高师女生体育态度、体育行为与体育需求的研究     

谢小龙 《邵阳学院学报(社会科学版)》2000,(2)

随着经济、文化、教育、体育的飞速发展 ,高师女生的生活方式、娱乐生活、体育消费、体育态度、体育行为、体育需求及价值观念 ,已经发生了新的变化 .因此 ,探讨新时期高师女生的体育态度、体育行为及体育需求的现状 ,对改进高师女生的体育教学、运动训练和课外体育活动 ,对提高女生体育素质 ,推动高师体育事业的发展都具有一定的现实意义 .  相似文献   

一个新的适用于无刷直流电机驱动的单电流传感器技术     

谭徽  江建中  汪信尧  王勇 《上海大学学报(英文版)》2000,4(1):42-48

1　Ｉｎｔｒｏｄｕｃｔｉｏｎ　Ｉｔｉｓｗｅｌｌｋｎｏｗｎｔｈａｔｔｈｅｔｏｒｑｕｅｄｅｖｅｌｏｐｅｄｂｙａｐｅｒｍａｎｅｎｔｍａｇｎｅｔｂｒｕｓｈｌｅｓｓｄｃｍｏｔｏｒｉｓｐｒｏｐｏｒｔｉｏｎａｌｔｏｔｈｅｍａｇｎｉｔｕｄｅｏｆｍｏｔｏｒｐｈａｓｅｃｕｒｒｅｎｔｓ.ＴｈｉｓｌｉｎｅａｒｒｅｌａｔｉｏｎｓｈｉｐｍａｋｅｓｉｔｃｏｎｖｅｎｉｅｎｔｔｏｃｏｎｔｒｏｌＢＬＤＣＭｔｏｒｑｕｅｐｒｏｄｕｃｔｉｏｎｂｙｒｅｇｕｌａｔｉｎｇｔｈｅｍｏｔｏｒｐｈａｓｅｃｕｒｒｅｎｔｓ[1].Ｉｎｔｈｉｓｐａｐｅｒ,ｔｈ…  相似文献   

High school students’ feelings: Discoveries from a large national survey and an experience sampling study     

《Learning and Instruction》2020

We investigated students' feelings at high school in a nation-wide survey of 21,678 US students (study 1), and in a four-week study using experience sampling methodology (ESM) with 472 students across 5 high schools (study 2). Both studies combined mixed methods, including open-ended questions and rating scales (e.g., PANAS). In study 1, seventy-five percent of the feelings students reported in their responses to open-ended questions were negative. The three most frequently mentioned feelings were tired, stressed, and bored. Similar findings emerged with rated items, The prevalence of negative feelings was largely similar across demographic groups. Study 2 largely corroborated the findings from study 1. Although the retrospective measures showed similar results to study 1, the in-the-moment measures also showed frequent positive feelings. We discuss the findings in light of the ‘sleep deprivation epidemic’, the achievement motivation literature, and implications for the validity of state- and trait measures of academic emotions.  相似文献   

《统计学原理》教学中难点剖析及对策     

张砚 《合肥联合大学学报》1999,(3)

抽样推断和指数是《统计学原理》教学难点,本文针对专科学生的知识特点,结合教学实践经验,进行剖析和寻求对策,以期更好帮助学生理解掌握该门课程。  相似文献   

Introducing the DYNAMICS framework of moment-to-moment development in achievement motivation     

《Learning and Instruction》2022

This article introduces a new theoretical and psychometric framework describing moment-to-moment development and inter-dependencies of achievement motivation in terms of the situated expectancy-value theory, by introducing dynamical systems concepts into this line of research. As a first empirical example of a study using this framework, we examined whether task values, costs, and success expectancies measured in a learning situation (time point t) predicted themselves and each other at the next situation (t + 1; 27 min later) within a weekly university lecture.Situational task values, expectancies, and costs were assessed using the experience sampling method in 155 university teacher training students during weekly lectures for one semester, with three surveys during each weekly lesson. Data were analyzed with multilevel cross-lagged structural equation models.There were significant auto-regressions from one learning situation to the next in success expectancies and effort costs, but not in intrinsic, utility, or attainment value nor emotional or opportunity costs. There were no significant cross-lagged effects from one situation to the next in any of the measured situated expectancy-value components.As a framework to integrate dynamical systems concepts into the research on situated learning motivation, we expect the proposed DYNAMICS framework to have a substantial impact on further theory development.  相似文献