Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model     

Pedro Rosário  José Carlos Núñez  António Valle  Julio González-Pienda  Abílio Lourenço 《European Journal of Psychology of Education - EJPE》2013,28(4):1311-1331

The present study complements previous research findings with new data to improve our understanding of the relationship between motivational variables and academic performance in math mediated by self-regulated learning (SRL). A structural equation model with predictor (i.e., grade retention, grade level, and study time), process (i.e., perceived usefulness of SRL strategies, self-efficacy for the use of SRL strategies, and reported use of SRL), and product variables (i.e., academic achievement in mathematics) is proposed. The model was analyzed in two samples of data (calibration and validation samples). The first sample served to fit and respecify the model, and the second one was used to analyze the consistency of the findings of the first sample. A sample of 756 middle school Portuguese students participated in the current study. The results indicate that SRL is positively and significantly related to academic achievement and that the latter is, in turn, powerfully determined by perceived usefulness and self-efficacy, although students’ reported use of SRL strategies decreases from 7th to 9th grades. Self-efficacy and perceived usefulness of SRL strategies were also found to decrease as grade retention increased. These results are discussed with regard to the relevance of self-efficacy and perceived usefulness of SRL strategies in increasing academic achievement.  相似文献   

Differences in the magnitude and reliability of velocity variables collected during 3 variants of the bench press exercise     

Danica Janicijevic  Jorge M González-Hernández  Yaodong Gu  Amador Garcia-Ramos 《Journal of sports sciences》2020,38(7):759-766

ABSTRACT

This study aimed to compare the reliability and magnitude of velocity variables between 3 variants of the bench press (BP) exercise in participants with and without BP training experience. Thirty males, 15 with and 15 without BP experience, randomly performed 3 variants of the BP on separate sessions: (I) concentric-only, (II) fast-eccentric and (III) controlled-eccentric. The mean velocity (MV) and maximum velocity (V_max) of the concentric phase were collected against 3 loads (≈30%1RM, 50%1RM, and 75%1RM) with a linear velocity transducer. Reliability was high regardless of the variable, BP variant, and load (coefficient of variation [CV] ≤ 4.47%, intraclass correlation coefficient [ICC] ≥ 0.87). The comparison of the CVs suggested a higher reliability for the fast-eccentric BP (8 out of 12 comparisons), followed by the concentric-only BP (5 out of 12 comparisons), and finally the controlled-eccentric BP (never provided a higher reliability). No differences in reliability were observed between experienced (CV ≤ 4.71%; ICC ≥ 0.79) and non-experienced (CV ≤ 6.29%; ICC ≥ 0.76) participants. The fast-eccentric BP provided the highest MV (p < 0.05) and no differences were observed for V_max. These results support the assessment of movement velocity during the fast-eccentric BP even in participants without experience.  相似文献   

Online searching and learning: <Emphasis Type="Italic">YUM</Emphasis> and other search tools for children and teachers     

Ion Madrazo Azpiazu  Nevena Dragovic  Maria Soledad Pera  Jerry Alan Fails 《Information Retrieval》2017,20(5):524-545

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A cluster analysis of the business models of Spanish journals          下载免费PDF全文

Melba G. Claudio‐González  Montserrat Martín‐Baranera  Anna Villarroya 《Learned Publishing》2016,29(4):239-248

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Microelectrónica y educación especial en el Reino Unido     

Julio González 《Cultura y Educación》2013,25(10):57-70

El Reino Unido ha sido uno de los países pioneros en la utilización de los ordenadores y la electrónica para mediar y prolongar los procesos psicológicos de las personas con déficit y contribuir así a su desarrollo y normalización funcional. Un adecuado conocimiento del estado de la cuestión en ese país puede, además de facilitar una información factual de los grandes avances producidos en comunicación y control del entorno, servir como modelo o banco de sugerencias para la acción en nuestro país.  相似文献   

Key components of learning ecologies: A Delphi assessment     

Mercedes González-Sanmamed  Pablo-César Muñoz-Carril  Francisco-José Santos-Caamaño 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1639-1655

The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and life-wide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic “learning dispositions,” which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called “learning processes,” comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, non-formal and informal training processes will provide guidance for educational policies and help to better organize training programmes.  相似文献   

Profiles of emotional intelligence and learning strategies in a sample of Chilean students     

José M. García-Fernández  Cándido J. Inglés  Raquel Suriá  Nelly Lagos-San Martín  Carolina Gonzálvez-Maciá  David Aparisi  Mari C. Martínez-Monteagudo 《European Journal of Psychology of Education - EJPE》2015,30(4):437-455

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Engineers’ spatial orientation ability development at the European Space for Higher Education     

C. Carbonell Carrera  J. L. Saorín Pérez  J. de la Torre Cantero  A. M. Marrero González 《European Journal of Engineering Education》2011,36(5):505-512

The aim of this research was to determine whether the new geographic information technologies, included as teaching objectives in the new European Space for Higher Education Engineering degrees, develop spatial abilities. Bearing this in mind, a first year seminar using the INSPIRE Geoportal (Infrastructure for Spatial Information in Europe) was designed, involving 46 engineering students from the University of La Laguna. The spatial orientation ability development was analysed through statistical inference methods, using the Perspective Taking/Spatial Orientation Test.  相似文献   

Helping students become literate in a digital,networking-based society: A literature review and discussion     

Nieves González Fernandez-Villavicencio 《International Information and Library Review》2010,42(2):124-136

In this article the author presents and explains in detail the elements, including the pros and cons, of two contrasting schools of thought in one of the key debates which the author introduced as a teaching tool at the UNESCO Training-the-Trainers (TTT) Workshop that took place in Granada, Spain, 27–29 October, 2008. That debate, briefly stated, is whether or not Information Literacy (IL) and Media Literacy (ML), to be truly effective, should be pursued as complementary concepts, not in some way opposing concepts. One side in this debate argues that the two concepts have mutually inter-dependent goals, and therefore should be ideally learned and pursued together, and, most effectively, learned and pursued in the context of Social Networking and Web 2.0 tools and applications. The other side of the debate disagrees, and concedes that while the two concepts are indeed inter-related, they should be pursued largely independently, with only an occasional cross-reference. The debate is directly related to the role which Information Literacy and Media Literacy play in helping students become literate in a digital, networking-based society.Without necessarily taking sides in the debate, although expressing a preference for complementarity, the author contends that it is absolutely essential that all persons (not just students) learn to become both Information Literate and Media Literate in this digital world in which we now find ourselves. Additionally, the author contends that Web 2.0 and Social Networking tools, such as Facebook, Tuenti (in Spanish context), MySpace and Twitter, including the rich portfolio of applications they encompass, can substantially assist people in achieving that goal.The author presents a number of case examples to support her thesis, drawn largely from Spanish libraries and Spanish educational institutions that already are using Web 2.0 and Social Networking tools extensively to train people to become digitally competent. The ideas presented in this article, both the theories and best practices, are current insofar as the Spanish context is concerned, but the original arguments and supporting evidence put forth by the author at the aforementioned Granada UNESCO 2008 TTT workshop have been updated because of new developments and ideas that have occurred since the workshop took place. However, the original materials which were presented to and debated by the participants and the expert-presenters, including the author, at the workshop, can be easily accessed at the public domain virtual space of the University of Granada website Universidad de Granada, 2008.Two UNESCO TTT workshops, not just one, were actually organized at Granada. One was a traditional type held on-campus at the Library of Andalusia, and the other was an online, or a virtual workshop. During the on-campus workshop, as well as during the online workshop that preceded it, an interesting discussion took place between and among the participants and the expert-presenters concerning the necessity to redefine IL from its current, largely Web 1.0 focus and orientation, to the newer Web 2.0 focus, with emphasis on Social Networking. This article tries to capture, amplify and hopefully clarify the key points of this debate as it was presented by the author and then debated in the participant discussions which ensued (see http://www.slideshare.net/nievesglez/taller-alfin-unesco-sesion-paralela-alfin-20-presentation).  相似文献   

Motivation and exercise dependence: a study based on self-determination theory     

González-Cutre D  Sicilia A 《Research quarterly for exercise and sport》2012,83(2):318-329

The objective of this study was to use self-determination theory to analyze the relationships of several motivational variables with exercise dependence. The study involved 531 exercisers, ranging in age from 16 to 60 years old, who responded to differentquestionnaires assessing perception of motivational climate, satisfaction of basic psychological needs, motivation types, and exercise dependence. The results of multiple mediation analysis revealed that ego-involving climate and perceived competence positively predicted exercise dependence in a directed and mediated manner through introjected and external regulation. Gender and age did not moderate the analyzed relationships. These results allow us to better understand the motivational process explaining exercise dependence, demonstrating the negative influence of the ego-involving climate in the context of exercise.  相似文献