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ABSTRACT We applied the selection, optimization and compensation (SOC) model of successful aging to media use. Using a new self-report measure to assess selective and compensatory media use we illustrate the role of these media selection strategies in successful aging. In other words, we link compensatory and selective media use to different indicators of well-being among older nursing home residents and for a group of younger adults, which served as a comparison group. Selective media use was positively related to well-being for older, but not for younger adults, and compensatory media use was negatively related to well-being for both younger and older adults. In a second study, we replicated these findings with a sample of healthy older adults. 相似文献
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In this paper, pupils’ misconduct in the classroom is interpreted as a change from on-task to off-task behaviour. This change entails a switch from a current learning behaviour to an activity that is more attractive to the student but that is seen as a discipline problem by the teacher. Thus, academic and non-academic goals of pupils rival one another. Motivational conflict theory is used to elaborate on the premise that a discipline problem is a consequence of goal shift. The theory is used to model off-task behaviour as a failure to coordinate academic and non-academic goals, to ask new research questions, and to draw practical conclusions about educational interventions. The paper closes with suggestions about how to strengthen pupils’ ability to coordinate goals and how teaching can fulfil the various needs pupils pursue. 相似文献
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The contributors to this special issue explore the connections between metacognition and personal epistemology. This commentary
on the five articles addresses definitional concerns regarding both epistemology and metacognition, discusses the conceptual
relation between the constructs, critiques methodological approaches, and suggests developmental considerations in this type
of research. 相似文献
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Britta Kilian Manfred Hofer Stefan Fries Claudia Kuhnle 《European Journal of Psychology of Education - EJPE》2010,25(1):67-85
The relations between students’ value orientations, decisions in conflicts between on-task and off-task actions in the classroom,
and experiences of motivational interference following these conflicts were investigated. It was expected that well-being
value orientation was positively linked and achievement value orientation was negatively linked to decision for off-task behavior
in such conflicts and that the higher students’ well-being value orientation, the higher their motivational impairment when
deciding for the on-task behavior and the lower when deciding for the off-task behavior. For achievement orientation, the
relationships were predicted to be reversed. The experience of motivational interference while performing on-task behavior
was, in turn, expected to be related to worse grades. Data from 817 students (mean age 13.44) from 35 classrooms were collected
using self-report questionnaires and analyzed in a series of hierarchical linear models. Analyses showed the relationships
as predicted. All relationships found were comparable to the relationships found for a conflict between school and leisure
actions after class. Results point out that even if students resist the off-task temptation in class, the mere possibility
of off-task behavior can impair motivation and achievement. 相似文献
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This study used a mediational model to examine the effect of curriculum condition on student behaviors and how those behaviors related to math achievement gains. The student behaviors examined were children's participation in learning-related activities, talking during learning activities, and level of engagement with the materials. Conducted as part of a larger project involving the implementation and evaluation of a preschool mathematics curriculum, this study involved twenty urban prekindergarten sites with 57 classrooms randomly assigned to the new curriculum or a practice-as-usual condition. The final analytic sample included 675 children, predominately from low-income homes. Results showed that the greater gains made by children in curriculum classrooms were mediated by the number of times children were observed focused on mathematics and the number of times they were observed talking during mathematics. Findings from this study demonstrate the importance of focusing on children's actual responses to a new curriculum in determining its effects. 相似文献
7.
Marie Ruef Hofer Ph.d 《Religious education (Chicago, Ill.)》2013,108(3):258-261
The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Each section describes a group of findings which have been reported in PSYCHOLOGICAL ABSTRACTS together with titles of these works so that those who wish may go to the original source. This column is written as a service to religious educators by the Union College Character Research Project. All abstracts are used with permission of the periodical, PSYCHOLOGICAL ABSTRACTS. The abstract numbers are Volume 37, Numbers 1‐5. 1963. 相似文献
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Özen Odağ Matthias Hofer Frank M. Schneider Katharina Knop 《Journal of Intercultural Communication Research》2016,45(2):108-125
Within Hofstede’s framework of individualistic and collectivistic cultures, this contribution examines measurement equivalence of hedonic and eudaimonic entertainment motivations in two different cultures, namely Germany representing a more individualistic culture (N = 180) and Turkey representing a more collectivistic culture (N = 97). By means of a multi-group confirmatory factor analysis, we could secure configural invariance for both hedonic and eudaimonic entertainment motivations across the German and Turkish sample. Metric invariance, however, could only be obtained for hedonic, but not for eudaimonic motivations. Scalar invariance was obtained for neither of the two entertainment motivations. The study points to the importance of equivalence testing when conducting cross-cultural research. 相似文献
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Stefan Fries Sebastian Schmid Franziska Dietz Manfred Hofer 《European Journal of Psychology of Education - EJPE》2005,20(3):259-273
Based on Inglehart’s (1997) idea that the importance of modern values is challenged by a growing importance of postmodern values in postindustrialised sociaties, we analyse the consequences of students’ attempts to integrate (modern) achievement values and (postmodern) well-being values. Since opportunities for value integration are limited, students should frequently experience conflicts, whether to work for school or to engage in free time activities. In a questionnaire study, students (n=184) showed mostly high scores in both, achievement and well-being values. Value conflict — measured by a specific conflict formula — was related to the frequency of action conflicts as well as to the reported difficulty to decide which action to pursue. Values predicted the students’ school-related decisions. Furthermore, students with high achievement values reported better performance in school-related tasks than students with high well-being values. Finally, values were systematically related to time investment and grades. 相似文献