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This study explores the role of the motivational self-regulation in academic procrastination under the personality framework. Therefore, the aims of the study were to investigate: (a) the role of personality dimensions in the self-regulation of motivation; (b) the role of self-regulation of motivation in procrastination; and (c) the mediating role of the self-regulation of motivation. The participants were 274 university students (M?=?21 years). The Big Five traits explained from 6% to 17% variance of the individual motivational regulation strategies (MRSs). Both personality (conscientiousness) and the MRS (environmental control) were significant predictors of academic procrastination. Conscientiousness, agreeableness, and intellect showed an indirect effect on reducing academic procrastination, mediated through the strategy of environmental control, thus additionally suggesting the important role of this motivational strategy. Since this strategy can be taught, these findings have a strong practical value. 相似文献
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Tertiary Education and Management - In the highly dynamic, competitive and uncertain environment of tertiary education, universities nowadays have to intensify marketing communication to address... 相似文献
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Higher Education - Studies that have examined organizations’ productivity and their leaders have found a rather weak relationship between a leader’s personal characteristics and... 相似文献
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The aim of the present study was to compare the effect of an increasing-distance, interval-training programme and a decreasing-distance, interval-training programme, matched for total distance, on aerobic and anaerobic physiological indices. Forty physical education students were randomly assigned to either the increasing- or decreasing-distance, interval-training group (ITG and DTG), and completed two similar relevant sets of tests before and after six weeks of training. One training programme consisted of increasing-distance interval-training (100–200–300–400–500?m) and the other decreasing-distance interval training (500–400–300–200–100?m). While both training programmes led to a significant improvement in VO2 max (ES?=?0.83–1.25), the improvement in the DTG was significantly greater than in the ITG (14.5?±?3.6 vs. 7.8?±?3.2%, p?<?.05). In addition, while both training programmes led to a significant improvement in all anaerobic indices (ES?=?0.83–1.63), the improvements in peak power (15.7?±?7.8 vs. 8.9?±?4.7), mean power (10.6?±?5.4 vs. 6.8?±?4.4), and fatigue index (18.2?±?10.9 vs. 7.0?±?14.2) were significantly greater in the DTG compared to the ITG (p?<?.05). The main finding of the present study was that beyond the significant positive effects of both training programmes on aerobic and anaerobic fitness, the DTG showed significant superiority over the ITG in improving aerobic and anaerobic performance capabilities. Coaches and athletes should therefore be aware that, in spite of identical total work, an interval-training programme might induce different physiological impacts if the order of intervals is not identical. 相似文献
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Arik Segev 《Educational Philosophy and Theory》2017,49(1):89-98
Phillip Cam recently published a study on the separation between the teaching and learning of classic school curriculum (CSC) on the one hand and morality on the other. He suggests an approach to integrate them. The goal of this article was to suggest a complementary alternative approach, to Cam’s. Based on a MacIntyrean paradigm, I argue that seeing the CSC (such as math, biology, literature and history) as ‘practices’ would also enable that integration. This approach differs from the one proposed by Cam, since it preserves the structure of the CSC. Nevertheless, I will demonstrate how this approach leads to a number of changes in the formation, teaching and learning of school curriculum. As background, I will briefly describe R.S. Peters’ attempt to find an internal justification for the teaching and learning of school curriculum and point to some weaknesses it contains. My proposal can be understood as deriving from the same principle, of another famous educational initiative, Mortimer Adler’s ‘Great Book Project’. Toward the end of the article, I will demonstrate why Adler’s project differs from mine, and why it does not meet the goal of integrating learning school curriculum with moral education. 相似文献
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Stacy A.S. Williams Daria V. Hanssen Carol R. Rinke C. Ryan Kinlaw 《Journal of educational and psychological consultation》2020,30(3):369-393
ABSTRACTThe current study reports outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students. Additionally, the impact is strengthened through a more integrated approach over the course of the semester. 相似文献
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