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1.
Aikaterini Vassiou Athanasios Mouratidis Eleni Andreou Konstantinos Kafetsios 《教育心理学》2016,36(5):879-897
Performance at school is affected not only by students’ achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students’ achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes and their Greek language and mathematics teachers. Results from multilevel analyses indicated that students’ mastery-approach and performance-approach goals were positively related to positive affect whereas performance-avoidance goals were negatively related to positive affect. At class-level, relationships between achievement goals and affect were moderated by students’ emotion perception ability. These findings highlight the importance of emotion abilities and their role in motivational processes for class-level outcomes. 相似文献
2.
In this cross‐sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students’ emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students’ engagement in class activities because they find such activities enjoying or personally important) and social development goals (i.e. students’ focus on developing meaningful social relationships) to be positively associated with positive emotions. In contrast, controlled motivation (i.e. students’ engagement in class activities because they feel coerced to do so) and social demonstration‐approach goals (i.e. students’ focus on demonstrating popularity) were positively associated with negative emotions. These associations remained significant even after controlling for perceived competence. Cluster analysis further showed that students high in autonomous motivation and social development goals and low in controlled motivation and social demonstration‐approach goals exhibited a better motivational profile compared to students high or low in all the above motivational variables. Results are discussed within the self‐determination theory and the social achievement goal perspective. 相似文献
3.
The aim of this study was to investigate the relation of autonomous and controlling reasons underlying an endorsed achievement goal to intrinsic motivation and cheating. The endorsement of the achievement goal was ensured by involving 212 (Mage = 19.24, SD = .97) freshman students in a spatial task and asking them to report their most important achievement goal, as well as the reasons for adopting the goal, during the task. Results from a hierarchical regression analysis revealed that independent of the achievement goal the students adopted, the autonomous reasons for the endorsed goal were positively related to the indices of intrinsic motivation. Furthermore, the autonomous reasons underlying either performance or mastery-avoidance goals were negatively related to cheating. Alternatively, the controlling reasons for the endorsed goal were positively related to pressure and tension. The importance of considering both the ‘what’ and the ‘why’ aspect of achievement motivation are discussed. 相似文献
4.
In this paper, we analyze the motives and barriers of researchers to engage in standardization in comparison with publishing and patenting. We conduct a survey on 129 researchers at the Federal Institute for Materials Research and Testing, one of Germany’s largest federal research institutes. The resultant dataset enables us to study not only the researchers’ motives and barriers but also the effect of those motives and barriers on the extent to which the respective activities are undertaken. We find that publishing constitutes a baseline activity. By contrast, patenting is driven by commercialization motives, and standardization is mainly fostered by intrinsic motivation. With respect to the barriers, we find that they are mostly inherent to the activity itself or the system in which it is performed. Finally, we discuss several options to develop a more integrative incentive system to exploit the possible synergies between standardization and publishing and patenting. 相似文献
5.
Athanassios Protopapas Aikaterini Fakou Styliani Drakopoulou Christos Skaloumbakas Angeliki Mouzaki 《Reading and writing》2013,26(5):615-646
In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3–4 and 7, were assessed with a dictated common word list and age-appropriate passages. Spelling errors were classified into broad categories, including phonological (graphophonemic mappings), grammatical (inflectional suffixes), orthographic (word stems), stress assignment (diacritic), and punctuation. Errors were further classified into specific subcategories. Relative proportions for a total of 11,364 errors were derived by calculating the opportunities for each error type. Nondyslexic children of both age groups made primarily grammatical and stress errors, followed by orthographic errors. Phonological and punctuation errors were negligible. Most frequent specific errors were in derivational affixes, stress diacritics, inflectional suffixes, and vowel historical spellings. Older children made fewer errors, especially in inflectional suffixes. Dyslexic children differed from nondyslexic ones in making more errors of the same types, in comparable relative proportions. Spelling profiles of dyslexic children did not differ from those of same-age children with poor reading skills or of younger children matched in reading and phonological awareness. In conclusion, spelling errors of both dyslexic and nondyslexic children indicate persistent difficulty with internalizing regularities of the Greek orthographic lexicon, including derivational, inflectional, and word (stem) families. This difficulty is greater for children with dyslexia. 相似文献
6.
In our research, we investigated whether students will develop inquiry skills, such as hypothesis exploration and formulation
and interpretation, and metacognitive skills, such as comprehension of new knowledge, as a result of a storytelling strategy
employed during teaching. We also investigated whether students will utilize the skills and knowledge acquired in the learning
process to explain everyday-life phenomena or applications of science. In order to achieve the above objectives, we carried
out a bibliographical research, in which we established the certainty that modern thought is integrated in dialogical and
narrative forms and that the conceptual approach, which places emphasis on the purely cognitive dimension of the process of
knowledge and ignores inspiration or imagination, is ineffective. These conclusions necessitated our turning to other approaches
for teaching and learning. We chose storytelling on account of its ability to cultivate the imagination and inspiration and
to make science learning attractive to students. To confirm our findings, we conducted research on the effectiveness of storytelling
in teaching science in five sixth-grade, primary-school classes. The findings of this research are described in our paper
and seem to be encouraging. 相似文献
7.
The present study should be thought as a socioconstructivist teaching approach (a teaching model) for the concept of energy in primary education. It contains important and crucial aspects of the History and Philosophy of Natural Sciences, introduces the concept of energy using the macroscopic framework of thermodynamics, takes into consideration learners’ alternative ideas or frameworks relating to energy, takes advantage of the causal and the unifying characters of energy, which have been founded on the historiographical analysis of this concept, uses energy chains as visual representations for the deep understanding of it, uses visual grammar of Kress and van Leeuwen to design energy chains and introduces a teaching methodology for this concept. 相似文献
8.
Chryse Hatzichristou Aikaterini Lampropoulou 《Journal of educational and psychological consultation》2013,23(3-4):313-333
The purpose of this article is to link the goals and processes of the Future of School Psychology Conference with the development of the profession in another educational and cultural setting. More specifically, the problem-solving model used at the Futures Conference and the data-based model of alternative school psychological services implemented in the Greek schools are presented. The article also describes the process of integrating the two models in the Greek educational system. Common future perspectives and goals are explored at a cross-national level to promote a unifying perspective of collaboration for supporting children, families, and schools worldwide. 相似文献
9.
Aikaterini Balla Gerasimos Pavlogeorgatos Despoina Tsiafakis George Pavlidis 《Journal of Cultural Heritage》2013,14(5):403-410
Northern Greece is the main region where more than 90 Macedonian tombs, dated in the late classical and Hellenistic period, have been discovered. Geospatial data processing technologies (GIS), predictive modelling techniques and fuzzy logic were applied to the study area in order to create a predictive model that would be able to provide map regions assigned with specified probability of Macedonian tombs’ occurrence. The model was tested extensively and was validated using a commonly used predictive gain. The results and the evaluation of the model proved the efficiency of its predictive ability in providing answers to a series of questions related to the problem at hand (archaeological research, cultural resource management and protection, land use, etc.). 相似文献
10.
The main purpose of this study, on the theoretical framework proposed by Renzulli (1986) and by Van Boxtel and Monks (1992) and Monks, Van Boxtel, Roelefs and Saunders (1986), was to explore pupils' motivation and adaptation to school life in relation to the identification of giftedness. A pool of 1765 primary school pupils were initially tested for Visual-Motor Integration and Creative Thinking. Their teachers nominated 90 of them as gifted, who in turn were assessed in regard to their level of school adaptation and motivation by questionnaires based on Power and Cotterell (1979) and on Entwistle (1968). The comparison groups were five nominated pupils, verified as gifted, seven more nonnominated, but gifted (all 12 identified through psychometric and statistical criteria), and ten non-gifted but nominated pupils. The results indicated that the gifted pupils, depending on whether or not they are identified by their teachers, feel partially motivated and exhibit lower than the expected adaptation at school. The findings are discussed in the light of the current Greek school system. 相似文献