Motivational interference in learning: The impact of leisure alternatives on subsequent self-regulation     

Stefan Fries  Franziska Dietz  Sebastian Schmid 《Contemporary educational psychology》2008,33(2):119-133

Students are often obliged to fulfill home assignments for school. While being engaged into such compulsory schooling, learners may be tempted to switch to a leisure alternative. Whenever students pursue the learning task although attractive leisure alternatives are present, thoughts about the missed activity can lead to motivational interference. Thus, self-regulation in learning does not only depend on the learning task itself but also on the dismissed alternatives. In a questionnaire study 704 students (mean age: 13.5) were confronted with hypothetical conflicts between a school activity and a leisure activity. The students envisioned themselves in the course of both activities after the decision. As predicted, self-reported self-regulation depended on the valences of both activities. High valence of the performed activity was related to better self-regulation, whereas high valence of the alternative activity resulted in worse self-regulation.  相似文献   

Impact of teacher competencies on student emotions: A multi-method approach     

Michaela Glser-Zikuda  Stefan Fuß 《International Journal of Educational Research》2008,47(2):136-147

As a consequence of international educational studies like TIMSS and PISA, quality of instruction has become a central topic in the discussion between educators, researchers, and policymakers. Teacher competencies are preconditions for instructional quality.This study focuses on the impact of perceived teacher competencies on student well-being and anxiety in physics instruction. Student emotions are one important aspect of the educational process and supposed preconditions of sustainable learning processes. In the study, we combine both qualitative and quantitative methods using questionnaires and semi-structured interviews. In total, 431 students from 16 classes participated in this study: 24 students and eight physics teachers were participants of the qualitative study. Each teacher taught two classes, and therefore a comparison of the ratings of each teacher by students of two different classes was possible.The results of our study confirm the assumption that perceived teacher competencies have an impact on student emotions. Analysis of the qualitative data supports the quantitative results and demonstrates the importance of teacher competencies for student emotions. By comparing qualitative and quantitative results, we demonstrate the advantages and disadvantages of each method. Consequently, we suggest a combination of qualitative and quantitative methods.  相似文献   

Longitudinal twin study of early literacy development: Preschool through Grade 1     

Brian Byrne  Stefan Samuelsson  Sally Wadsworth  Jacqueline Hulslander  Robin Corley  John C. DeFries  Peter Quain  Erik G. Willcutt  Richard K. Olson 《Reading and writing》2007,20(1-2):77-102

Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared with Colorado, consistent with the mean differences between the two countries, means that more of the genes are “online” sooner in Australia because of accelerated overall reading development.  相似文献   

Predictors of Behavior Problems in Three-Year-Old Sons of Alcoholics: Early Evidence for the Onset of Risk     

Hiram E. Fitzgerald  Linda A. Sullivan  Hazen P. Ham  Robert A. Zucker  Stefan Bruckel  rew M. Schneider  Robert B. Noll 《Child development》1993,64(1):110-123

We investigated risk factors in a population-based sample of alcoholic (father) and comparison families with 3-year-old sons. Alcoholic and comparison parents did not differ in socioeconomic status (SES), education, years married, family size, or cognitive functioning. Anti-social behavior and depression were significantly greater in alcoholic parents. High risk children were more impulsive than comparison children, but there were no differences in developmental age, IQ, or behavior problems. A higher percentage of high-risk children were rated in the extreme clinical range for behavior problems than were comparison children. For alcoholic families, mothers' ratings of their children's total behavior problems, externalizing behavior problems, and internalizing behavior problems were predicted by mothers' lifetime alcohol problems, current depression, and family SES. Father variables failed to predict children's behavior problems. Maternal variables were stronger predictors of their 3-year-old sons' problem behaviors than were paternal variables.  相似文献   

Implementation of a project-based molecular biology laboratory emphasizing protein structure-function relationships in a large introductory biology laboratory course     

Treacy DJ  Sankaran SM  Gordon-Messer S  Saly D  Miller R  Isaac SR  Kosinski-Collins MS 《CBE life sciences education》2011,10(1):18-24

In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory biology laboratory course at Brandeis University into a semester-long project-based laboratory that emphasizes concepts and contains an element of scientific inquiry. In this laboratory, students perform a site-directed mutagenesis experiment on the gene encoding human γD crystallin, a human eye lens protein implicated in cataracts, and assess the stability of their newly created protein with respect to wild-type crystallin. This laboratory utilizes basic techniques in molecular biology to emphasize the importance of connections between DNA and protein. This project lab has helped engage students in their own learning, has improved students' skills in critical thinking and analysis, and has promoted interest in basic research in biology.  相似文献   

Internationaler Policy Transfer in der Berufsbildung     

Antje Barabasch Ph.D  Dr. phil. Stefan Wolf 《Zeitschrift für Erziehungswissenschaft》2011,14(2):283-307

The international practice of transferring educational structures, curricula and best practice, shortly summarized under the term ??policies??, from Germany to many other countries has taken place since more than 40 years. In this article we will first explain the theoretical framework for the analysis of policy transfer. In the second part the model of work culture as a developmental approach and extended theoretical framework that can be used for the analysis of context factors in the policy transfer process will be introduced. This model is applied to the analysis of policy transfer in vocational education and training in China and Turkey and used to explain context, actors and goals as well as transfer attainments.  相似文献   

Stigma Hauptschulabschluss?     

Tanja Buch  Stefan Hell  Gabriele Wydra-Somaggio 《Zeitschrift für Erziehungswissenschaft》2011,14(3):421-443

Graduates of vocational training with or without an exit qualification from the German lower secondary school called ??Hauptschule?? have an above-average chance of being unemployed at the next level. Using a data set which includes both school exit qualifications and the marks from vocational training, we show that this increased probability of unemployment can be explained by the enduring stigmatization of graduating school with a low qualification level and by weaker performance in the final examination from vocational training. This leads to additive disadvantages at the next stage in a young person??s career. The attainment of a vocational qualification is, therefore, an insufficient basis for successful entry into the labor market. At a stage, when their integration into the labor market appears to have been secured??despite a problematic start?Cthese youths are, in fact, confronted with an increased risk of unemployment and a precarious start in their working career.  相似文献   

Biomechanical pole and leg characteristics during uphill diagonal roller skiing     

Stefan Josef Lindinger  Caroline Göpfert  Thomas Stöggl  Erich Müller  Hans-Christer Holmberg 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):318-333

Diagonal skiing as a major classical technique has hardly been investigated over the last two decades, although technique and racing velocities have developed substantially. The aims of the present study were to 1) analyse pole and leg kinetics and kinematics during submaximal uphill diagonal roller skiing and 2) identify biomechanical factors related to performance. Twelve elite skiers performed a time to exhaustion (performance) test on a treadmill. Joint kinematics and pole/plantar forces were recorded separately during diagonal roller skiing (9°; 11 km/h). Performance was correlated to cycle length (r = 0.77; P < 0.05), relative leg swing (r = 0.71), and gliding time (r = 0.74), hip flexion range of motion (ROM) during swing (r = 0.73) and knee extension ROM during gliding (r = 0.71). Push-off demonstrated performance correlations for impulse of leg force (r = 0.84), relative duration (r = ? 0.76) and knee flexion (r = 0.73) and extension ROM (r = 0.74). Relative time to peak pole force was associated with performance (r = 0.73). In summary, diagonal roller skiing performance was linked to 1) longer cycle length, 2) greater impulse of force during a shorter push-off with larger flexion/extension ROMs in leg joints, 3) longer leg swing, and 4) later peak pole force, demonstrating the major key characteristics to be emphasised in training.  相似文献   

Exploring students’ expectations of learning analytics: A person-centered approach     

Viberg  Olga  Engström  Linda  Saqr  Mohammed  Hrastinski  Stefan 《Education and Information Technologies》2022,27(6):8561-8581

Education and Information Technologies - In order to successfully implement learning analytics (LA), we need a better understanding of student expectations of such services. Yet, there is still a...  相似文献   

A longitudinal analysis of the reciprocal relationship between academic procrastination,study satisfaction,and dropout intentions in higher education     

Scheunemann  Anne  Schnettler  Theresa  Bobe  Julia  Fries  Stefan  Grunschel  Carola 《European Journal of Psychology of Education - EJPE》2022,37(4):1141-1164

Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.

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