排序方式： 共有6条查询结果，搜索用时 15 毫秒
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Hussein Genemo Shah Jahan Miah Alasdair McAndrew 《Education and Information Technologies》2016,21(6):1769-1784
Assessment has been defined as an authentic method that plays an important role in evaluating students’ learning attitude in acquiring lifelong knowledge. Traditional methods of assessment including the Computer-Aided Assessment (CAA) for mathematics show limited ability to assess students’ full work unless multi-step questions are sub-divided into sub questions. This issue persisted significant drawback especially within the notion of method marking approach. To address this issue, the aim of the study is to develop a methodological framework that will create an information and communications technology (ICT) artefact prototype. The prototype (termed as method marking assessment (MMA) artefact) implements a method-marking assessment concept to assess through multi-step questions. Extensive literature reviews have revealed that there are features in common between complex-problem solution characteristics and multi-steps questions assessment using ICT; therefore complex problems paradigm is used in the study for developing the MMA prototype. 相似文献
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Johanna Belz Jahan Heidari Claudia Levenig Monika Hasenbring Michael Kellmann Jens Kleinert 《European Journal of Sport Science》2018,18(7):1029-1037
Back pain (BP), a prominent problem for competitive athletes, is a primary reason for limitations in athletic performance and daily life restrictions. As studies on the relationship between psychological variables and BP in athletes are scarce, the aim of this study was to investigate stress and depression in competitive athletes with BP. In a cross-sectional design, data of 154 competitive athletes (51% female; Mage?=?18.81 years, SDage?=?5.05 years) were collected, assessing Performance stress, Socio-emotional stress, Risk for depression and Psychological well-being and the two BP parameters BP Intensity and Disability. Two multiple linear regressions were conducted to predict (1) BP Intensity and (2) Disability from Performance stress, Socio-emotional stress, Risk for depression and Psychological well-being. Multiple linear regressions demonstrated that Performance stress (β?=?.21, p?=?.01) was the only significant predictor of BP Intensity (F1,142?=?6.68, p?=?.01, R2?=?.05), whilst Risk for depression (β?=?.24, p?=?.01) was the only significant predictor of Disability (F1,142?=?8.46, p?=?.01, R2?=?.06). Neither gender nor age explained a significant amount of variance in the models. Study results showed that, as in the general population, the variables stress and depression are related to BP in competitive athletes. In particular, BP intensity was found to be associated with stress and BP-related disability was associated with depression, whereas age and gender showed no association with the BP parameters. A longitudinal investigation is warranted to determine the direction of the observed relationships. 相似文献
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Jahan Heidari Monika Hasenbring Jens Kleinert Michael Kellmann 《European Journal of Sport Science》2017,17(3):351-359
Health issues represent a frequent problem for athletes, as this particular demographic is repeatedly confronted with physically and psychologically stressful situations. Back pain (BP) materialises as comparatively common health problem being regarded as functionally limiting and psychologically straining burden for athletes. According to research conducted on athletes with BP, biomechanical and physiological mechanisms emerge as influential, whereas stress-related psychological factors appear to be neglected. For athletic injuries, the essential impact of psychological processes on injury occurrence and return from injury has already been corroborated. Hence, the aim of this literature review is to: (1) introduce a conceptual differentiation between injuries and BP; (2) summarise the results obtained regarding stress-related psychological aspects for injuries; and (3) connect the injury research to the state-of-the-art evidence regarding stress-related factors for BP among athletes. A distinction between injuries and BP could be established based on previous definitions, despite the fact that a considerable overlap between both concepts prevails. Injuries can be attributed to a physical origin, whereas BP frequently lacks this physical criterion. For BP, our enquiry yielded four studies including psychological measures of stress – with two studies specifically examining the association between BP and psychological stress among athletes longitudinally. Abundant findings from the general population support the importance of considering psychological and specifically stress-related factors in BP prevention and rehabilitation, but evidence related to the athletic field remains elusive. Further scientific investigations with a wider methodological approach are needed to deepen the knowledge about the crucial relationship between psychological stress, BP, and athletes. 相似文献
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Kamal Heidari 《International Journal of Early Years Education》2015,23(4):382-393
The primary aim of the current study was to explore whether non-linguistic conventions, especially gesture, have a significant impact on children's vocabulary learning. Fifty male and female Iranian children aged between 3 and 6 years of age (mean age?=?3.5) from two classes of a language institute were taught a set of lexical items using two different teaching procedures: one employing linguistic conventions only, without gesture, and the other through a combination of linguistic and non-linguistic approaches. The data analysis revealed that non-linguistic conventions, including gesture, significantly influence children's learning of vocabulary items. The study contributes to the literature examining vocabulary and gesture and may inform early years practitioners' approaches to vocabulary teaching. 相似文献
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Over the years, the multiple intelligences theory (MIT) proposed by Howard Gardner has renewed interest in learners’ use of effective learning strategies and produced interesting results. This MIT-oriented study investigated the role of successful L2 readers’ multiple intelligences in their effective use of reading strategies. To this end, a TOEFL reading comprehension test was administered to a cohort of 135 English as a foreign language students at several universities in the southwest and centre of Iran, and 80 students were identified as successful L2 readers based on the ETS rating scale and their TOEFL scores. Then, they answered an MI questionnaire originally developed by Armstrong and a reading strategies inventory adapted by Singhal. The data were quantitatively analysed using correlations and multiple regressions. The results revealed that linguistic, logical–mathematical and intrapersonal intelligences were the good L2 readers’ most dominant intelligences, while bodily intelligence was the least common type. In addition, they mostly employed metacognitive and cognitive strategies but rarely drew upon affective and compensation strategies while reading. Further, there was a significant positive relationship between linguistic, logical–mathematical, spatial, interpersonal, and intrapersonal intelligences and the use of metacognitive and cognitive reading strategies. Similar relationships were also found between linguistic intelligence and the participants’ use of memory strategy, on one hand, and between interpersonal intelligence and compensation and social strategy use, on the other. Importantly, linguistic and intrapersonal intelligences as well as metacognitive and cognitive strategy use were shown to be the best predictors of reading comprehension. Finally, the theoretical or pedagogical implications of the findings are discussed. 相似文献
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Salimi Ghasem Heidari Elham Mehrvarz Mahboobe Safavi Ali Akbar 《Education and Information Technologies》2022,27(5):6599-6620
Education and Information Technologies - Given the importance of digital communication during the COVID-19 pandemic, the need for advancing academic goals through online social capital is more... 相似文献
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