The influence of achievement motivation and chess-specific motivation on deliberate practice     

de Bruin AB  Rikers RM  Schmidt HG 《运动与训练心理学杂志》2007,29(5):561-583

Although the importance of high motivation to engage in deliberate practice has been acknowledged, no research has directly tested this hypothesis. Therefore, the present study examined this relation in adolescent elite chess players by means of a questionnaire. In addition, to provide an explanation for dropout among promising chess players, differences in motivation between persistent and dropout chess players were analyzed. Competitiveness and the will to excel proved to be predictors of investments in deliberate practice. Moreover, achievement motivation and chess-specific motivation differed to a certain extent between persisters and dropouts. Our results suggest that motivation to engage in deliberate practice not only contains elements of the will to improve performance, but also of the will to attain exceptional levels of performance.  相似文献   

Special Deliveries: Towards a Methodology for Generous Fulfillment of Special Collections Interlibrary Loan Requests     

Melanie Griffin  LeEtta Schmidt 《Public Services Quarterly》2017,13(4):241-259

This article explores the implementation of special collections interlibrary loan policies and procedures at the University of South Florida (USF), focusing particularly on the development of policies related to physically loaning published materials, and traces the development of these policies through a pilot project to routinized implementation. Particular attention is paid to developing mutually beneficial workflows between special collections and interlibrary loan departments, creating transparent policies for the criteria under which requests are or are not filled, and technical considerations for implementing special collections loans. Through this case study, we highlight the potential for collaboration in the fulfillment of special deliveries.  相似文献   

Changes in tibiofemoral contact forces during running in response to in-field gait retraining     

Richard W. Willy  Stacey A. Meardon  André Schmidt  Nathan R. Blaylock  Scott A. Hadding  John D. Willson 《Journal of sports sciences》2016,34(17):1602-1611

We evaluated the efficacy of an in-field gait retraining programme using mobile biofeedback to reduce cumulative and peak tibiofemoral loads during running. Thirty runners were randomised to either a retraining group or control group. Retrainers were asked to increase their step rate by 7.5% over preferred in response to real-time feedback provided by a wrist mounted running computer for 8 routine in-field runs. An inverse dynamics driven musculoskeletal model estimated total and medial tibiofemoral joint compartment contact forces. Peak and impulse per step total tibiofemoral contact forces were immediately reduced by 7.6% and 10.6%, respectively (P < 0.001). Similarly, medial tibiofemoral compartment peak and impulse per step tibiofemoral contact forces were reduced by 8.2% and 10.6%, respectively (P < 0.001). Interestingly, no changes were found in knee adduction moment measures. Post gait retraining, reductions in medial tibiofemoral compartment peak and impulse per step tibiofemoral contact force were still present (P < 0.01). At the 1-month post-retraining follow-up, these reductions remained (P < 0.05). With these per stance reductions in tibiofemoral contact forces in mind, cumulative tibiofemoral contact forces did not change due to the estimated increase in number of steps to run 1 km.  相似文献   

Implementing Experiential Learning Activities in a Large Enrollment Introductory Food Science and Human Nutrition Course   总被引：1，自引：1，他引：0  

Dawn M. Bohn  Shelly J. Schmidt 《Journal of Food Science Education》2008,7(1):5-13

ABSTRACT:  Experiential learning activities are often viewed as impractical, and potentially unfeasible, instructional tools to employ in a large enrollment course. Research has shown, though, that the metacognitive skills that students utilize while participating in experiential learning activities enable them to assess their true level of understanding and mastery of the subject matter. The objectives of this study were to (1) create and implement 2 experiential learning activities in our introductory, large enrollment course and (2) evaluate their cognitive and affective impact on student learning. For the 1st activity, completed in class during the nutrition and health section, the instructional team asked the students to complete a dietary intake assessment. For the 2nd activity, completed via the course website, the instructional team asked the students to complete a food safety survey prior to the commencement of the food microbiology and processing section to assess the students' own personal food safety behaviors. The students were asked to evaluate both the cognitive and affective aspects of the experiential learning activities by completing a reflective questionnaire after participating in each activity. The majority of the students that participated in the experiential learning activities reported that the activities helped them learn the course material (97% for the dietary intake activity and 77% for the food safety activity) and that they liked participating in the activity (85% for the dietary intake activity) or were engaged by the activity (77% for the food safety activity). These results indicate that experiential learning activities can be successfully created for and implemented in large enrollment courses.  相似文献   

The importance of being earnest     

Ralph N. Schmidt 《Communication quarterly》2013,61(4):23-24

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TOWARD A STRATEGY FOR PUBLIC CHRISTIAN EDUCATION     

Stephen A. Schmidt 《Religious education (Chicago, Ill.)》2013,108(3):469-485

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Mentoring and being mentored: The story of a novice music teacher's success     

Margaret Schmidt 《Teaching and Teacher Education》2008

This qualitative study examined the growth of Jelani, a failing novice teacher who successfully received tenure following his third year of teaching. His progress seemed related to the quality of his relationships with different mentors. An unanticipated factor in Jelani's success was his participation in a university-based program for children, where he served, under supervision, as a mentor for two preservice teachers. In what became a mutually beneficial relationship, Jelani reinforced his new-found knowledge and skills and learned to better describe and assess his own teaching. Among those who worked with Jelani, additional reciprocal mentoring relationships developed.  相似文献   

High-Ability Grouping: Benefits for Gifted Students’ Achievement Development Without Costs in Academic Self-Concept     

Franzis Preckel  Isabelle Schmidt  Eva Stumpf  Monika Motschenbacher  Katharina Vogl  Vsevolod Scherrer  Wolfgang Schneider 《Child development》2019,90(4):1185-1201

Effects of full-time ability grouping on students’ academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students’ average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students’ ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes.  相似文献   

Certification of medical librarians, 1949--1977 statistical analysis.     

D Schmidt 《Bulletin of the Medical Library Association》1979,67(1):31-35

The Medical Library Association's Code for Training and Certification of Medical Librarians was in effect from 1949 to August 1977, a period during which 3,216 individuals were certified. Statistics on each type of certificate granted each year are provided. Because 54.5% of those granted certification were awarded it in the last three-year, two-month period of the code's existence, these applications are reviewed in greater detail. Statistics on each type of certificate granted each year are provided. Because 54.5% of those granted certification were awarded it in the last three-year, two-month period of the code's existence, these applications are reviewed in greater detail. Statistics on MLA membership, sex, residence, library school, and method of meeting requirements are detailed. Questions relating to certification under the code now in existence are raised.  相似文献   

Situational interest and academic achievement in the active-learning classroom     

Jerome I. Rotgans  Henk G. Schmidt 《Learning and Instruction》2011,21(1):58-67

The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed that situational interest significantly increased after the problem stimulus was presented. Subsequently, situational interest gradually decreased but at the end of the day increased again. Testing a path model relating the situational interest measures showed strong (directional) interrelations. Moreover, situational interest was highly predictive for observed achievement-related classroom behaviors. The latter, in turn, proved to be a significant predictor of academic achievement. Aggregating situational interest over the day led to less accurate predictions of achievement-related classroom behaviors and academic achievement. Implications of these findings for situational interest research are discussed.  相似文献