Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment   总被引：1，自引：0，他引：1  

Thomas Goetz  Anne C. Frenzel  Nathan C. Hall  Reinhard Pekrun 《Contemporary educational psychology》2008

The present study focused on students’ academic enjoyment as predicted by achievement in multiple academic domains. Assumptions were based on Marsh’s internal/external (I/E) frame of reference model and Pekrun’s control-value theory of achievement emotions, and were tested in a sample of 1380 German students from grades 5 to 10. Students’ academic enjoyment, self-concept, and achievement were assessed in relation to mathematics and verbal language classes. In line with assumptions of the I/E model, mathematics performance assessed in the previous academic year positively predicted enjoyment in mathematics classes, and negatively predicted enjoyment in language classes. Language class performance positively predicted enjoyment in language classes, and negatively predicted enjoyment in mathematics classes. Corroborating assumptions derived from Pekrun’s control-value theory, achievement/enjoyment relations were mediated by academic self-concepts. Despite stereotypic gender differences in mean values, linkages between constructs were invariant across genders.  相似文献   

Quantifying spatio-temporal dynamics of biomarker pre-concentration and depletion in microfluidic systems by intensity threshold analysis     

Ali Rohani  Walter Varhue  Yi-Hsuan Su  Nathan S. Swami 《Biomicrofluidics》2014,8(5)

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Justice and equality in education. A capability perspective on disability and special educational needs     

Susie Miles 《International Journal of Disability, Development & Education》2012,59(2):221-222

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Students' emotions during homework: Structures,self-concept antecedents,and achievement outcomes     

Thomas Goetz  Ulrike E. Nett  Sarah E. Martiny  Nathan C. Hall  Reinhard Pekrun  Swantje Dettmers  Ulrich Trautwein 《Learning and individual differences》2012,22(2):225-234

In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately for the domains of mathematics, physics, German, and English. Our hypotheses were based on propositions of the control-value theory of achievement emotions (Pekrun, 2006), Marsh and Ayotte's (2003) differential distinctiveness hypothesis, and previous empirical findings. In line with our assumptions, observed correlations between homework emotions and classroom emotions suggested that the emotions experienced in the two settings should be assessed separately. Within domains, both homework emotions and classroom emotions showed clear linkages with students' academic self-concept and achievement outcomes, with self-concept being slightly more strongly related to classroom emotions. Between-domain relations of emotions were significantly stronger for homework emotions as compared to classroom emotions, likely due to the relative situational homogeneity of homework settings across domains. Further, between-domain relations for emotions in both settings were weaker in 11th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed.  相似文献   

An examination of the effect of customized reading modules on diverse secondary students’ reading comprehension and motivation     

Joshua A. Cuevas  Roxanne L. Russell  Miles A. Irving 《Educational technology research and development : ETR & D》2012,60(3):445-467

This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, the effects of technological tools on reading comprehension and reading motivation in diverse secondary students from lower socioeconomic backgrounds. The study implemented an independent silent reading (ISR) program across a 5-month semester in an urban public high school and included 145 participants from nine 10th grade literature classes. The control group took part in no ISR, one treatment group participated in weekly ISR read from a textbook, and another treatment group participated in weekly ISR read from a computer module designed to address essential components of reading. Students were measured on global reading comprehension, text-specific reading assessments, and reading motivation. After controlling for initial skill and disposition levels, the results indicated that students from both ISR groups made greater gains than the control group in global reading comprehension, while the computer reading module group outperformed the textbook group and the control on text-specific assignments and increased their reading motivation to a greater degree than those in the other conditions. This research offers much-needed data on secondary students?? reading achievement and disposition and provides evidence that ISR implemented through the use of instructional technology and cognitive tools has broad potential to address development in these areas.  相似文献   

Correction to: Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic     

Moura  Cristiano B.  Nascimento  Matheus Monteiro  Lima  Nathan Willig 《Science & Education》2022,31(2):559-559

Science & Education -  相似文献   

Not Only Why but Also How to Trust Science: Reshaping Science Education Based on Science Studies for a Better Post-pandemic World     

Lima  Nathan Willig  Nascimento  Matheus Monteiro 《Science & Education》2022,31(5):1363-1382

Science & Education - Many authors blame postmodernism and studies on Sociology and Anthropology of Science (Science Studies) for the rise of relativism and anti-science movements. Despite such...  相似文献   

Using focus group interviews     

Deepak Prem Subramony  Nathan Lindsay  Rebecca H. Middlebrook  Chuck Fosse 《Performance Improvement》2002,41(8):40-47

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