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The present study extended regulatory focus theory (Idson & Higgins, 2000) to an educational setting and attempted to identify individuals with high motivation after both success and failure feedback. College students in Hong Kong (N = 180) participated in an experiment with a 2 promotion focus (high vs. low) × 2 prevention focus (high vs. low) × 2 feedback (success vs. failure) design. The results showed that after success feedback, the students with promotion focus were more motivated than their counterparts with prevention focus. This pattern was reversed after failure feedback. However, the results failed to show that students high in both regulatory focuses were motivated after success as well as failure feedback. The findings are discussed with reference to the literature on flexibility of regulatory focuses. Practical and theoretical implications of feedback are also discussed. 相似文献
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Tao Vivienne Y. K. Li Yun Wu Anise M. S. 《European Journal of Psychology of Education - EJPE》2022,37(2):375-389
This study was the first to investigate the prospective effects of failure mindsets on implicit theories of intelligence (ITI), whose profound effects on learning, motivation, and academic achievement have found increasing support. Participants were 240 Chinese university students (180 females, Mage = 19.13) who completed a baseline and a 1-year follow-up survey. The cross-lagged panel model supported the study’s hypothesis that students’ perception of their parents’ view of failure as debilitating at baseline predicted their own failure-is-debilitating mindset and entity theory of intelligence at follow-up. However, students’ failure-is-debilitating mindset at baseline did not predict their entity theory of intelligence at follow-up. A reciprocal relationship was found between students’ perception of their parents’ failure-is-debilitating mindset and their entity theory of intelligence. We recommend programs be implemented to educate parents of the value of failure and how their conveying positive views of failure can be constructive to students’ trajectory of learning and intellectual growth.
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Anna Emilia Berti 《European Journal of Psychology of Education - EJPE》1993,8(2):183-193
Forty-three 5th graders participated in all phases of the study:
- a pre-test to ascertain children’s concepts of deposits, loans, interest, etc.;
- a classroom lesson;
- a post-test two weeks after the lesson.
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This article examines the process a diverse group of eighth grade students go through when charged with writing about the
ways in which race might matter at their desegregated school. Students' articulations are bounded by a school culture of silence
around race. The regulatory aspect of this school culture was enacted when students first make racism visible through exaggerated
writing in a fictional play about school life, only to later censor themselves in an effort to more accurately portray the
implicit nature of racialized relations at the school. As the students talked and wrote about their understandings of race
and racism at their school, we listened carefully to what they said and also to their silences, paying attention to the erasures.
The article concludes that such findings invite us to think about the value of alternative spaces for students to talk and
write as well as a consideration of how the school sphere itself might be made more accepting of diverse perspectives on race
outside of the dominant colorblind discourse. In addition, we suggest the power of fiction for eliciting conversation among
youth.
Katherine Schultz is an Associate Professor of Education, Foundations and Practices of Education Division, Graduate School
of Education, University of Pennsylvania. Patricia Buck is an Assistant Professor of Education, Department of Education, Bates
College and Tricia Niesz is an Assistant Professor of Qualitative Research in Education, Department of Educational Foundations
and Special Services, Kent State University. All these authors have received their Ph.D from University of Pennsylvannia. 相似文献
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Reena Cheruvalath 《Educational Research and Evaluation》2013,19(3):283-297
This study has been conducted to show that there is a recent trend in engineering colleges in India that students who are considered to be highly intelligent show poor academic performance during their 1st year. This article is proposed to examine the role of motivation factors such as teaching methods and learning material in the academic performance of engineering and technological students in India. A test was carried out among engineering students. A total of 200 male and female students participated in this test. A 2-group discriminator analysis was done to analyse the data. The results showed that there was a significant correlation (p = 0.000) between motivation factors and academic performance of engineering students. The higher the rating of these factors by the students, the higher their performance. 相似文献
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This study examined the classroom discipline orientations of pre‐service elementary teachers both before and after the student teaching experience. Prior to beginning and immediately after completing their full‐time student teaching experience, pre‐service teachers (N = 220) from three southeastern universities in the USA completed a discipline belief instrument which identified their preferred model of classroom discipline. The results showed that the student teaching experience significantly increased beginning teachers’ preferences toward a more assertive discipline model (Rules and Consequences) and decreased their preferences toward the humanistic discipline model (Relationship–Listening). These results demonstrate that the student teaching experience may be creating a dissonance in prior knowledge and beliefs, and experiences of pre‐service teachers in classrooms. The results of the study suggest that teacher education programs can help pre‐service teachers transition more smoothly into classroom teaching by providing a school–university partnership as well as more lessons and advice on handling specific classroom management situations. 相似文献
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INTRODUCTION In powder compaction, the characteristics ofthe powder affect the compaction behavior and thequality of the pressed green body and its relativedensity, porosity, pore size distribution, sinteringand the consequent microstructure of the final sin-tered body. Superfine powder is prerequisite forpreparing high performance ceramic materials (Liu,1996; Lange et al., 1983; Lange, 1989). At present,most of the chemosynthesis methods are not suit-able for preparing industrial … 相似文献
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This study explored pre-service teachers’ possible teacher selves with respect to how they have been shaped by their experiences of math failure. The study contributes to identity research by applying the theory of possible selves and by comparing and contrasting narrated possible teacher selves of pre-service elementary school teachers and pre-service mathematics teachers. Three categories of possible selves were identified: teacher traits and actions, student strategies, and teacher self-development. How possible teacher selves may inform teacher identity development and teacher preparation in the context of teaching mathematics is discussed, as are methodological considerations for examining narrated possible selves. 相似文献
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This article addresses the idea of ‘failure’ of young black males with respect to schooling. Perceptions of black masculinity are often linked to ‘underperformance’ in the context of school academic achievement. This article addresses how young black men, by great personal effort, recover from school ‘failure’. It explores how young black men, despite negative school experiences, see possibilities for their future and how they seek to transform school ‘failure’ into personal and educational ‘success’. Low attainment combined with permanent/temporary exclusion from school does not necessarily deter young black men from pursuing their education. This low attainment is used by some to make a renewed attempt at educational progression in a different post-school learning environment. Yosso’s concept of ‘community cultural wealth’ provides an understanding of how different forms of capital are accessed by young black men to form a ‘turnaround narrative’. This article considers the complex ways in which young black males work to transform their negative school experience. Their narratives reveal a determination to succeed and the ways in which cultivation of this determination by the family, organisational/community agents promotes a sense of possibility. However, it remains to be seen how, in the UK, the cuts to vital local services and support will impact on this sense of possibility. 相似文献
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Carol A. Taylor 《Gender and education》2011,23(7):825-841
This article begins with Pollock’s comment that Judith Butler ‘finds hope in failure’ and its aim is to explore what ‘hope in failure’ means in relation to A Level students’ engagements with post-feminism and feminism. The article grounds its argument in an exploration of how post-feminism and feminism intersect with sixth form students’ subjectivities through the educational practices of their second-year A Level subject-based research. The article analyses empirical instances of students’ discursive agency through Butler’s notions of performativity, citationality, excessive signification and resignification to consider the complex, multiple and creative ways in which sixth form students produce themselves as viable gendered subjects in relation to post-feminist and feminist discourses. The analysis considers both how discourse regulates and conditions students’ relations with post-feminism and feminism and how discourse contains the possibilities for the subject to refuse the refusal of feminism in popular culture. Through its analysis of how students use their discursive agency to claim a feminist identity, and how these uses constitute transgressive practices, the article explores the political significance of identifications with feminism in doing gender differently. It ends with an argument for the re-consideration of the apparently assured popular cultural ‘failure’ of feminism in post-feminist neoliberal times. 相似文献
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Ruth Dann 《Education 3-13》2013,41(5):455-465
The focus of this article is on children who are ‘looked after’ or adopted. Specifically it explores some of the possible effects of early life traumas and insecure attachments on brain development and subsequent learning in primary school. The article draws on a range of research which helps to outline possible difficulties which these children may encounter, and behaviours which they may display. The article is not intended in any way to label these children within a deficit model, but to help those involved in their education to gain greater insight into the possible causes of their differences. The article examines how brain development may be influenced by early life trauma, how children who have been ‘looked after’ or adopted often have difficulties with forming and sustaining relationships with peers and adults and how issues related to self-esteem and learning behaviours and skills can be supported in the classroom. Furthermore, it identifies the importance of considering the special needs’ framework for these children and how a range of multi-professional support may be essential. 相似文献
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Anne Greig Helen Minnis Reuben Millward Claire Sinclair Eilis Kennedy Kate Towlson 《Educational Psychology in Practice》2008,24(1):13-27
This review and investigation draws on principles from attachment theory regarding the importance of early relationships and their impact on the coherence and organisation of psychological functions. Comparisons are made between the narrative coherence scores of an experimental group of 17 looked‐after children with problematic relationship histories in mainstream school and a matched control group of 17 of their peers. There were significant differences between the groups in the coherence of children's narratives, denial and avoidance in story play themes and in their use of intentionality. The paper considers the theory and discusses the results in terms of the implications for teaching, learning and intervention. 相似文献
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Early association of electrocardiogram alteration with infarct size and cardiac function after myocardial infarction 总被引：1，自引：0，他引：1
INTRODUCTIONInpatientswithcongestiveheartfailurespe-cificelectrocardiogram(ECG)alterations,suchaspathologicalQwavesorpersistentSTsegmentelevationsinMI-relatedleads,maybeseenaftertransmuralmyocardialinfarction(MI).Infarctex-pansionoccurswithinhoursofmyocyteinjury,resultsinwallthinningandventriculardilation,andcausestheelevationofdiastolicandsystolicwallstresses(Warrenetal.,1988).Ventricularremod-elingmaycontinueforweeksormonthsuntilthedistendingforcesarecounterbalancedbythetensilestren… 相似文献
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This study explored the influence of attributional style on women's persistence in engineering majors, after controlling for academic ability. Female students (N = 255) previously or currently enrolled in the engineering college of a large midwestern university completed measures assessing their (a) attributions for science, mathematics, and engineering academic events; and (b) thoughts of changing career goals. Results revealed that, after controlling for academic ability, two attributional style dimensions were related to persistence in engineering majors. Among persisters in engineering, those attributional style dimensions were also related to thoughts of changing career goals. Implications for research are discussed, and recommendations for educators and advisors are presented. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 663–676, 1999 相似文献
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Frances Kelly 《Discourse: Studies in the Cultural Politics of Education》2012,33(4):517-528
Western cultural practices contribute to our understanding of the purpose of higher education and how we are to conduct ourselves in educational contexts. In this article, entitled ‘Seekers after truth?’, I analyse recent works of popular fiction which draw on and contribute to the idea that postgraduate research is a process of locating and amassing clues leading to the revelation or discovery of a truth. These novels re-inscribe the metaphor of the postgraduate researcher as detective or ‘seeker after truth’. This article considers the contradictory and productive meanings that arise from the trope of the researcher-detective. In addition, I argue that, although there are challenges in bringing the work of one field to bear on another, analyses of discourses which are not produced within higher educational contexts can nonetheless promote reflection on educational concepts. In this case, fiction enables us to consider ideas about what it is to do postgraduate research and to be a postgraduate researcher. 相似文献
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William Richardson 《牛津教育评论》2013,39(2):143-160
Abstract This article is the first part of a debate with David Hargreaves about the ideas expressed in his article ‘Diversity and choice in school education: a modified libertarian approach’. It discusses the difficulties of using cost‐benefit analysis in education, examines in detail some of the documents on which Hargreaves's argument is based and traces the development of policy on school choice. It is argued that policy on choice must be understood within a consideration of the wider social and political context in which that policy has arisen. The article then documents the various new forms of selection that have accompanied increased choice and considers problems of social segregation. The article concludes with suggestions on how the system might be reformed. 相似文献