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1.
Idit Katz 《Journal of Experimental Education》2017,85(1):73-86
This study investigated whether girls’ and boys’ perceptions of their teacher may explain gender-related difference in academic motivation. One hundred and twenty-nine ninth-grade Israeli students (67 males and 62 females) completed a questionnaire designed to assess their motivation to learn, their affect while studying in school, and their perception of their teachers’ behaviors. The results indicate that girls tend to perceive their teacher as more supportive than do boys and that this perception mediates gender-related differences in motivation and emotional experience. This finding suggests a mechanism to explain gender-related differences in motivation and highlights the importance of investigating those characteristics that can affect student perception of the teacher as supportive. Beyond the known contribution of the need for a supportive environment, knowledge of such characteristics can help promote adaptive motivation. 相似文献
2.
Self-determination theory provided the theoretical framework for a cross-sectional investigation of elementary and junior high school students’ autonomous motivation for homework. More specifically, the study focused on the role of teachers’ support of students’ psychological needs in students’ motivation for homework in the two school systems. The study also investigated the contribution of a match between teachers’ support and students’ expressed level of psychological needs to autonomous motivation for homework. The findings indicated that teacher support partially mediated the difference in autonomous motivation for homework between students in the two school systems. In addition, the findings suggested that whereas students’ with different level of expressed needs may perceive different levels of teachers’ support, and that teachers’ support might be more important for students who express higher level of needs, perceived teachers’ support of psychological needs was important for students’ adaptive motivation for homework, irrespective of their expressed level of needs. 相似文献
3.
Rebecca Reynolds Idit Harel Caperton 《Educational technology research and development : ETR & D》2011,59(2):267-289
This implementation study explores middle school, high school and community college student experiences in Globaloria, an
educational pilot program of game design offered in schools within the U.S. state of West Virginia, supported by a non-profit
organization based in New York City called the World Wide Workshop Foundation. This study reports on student engagement, meaning
making and critique of the program, in their own words. The study’s data source was a mid-program student feedback survey
implemented in Pilot Year 2 (2008/2009) of the 5 year design-based research initiative, in which the researchers posed a set
of open-ended questions in an online survey questionnaire answered by 199 students. Responses were analyzed using inductive
textual analysis. While the initial purpose for data collection was to elicit actionable program improvements as part of a
design-based research process, several themes emergent in the data tie into recent debates in the education literature around
discovery-based learning. In this paper, we draw linkages from the categories of findings that emerged in student feedback
to this literature, and identify new scholarly research questions that can be addressed in the ongoing pilot, the investigation
of which might contribute new empirical insights related to recent critiques of discovery based learning, self-determination
theory, and the productive failure phenomenon. 相似文献
4.
This article presents 2 studies aimed at validating a measure of stress experienced by children and parents around the issue of homework, applying Benson's program of validation (Benson, 1998). Study 1 provides external validity of the measure by supporting hypothesized relations between stress around homework and students’ and parents’ positive and negative affect, students’ sense of competence, and students’ type of motivation. In Study 2, the measure was administered to students with and without learning disability—2 groups assumed to differ in the level of stress experienced while doing homework. Results of both studies support the validity of the measure. 相似文献
5.
This article addresses the controversy regarding the value of offering choices as a teaching practice. Inconsistent of results
regarding the effects of choice in various settings suggest that choice can be either motivating or de-motivating. Based on
the self-determination theory of motivation (Deci & Ryan, 2000), we propose that choice can be motivating when the options meet the students’ need for autonomy, competence, and relatedness.
For example, choice is motivating when the options are relevant to the students’ interests and goals (autonomy support), are
not too numerous or complex (competence support), and are congruent with the values of the students’ culture (relatedness
support). Given the many factors involved, it is not surprising that in some studies choice was not found to promote engagement.
However, when choice was offered in a way that met the needs of the students, it was found to enhance motivation, learning,
and well-being. 相似文献
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7.
While homework is a frequent source of distress, positive attitudes of parents can help students develop positive emotions and self-efficacy regarding homework. In this study, we tested the hypothesis that parents' emotions, favored by autonomous motivation, directly and indirectly relate with students' emotions through their self-efficacy with regard to homework. Questionnaires were administered to 205 fourth- to eighth-grade students and their parents to assess both groups' positive and negative emotions, students' self-efficacy with regard to homework, and parents' autonomous motivation. The results supported the hypothesized model: parents' autonomous motivation is associated with parents' positive emotions, which is then associated with students' positive and negative emotions, both directly and through the mediation of students' self-efficacy for doing homework. The discussion focuses on theoretical and educational implications. 相似文献
8.
Comparative international tests of students' achievements have become increasingly popular over the past decade. An outcome of this widespread practice is the tendency of various countries to evaluate their national status according to their pupils' international ranking in such achievement tests, partly due to the common belief that high ranking is an indication of the nation's future ability to compete in the global market. Using PISA 2000 and PISA 2006 data, the present study aims to show that the low achievements of Israeli pupils were to be expected, and that their average scores are a reflection of the economic and demographic characteristics of their country. Our findings suggest that the public debate in Israel on school achievements has been magnified out of all proportion. We also discuss the educational policy which derives proposals for educational reform from a conception of globalisation of education. This policy focuses on the setting of standards for educational achievements aimed at improving pupils' place on the international scale. Finally, we claim that the focus on the international grading of educational achievements deflects public attention from an understanding of the significance of inequalities within the country. 相似文献
9.
Students often perceive school science as purely theoretical, overloaded with facts, and mostly disconnected from their school, home, and community life. One way to bridge the disconnection between school science and lived experiences, and support students in realizing the relevance of science to their everyday life, is by enabling them to integrate their funds of knowledge (FoK), the knowledge and expertise people have because of their roles in their families, communities, and culture, within science. To support students in this task, we developed Together with Science, a series of Vlogs (video blogs) designed to guide families and students through home-based experiments and support the emergence of a third space, where science and everyday life intersect. The Vlogs provided the necessary scientific background for the experiments and encouraged participants to share aspects of their lived experiences and reflect upon the realization of scientific phenomena in their lives. Using videotaped discussions of students and family members, we examined the interactions between them, as well as the FoK addressed in the conversation. The results indicate that multiple types of interactions emerged between students and family members, as they jointly conducted the science experiments and discussed their findings. Shifts in these interactions were associated with the development of a shared third space, in which both students and family members were able to concurrently relate everyday life to the scientific phenomenon. Most FoK were associated with participants' homes and culture. Our results suggest that family members can serve as brokers to support their children in realizing the relationship between science and their everyday life, by bringing in their unique FoK into the scientific discussion, and highlighting the importance of thoughtfully designed learning environments to support them in the process. 相似文献
10.
Previous qualitative studies of lay perspectives explored older adults’ definitions and views of successful aging as a condition. This study aims at examining their perceptions of successful aging as a process. For this purpose, 207 individuals aged 65–92 years old were interviewed by students, who asked the participants for advice on how to achieve successful aging. Three principal themes were identified: (a) Investments at early stages are profitable; (b) preservation of early qualities contributes to well-being, and (c) internal resources are a key factor in the coping process. Each theme reflected a wide range of actions and attitudes perceived as useful by participants. Findings indicated that older adults consider successful aging a positive outcome of resources acquired and efforts invested throughout life, viewing it as a 3-phase, lifelong process that begins with early adulthood investments, continues through efforts to preserve continuity in spite of changes and losses, and concludes with various emotional coping strategies applied when counteraction is no longer viable. 相似文献