‐concept is mediated by children’s perceptions of their more immediate learning environments, and (b) after taking into account differences in parents’ aspirations and parental involvement, children’s perceptions of teachers have strong associations with self‐concept but are not related to differences in academic achievement and educational aspirations.  相似文献