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Markku Niemivirta 《Educational Psychology Review》2006,18(3):255-259
This article comments on the target paper by Vollmeyer and Rheinberg. As the emphasis of this special issue is on the assessment of self-regulation in learning, my commentary will focus on the various aspects of the research design, measures, and analyses. 相似文献
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Markku S. Hannula 《Educational Studies in Mathematics》2006,63(2):165-178
Students in a mathematics classroom are motivated to do many things, not only the ones we expect them to do. In order to understand student behaviour in classrooms we need to increase our understanding of what motivation is and how it is regulated. Two issues relevant to a critique of mainstream motivation research need consideration: (a) the importance of the unconscious in motivation and (b) focusing on motivational states and processes rather than traits. In the present paper, motivation is conceptualised as a potential to direct behaviour through the mechanisms that control emotion. As a potential, motivation cannot be directly observed. It is observable only as it manifests itself in affect and cognition, for example as beliefs, values and emotional reactions. This potential is structured through needs and goals. Based on this view of motivation and the author's earlier studies, three aspects of motivation regulation are discussed. Primarily, goals are derived from needs: in learning situations, the psychological needs for autonomy, competence, and social belonging are the most significant determinants of goal choices. As a second aspect, this view accepts the influence of students' beliefs about the accessibility of different goals. As a third aspect, the influence of automatic emotional reactions for goal regulation will be discussed. The case of Frank will be used 1) to illustrate how motivation can be inferred from different kinds of data and 2) as an example of how conflicting goals lead to non-straightforward self-regulation. 相似文献
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Jukka T. Viitasalo Paavo Rahkila Leo Österback Markku Alén 《Journal of sports sciences》2013,31(5):401-413
Abstract The purpose of this study was to examine the effects of calendar and skeletal age, anthropometric dimensions, training history and their interactions on vertical jumping height and horizontal overhead throwing velocity in a cross‐section of 318 young male athletes (age range 9–16 years) participating in cross‐country skiing (n = 70), basketball (n = 40), apparatus gymnastics (n = 19), ice hockey (n = 50), track and field (n = 89) and wrestling (n = 50). Vertical jumping height was measured with four different loads held on the shoulders and then interpolated for loads representing 0 and 40% body mass. Horizontal overhead throwing velocity using both hands was determined for seven balls of different weights and then interpolated for weights representing 1 and 5% body mass. Both vertical jumping height and overhead throwing velocity were found to increase (P< 0.01) from the skeletally youngest to the oldest cohort when the effects of body height and mass were controlled. The inter‐event comparisons did not reveal statistically significant differences in respect of vertical jumping height. Also in the overhead throwing tests, the inter‐event differences were small, although the analysis of variance revealed statistically significant (P< 0.001) differences for the skeletal age cohorts of 13 and 14 years. While the quantity of training had no effect on vertical jumping height, it explained the results in the overhead throwing test. The effects of training on vertical jumping and horizontal overhead throwing among adolescent athletes were considered to be small, while maturational processes and anthropometric development followed by increase in calendar age were deemed to be of greater importance. 相似文献
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Markku Hokkanen 《国际体育史杂志》2013,30(8):1257-1274
This article examines theories and practices of moral and physical education among the Scottish missionaries in the Malawi region of south-central Africa during late nineteenth and early twentieth centuries. Within the wider history of British imperial education and the English public school games ethic, the Scottish missionaries of the Livingstonia and Blantyre missions offer an interesting and important counterpoint to their middle-class English counterparts. Although the Scots had their own distinct educational traditions which shaped their pedagogical programmes in Africa, they were not unaffected by the games ethic. Drill and team games gradually became an important part of missionary education in Blantyre and Livingstonia, with the holistic aim of developing the body, mind and moral character of the mission pupils. In Malawi, the games ethic, first introduced by middle-class Edinburgh missionaries, developed alongside an ‘industrial ethic’, and a distinctly ‘Scottish blend’ of missionary education that combined Scottish industrial and English non-industrial traditions emerged. 相似文献
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This study examined the relation of mathematics performance and gender with seven mathematics-related emotions (enjoyment, pride, anger, anxiety, shame, hopelessness and boredom) among adolescents. Using strict and lenient mathematics performance cut-off scores, respective groups of adolescents with mathematics difficulties (MD, n = 136), low (LA, n = 166) and typical mathematics performance (TA, n = 1056) were identified. Our results revealed that the MD group reported more shame than the LA group. The MD group also reported more negative emotions and less positive emotions than the TA group, with the exception of boredom, for which there was no statistically significant difference. The interaction effect between mathematics performance group and gender on emotions was significant. Only females with MD showed significantly higher levels of hopelessness and shame than females with LA, while males with LA even reported more boredom than males with MD. Concerning gender differences, males reported slightly more pride and enjoyment than females. However, the direction and magnitude of the gender differences showed great variance among mathematics performance groups. The practical implications of the results are discussed. 相似文献
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Mononen Riikka Niemivirta Markku 《European Journal of Psychology of Education - EJPE》2023,38(1):311-332
European Journal of Psychology of Education - Although the roles of symbolic numerical magnitude processing (SNMP) and working memory (WM) in mathematics performance are well acknowledged, studies... 相似文献