The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice   总被引：6，自引：0，他引：6  

Reinhard Pekrun 《Educational Psychology Review》2006,18(4):315-341

This article describes the control-value theory of achievement emotions and its implications for educational research and practice. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement and academic settings. It is based on the premise that appraisals of control and values are central to the arousal of achievement emotions, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions such as joy, hope, pride, anxiety, hopelessness, shame, and anger relating to success or failure. Corollaries of the theory pertain to the multiplicity and domain specificity of achievement emotions; to their more distal individual and social antecedents, their effects on engagement and achievement, and the reciprocal linkages between emotions, antecedents and effects; to the regulation and development of these emotions; and to their relative universality across genders and cultures. Implications addressed concern the conceptual integration of emotion, motivation, and cognition, and the need to advance mixed-method paradigms. In closing, implications for educational practice are discussed.

Reinhard PekrunEmail:

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江藩文学成就发微——"扬州学派"文学成就研究之一     

高明峰 《宜宾学院学报》2006,6(9):55-59

关于江藩的文学成就,至今尚无专文论述;对于“扬州学派”的文学成就,迄今亦无充分的认识。本文从诗、词、文、赋等方面对江藩的文学成就作了全面考察,指出其总体风格是清疏俊朗,并就其为人秉性以及学术成就与其文学创作的关系作了揭示。由此,为我们认识和评价“扬州学派”的文学成就提供了一大有力的支撑。  相似文献   

The effects of preliteracy knowledge,schooling, and summer vacation on literacy acquisition     

Shanthi Tiruchittampalam  Joel R. Levin  John M. Ferron 《The Journal of educational research》2018,111(1):28-42

What causes the literacy gap and can schools compensate for it? The authors investigated 3 drivers of the gap: preliteracy knowledge, schooling, and the summer vacation. Longitudinal literacy data over 5 time points were collected on 126 five-year-olds attending higher or lower socioeconomic status (SES) schools during their first 15 months of school. There were several noteworthy findings: (a) gaps in preliteracy knowledge at school entry favor higher SES schools, (b) preliteracy knowledge predicted later progress over and above SES and gender, (c) during the school year there was a widening of the gap between higher SES schools and lower SES schools in reading and spelling skills, and (d) children attending lower SES schools exhibited losses during summer whereas children attending higher SES schools nearly always gained. Contrary to previous studies, the present results indicated that when there are concentrations of children from higher and lower SES in schools located in the children's respective SES areas, the achievement gap widens.  相似文献   

Same mindset,different goals and motivational frameworks: Profiles of mindset-based meaning systems     

《Contemporary educational psychology》2020

Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mindsets and associated constructs naturally cohered and functioned together to influence student achievement. Data were collected from 535 English students (aged 14–16 years) on mindsets, effort beliefs, achievement goals, perseverance, and self-handicapping, along with their English and maths performance at the end of secondary school. Latent profile analyses revealed four distinct profiles. Across the profiles, students’ mindset co-varied with effort beliefs, mastery goals, perseverance, and self-handicapping, but the relationship between mindsets and performance goals was less straightforward. Two profiles supported the classic growth mindset–mastery goal (Growth-Focused) and fixed mindset–performance goal pairings (Ability-Focused). The other two profiles, however, displayed alternative combinations of mindsets and goals that had not been acknowledged in the past. Specifically, some growth mindset students embraced performance goals alongside mastery goals (Growth-Competitive), and some fixed mindset students did not endorse performance goals (Disengaged). The two growth-oriented profiles consistently performed well, and Growth-Competitive students even outperformed Growth-Focused students in maths. Compared to girls, boys were more often found in Ability-Focused and Disengaged profiles. The results indicate a nuanced set of relations between mindsets and achievement goals, highlighting the dynamic integration of motivational beliefs and goals within individuals.  相似文献   

中国羽毛球运动员神经类型的研究   总被引：7，自引：0，他引：7  

张璐斐 《山东体育学院学报》1994,(1)

对参加１９８８、１９９０、１９９１年全国青少年羽毛球冬训的２７９名运动员进行神经类型测试及对部分运动员长期追踪测试研究，发现比赛成绩好的运动员在智力、大脑皮层神经细胞兴奋与抑制过程的集中程度均优于成绩差的运动员，神经类型与运动年限无关。建议将神经类型作为选材的重要指标。  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