GCSE exam stress: student perceptions of the effects on wellbeing and performance     

《Pastoral Care in Education》2012,30(4):297-315

ABSTRACT

In the UK education system, an ‘audit culture’ has led to pressures being placed on students to achieve high grades in their GCSEs. It has been suggested that schools are required to achieve good academic results and look after their students’ wellbeing, causing a conflict in relation to public examinations, such as GCSEs. School staff support both performance and wellbeing by preparing students for exams. However, research suggests that there is a danger that many underperform, or are negatively affected (emotionally) by exam stress, or both. This paper describes a research project within the UK. The aims of which were to explore the views of students who had recently taken GCSE exams, to gain an understanding of how they felt their GCSE experiences affected their wellbeing and performance, to find out what factors contributed to or alleviated their levels of exam stress, and whether theories relating to exam stress such as Achievement Goal Theory could be used to explain the individual differences in levels of exam stress. Findings and conclusions provided ways to improve the support for students during their GCSEs, improving academic performance and wellbeing.  相似文献   

The role of goal orientations for adolescent mathematics achievement     

Tran D. Keys  AnneMarie M. ConleyGreg J. Duncan  Thurston Domina 《Contemporary educational psychology》2012

This study examines the association between personal goal orientations and mathematics achievement within the trichotomous goal framework. Participants comprised approximately 2000 seventh and eighth grade White, Hispanic, and Vietnamese students in a low-income urban school district in California. Regression analysis with classroom fixed effects minimized biases arising from non-random assignment of teachers and students to schools and classrooms. While all three achievement goal orientations were correlated with mathematics achievement, only a mastery goal orientation consistently predicted achievement when a full set of prior achievement and demographic controls were included. Performance-approach and performance-avoidance goal orientations did not predict achievement in the full model.  相似文献   

The case of literacy: a response to John Wilson     

Marian Sainsbury 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):137-139

Contemporary theories of academic motivation seek to explain students’ behaviours in academic settings. While each theory seems to possess its own constructs and unique explanations, these theories are actually closely tied together. In this theoretical study of motivation, several theories of motivation were described and an underlying theme of the influence of emotions was used to unify the theories. In these theories, emotions and beliefs are thought to elicit different patterns of behaviour such as pursuit of mastery, failure avoidance, learned helplessness and passive aggression. Implications emerged which focused upon creating classroom contexts that foster feelings of autonomy, competence and meaning as the catalysts for developing adaptive, constructive learning.  相似文献   

The relationship between motivational climate,perceived ability and sources of distress among elite athletes     

Anne Marte Pensgaard  Glyn C. Roberts 《Journal of sports sciences》2013,31(3):191-200

Situational factors as well as individual differences are assumed to play an important role in perceptions of stress. One factor that may affect an elite athlete's perception of stress may be his or her perceived motivational climate. To examine the relative importance of dispositional and situational factors on the perceptions of distress (i.e. negative stress), we assessed goal orientations, perception of motivational climate and sources of distress among Norwegian participants at the 1994 Winter Olympic Games in Lillehammer. Perception of a performance climate was associated with cognitive sources of distress, the coach, and team aspects as a source of distress. Furthermore, a performance climate was a signi cant predictor of high total distress. The athletes with lower perceptions of ability perceived the coach to be more a source of distress than athletes with a high perception of ability. A perception of a mastery climate was negatively associated with the coach as a source of distress. These findings indicate that, to reduce the perception of distress, the coach should focus on creating a mastery climate for elite athletes.  相似文献   

Pre-service teachers’ goals and future-time extension, concerns, and well-being     

Hazel HaggerLars-Erik Malmberg 《Teaching and Teacher Education》2011,27(3):598-608

Human goal-processes are conceptualised in an action-theoretic model of motivation, in line with discourse on self-directed teachers. Eighty-eight pre-service teachers reported ideographic professionally-related goals and concerns, future-time extension of the goals, and well-being (self-esteem and depression). Thirteen goal and fifteen concern categories were identified. When the goals were ordered in a perceived future time-sequence these did not reflect discrete developmental stages of teachers. Goals were related to concerns in six content domains demonstrating the utility of investigating both. Goals and concerns were to some extent related to well-being.  相似文献   

“X·方的N”结构的照应现象研究     

邱冬梅 《毕节师范高等专科学校学报》2014,(1):7-14

定指性强是“x-方的N”结构具有照应功能的重要前提。该类结构在篇章中的照应表现为回指和下指两类。从内部看，该结构的构件在用词和组配方面表现出明显的倾向性。从外部看，是否选择“x·方的N”结构作照应语，受到语言和非语言语境因素的制约。  相似文献   

Achievement goals and self-efficacy: A meta-analysis     

《Educational Research Review》2016

This meta-analysis examined the relations between achievement goals and self-efficacy. One hundred and twenty-five studies consisting of 148 samples (N = 61,456) reporting the relations between academic achievement goals and academic self-efficacy were included. The correlations of mastery and mastery approach goals with self-efficacy were generally moderate to strong, while those of performance avoidance and mastery avoidance goals with self-efficacy were low. Goal valence was meaningfully related to self-efficacy, whereas the support for the goal definition was inconsistent. Publication status, proportion of males, mean age, and achievement goal measure did not exert significant moderating effects, whereas those for country where the research was conducted, the proportion of Caucasians, the self-efficacy measure, the domains of achievement goals and self-efficacy, and matching between achievement goal and self-efficacy domains varied with the achievement goal factor. The four-factor model was based on a relatively small number of samples, and so future research is needed to determine whether there are differences in correlations of mastery avoidance and performance avoidance goals with antecedents and consequences.  相似文献   

煤气环境下钢板腐蚀程度分析     

杨永宏 《中国科技纵横》2011,(15):186-186

本文对煤气柜用Q235钢板腐蚀程度进行了实验测试,获得了煤气柜的腐蚀速度和剩余寿命,为煤气柜的进一步维护提供了科学的依据。  相似文献   

关于上好高等数学第一堂课的探讨     

孙峰 《乐山师范学院学报》2014,(11):118-120

首应效应存在于课堂教学的师生交往互动中,上好高等数学第一堂课,让学生对高等数学及任课教师留下良好的第一印象,对以后教学的有效开展极其重要。文章主要探讨高等数学的第一堂课的目标定位以及具体教学建议。  相似文献   

论我国体育课程与教学目标的理论与实践应用研究     

蒋新国  李竹青 《惠州学院学报》2014,34(6):86-95

阐述我国体育课程目标的概念,包括体育课程的总目标、学习方面目标、水平目标、体育教学目标。论述体育课程目标与体育教学目标的关系;体育课程目标的纵向层次;现阶段我国的体育教学目标与研究现状,分析了体育课程与教学目标的发展趋势,概述新课改下体育教学目标制订的依据、原则、要求、步骤与方法。体育教学目标的制订是新课改的热门研究课题,也是体育教学设计实践应用中的热门话题,此研究为我国体育教学一线的教师提供理论与实践的参考。  相似文献