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1.
Sebastian Schmid Manfred Hofer Franziska Dietz Heinz Reinders Stefan Fries 《European Journal of Psychology of Education - EJPE》2005,20(3):243-257
The assumption that today’s German students are able to successfully combine synthesis achievement values and well-being values
appears to be overly optimistic when regarded from the perspective of motivational psychology. The results of a qualitative-quantitative
interview study with 25 students indicate that achievement and well-being values may come into conflict in everyday life.
Incentives for achievement and well-being rarely co-occur in the same action domains. Whereas the school context is dominated
by achievement incentives, leisure time is dominated by well-being incentives. Since both achievement and well-being are appreciated
by most students, they should be prone to experience frequent everyday action conflicts. The motivational characteristics
of postdecisional action conflicts are described on the phenomenal level and their possible impairing effects for learning
processes are pointed out. Finally, alternative forms of value synthesis, which might be realized more successfully, are discussed. 相似文献
2.
Off-task behavior in the classroom was conceptualized as a manifestation of students pursuing goals they bring into the classroom aside from achievement goals. Regulation during on-task and off-task behavior in action conflict scenarios was elaborated on using the constructs motivational interference and flow. It was argued that achievement and well-being values that students hold can be determinants as well as outcomes of these conflict experiences. Data from 697 students (mean age 13.43) was collected at two time points within one school year. Results supported a reciprocal model in which value orientations (t1) lead to conflict variables (t2) as well as conflict variables (t1) to value orientations (t2). 相似文献
3.
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
4.
Students experience increasing pressure to perform well and worry about their academic performance before critical school transitions. These challenges may compromise students' school well-being. Drawing on the Model of Personality and Affect for Education (Matthews et al., 2005) as well as on the Conservation of Resources Theory (Hobfoll, 1989), we investigated the buffering role of high academic buoyancy and supportive class- and school climate against decreases in school well-being (i.e., school-related stress, anti-school attitude, and satisfaction with school) among Finnish lower secondary school students (N = 1024) from grades seven to nine. Controlling for gender, fluid intelligence, and parental education, the results of latent structural equation models indicate that academic buoyancy contributed to school satisfaction, while class- and school climate buffered against the increase of anti-school attitude. The study underlines the importance of both personal and contextual factors, contributing differently to students’ school well-being. 相似文献
5.
José Carlos Núñez Natalia Suárez Rebeca Cerezo Julio González-Pienda Pedro Rosário Rosa Mourão 《教育心理学》2015,35(6):726-746
Homework (HW) is one of the most common school-related activities among parents, students and teachers. However, the need to assign HW to students has been extensively debated. The present investigation examines the relationship between specific HW variables (i.e. amount of HW completed, time spent on HW and perceived quality of HW time management) and academic achievement, while controlling for students’ gender and grade level. Participants included 454 students (ranging from 10 to 16?years of age) from three schools in northern Spain. A multivariate analyses of variance and path analyses showed that the amount of HW completed decreased with increased schooling, as did students’ perceived quality of HW time management. Data from hierarchical regression analyses completed by path analyses provided evidence that time spent on HW conjointly with perceived quality of HW time management explains how academic achievement is mediated by the amount of HW completed. These findings deepen the understanding of the complex impact of time spent on HW and on academic achievement. 相似文献
6.
This study discusses the problem of Bedouin girls dropping out from the public school system in the Negev region of Israel. Data show that this phenomenon results from a conflict between the modern Israeli institutes’ perception of modernity (which promote coeducation) and the Bedouin traditions that remain the cultural ethos of the girls’ fathers. Israeli institutions’ perception of modernity (enlightenment theory) aims to modernize the Bedouins according to Israel’s modern principles, thus revoking traditional Bedouin values (sex separation). This paper promotes a postmodern theory that calls for embedding feminine traditional values of local communities as a necessary process in the development of modernity. 相似文献
7.
Although many theories mention distractions by conflicting alternatives as a problem for self-regulation, motivational conflicts are rarely considered when explaining impairments in learning. In two studies, we investigate the assumption of motivational interference theory that students show different amounts of impairments in learning depending on the presence and motivational strength of conflicting alternatives. In Study 1 (N?=?221), the subjective value attributed to a respective alternative in a study–leisure conflict scenario partially accounted for differences in self-regulated learning while controlling for interindividual differences. Study 2 (N?=?112) demonstrated that this pattern applies to both when the respective alternatives refer to ‘liking to’ (want conflicts) and ‘having to’ (should conflicts) do something. Moreover, it is demonstrated that impairments due to motivational conflict are higher than impairments inherent in the studying activity itself (baseline). The results emphasise the importance of concurring action alternatives for explaining difficulties in self-regulated learning. 相似文献
8.
《Learning and Instruction》2007,17(1):17-28
In a self-report study, students (N = 704, mean age: 13.5 years) were confronted with two scenarios, depicting situations of motivational conflict. They were asked to choose between a school and a leisure activity. A model was tested with value orientations as determinants and successful self-regulation as the consequence of the decision reached after a motivational conflict. The results showed that value orientations were related to the choice of activities in motivational conflict. Value orientations and decisions also predicted successful self-regulation in the school-related activity. Furthermore, value orientations and self-regulation were positively related to time invested in learning. Direct and indirect effects of value orientations explained high percentages of learning regulation and study time. 相似文献
9.
The present study examined the role of conflict topics and individual differences in epistemic perspectives (absolutism, multiplism, and evaluativism) in students' explanations of expert conflicts. University students (N = 184) completed an epistemic thinking assessment and a conflict explanation assessment regarding two controversies in biology and history. Additionally, thirty students were interviewed and provided detailed conflict explanations that were used to interpret and extend the quantitative results. In the biology problem, conflicts were predominantly attributed to topic complexity and to research methods. In the history problem, conflicts were also predominantly attributed to topic complexity, but also to researchers' personal backgrounds and motivations. Epistemic perspectives were related to specific conflict explanations, suggesting that these perspectives have a role beyond topic differences. Thus, both conflict topics and epistemic perspectives shape lay explanations of experts' conflicts. The findings highlight differences in students’ interpretations of the roles experts play in knowledge construction. 相似文献
10.
Brian V. Carolan 《British Journal of Sociology of Education》2016,37(7):1034-1055
Building from the classic Wisconsin model of status attainment, this study examines whether a specific style of parenting, concerted cultivation, and a close friend’s school-related attitudes and behaviors mediate the relationship between a family’s socioeconomic status and their child’s academic achievement in the United States. Using a recursive path model on nationally representative panel data of high school students (N = 10,350), the results confirm a direct association between socioeconomic status and concerted cultivation. In addition, concerted cultivation and close friends are shown to mediate the relationship between a family’s socioeconomic status and their child’s academic achievement. 相似文献
11.
Alan Skelton 《Teaching in Higher Education》2013,18(3):257-268
This article explores value conflicts that people experience when teaching in higher education, drawing on in-depth interviews with staff from a research-intensive UK university. The article considers the relationship between values and teaching, illustrating how conflicts can occur between individual and different levels of the higher education system. Five value conflicts are then examined related to: dialogic forms of teaching; independent learning; not having enough time for students; large group lectures; and the struggle to be authentic in the classroom. These conflicts were highly personal yet speak to broader concerns within contemporary higher education. Individual responses to conflict varied. Drawing on previous research, the main response of participants in this study could be described as ‘strategic compromise’. Although one person responded to conflict by leaving the profession, the majority accepted structural constraints perceived to be beyond their control. Within these constraints people focused on aspects of practice where values could be realised, driven by personal concerns. The article concludes by discussing the potential of a deliberative approach to the study of value conflicts in higher education and its use on professional development courses for university staff. 相似文献
12.
This study investigated the hypothesis that the academic achievement of Mexican-American students could be explained in part by a conflict in the values of Mexican-American and Anglo-American cultures. Mexican-American and Anglo-American students, their parents, and teachers reported their adherence to traditional school values and their view of the importance of field independent behaviors to success in school. Differences in perceptions and values were observed between cultures and between high-achieving and low-achieving students. The greatest attitudinal differences were observed when high-achieving students were compared with parents and teachers. High-achieving students were less traditional in their attitudes toward school and more field independent than were parents, teachers, and low-achieving students. 相似文献
13.
S. A. Courtis 《Journal of Experimental Education》2013,81(3):237-242
This study focused on the development of an instrument for the measurement of the quality of a student’s perceived relationship with his peers in an elementary school classroom. Jackson’s model of person-group relationships was employed for describing a student’s group membership. An initial 36-item instrument was administered to 181 fifth and sixth grade students. A factor analysis performed on these data resulted in a new 22-item instrument (My Classmates). This instrument was then administered to 621 fifth and sixth grade students. The quality of a student’s group membership was found to be related to his or her achievement level in reading, level of school-related anxiety, attitudes toward school and self-concept as a learner. 相似文献
14.
Crystal I. Bryce Brittany L. Alexander Ashley M. Fraser Richard A. Fabes 《Psychology in the schools》2020,57(2):171-190
Hope—a multidimensional positive motivational state—is particularly salient with adolescents in the school setting. Cognitive hope focuses on goal attainment cognitions whereas behavioral hope focuses on actions required for goal attainment. Studies rarely examine the contribution of each type of hope to adolescents’ academic functioning and well-being. The present study examines the contributions of cognitive and behavioral hope to academic functioning (i.e., achievement and school engagement) and well-being (i.e., stress and anxiousness) across adolescence among 5th- through 12th-grade students (n = 643). When modeled concurrently, cognitive hope significantly predicted achievement, school engagement, anxiousness, and stress (high school only); however, aspects of behavioral hope only predicted school engagement. Findings provide evidence regarding the unique contribution of both types of hope in school settings and possible areas for intervention to foster hope in developmentally appropriate ways, depending on the age of the students and outcomes of interest. 相似文献
15.
According to the goal orientation model, students’ achievement goals and beliefs are interrelated. Within this framework, research and theory have so far assumed that achievement goals are associated with students’ beliefs of causes of success, the latter representing students’ subjective beliefs about the factors contributing to success at school. So far, this line of research has been restricted to a few cross-sectional studies. We examined the temporal relations between achievement goals (mastery, performance-approach, and performance-avoidance goals) and students’ beliefs of causes of success, the latter operationalized by asking the students to rate the subjective importance of diligence, effort, and ability for school success. Achievement goals and beliefs of causes of success were measured twice with a time lag of one school year with a sample of N = 2044 German secondary school students. Cross-lagged panel models were estimated to examine the temporal relations between achievement goals and beliefs of causes of success while controlling for students’ secondary school track, socio-economic status, and Grade Point Average. Former mastery goals were found to be positively related to later importance ratings of diligence for school success; former performance-approach goals were found to be positively related to later importance ratings of ability. Boys and girls were found to display similar relations among constructs but they showed differential mean levels on both the achievement goal constructs and the beliefs of causes of success. Implications for research on achievement goals and practice using intervention approaches are discussed. 相似文献
16.
This study explores the predictive relationships between psychological capital (PsyCap), meaning-focused coping, satisfaction and performance among undergraduate students. Six hundred and eighty two (n?=?682) college students from 29 different academic programmes completed an academic well-being survey, which included measures of PsyCap, coping strategies, and academic satisfaction (time 1). Performance data was collected five months later (time 2), at the end of the year. Path analysis results provided support for a sequential mediation model where PsyCap was directly related to performance, and indirectly related to performance through meaning-focus coping and satisfaction. In addition, PsyCap was directly associated with satisfaction, highlighting the importance of this psychological construct in academic settings. Understanding the role that meaning-focused coping and satisfaction play in the relationship between psychological capital and performance may be useful for scholars and lecturers to design optimal evidenced-based interventions to increase both well-being and academic achievement. 相似文献
17.
大学生作为社会新技术、新思想的前沿群体,他们的核心价值观念如何,对社会发展的影响不容小觑。所以,当前尤为重要的是要强化培育大学生树立社会主义核心价值观。从“知、信、行、成”四字入手,培育新时代大学生社会主义核心价值观,这是其内在逻辑。 相似文献
18.
Schools have increasingly been targeted as appropriate sites for mental health promotion and teachers are considered well placed to identify issues concerning students’ social and emotional well-being. Whilst teachers are now expected to be responsive to a wide range of student needs and circumstances, they receive little in their pre-service and subsequent teacher education to adequately prepare them for such realities. This paper reports the findings of a study that investigated teacher perspectives on student mental health and mental health education, including their sense of self-efficacy in relation to promoting and supporting children’s mental well-being in schools. These findings highlight a complex interplay between teachers’ constructions of ‘mental health’, the importance they place on mental health promotion in schools, issues of teacher confidence, role identity conflict and school culture, as well as teachers’ own sense of mental well-being. The discussion signals a need to pay close attention to the assumptions, values, beliefs and attitudes of teachers in relation to children’s mental health since these are integral to their confidence and skill in supporting children’s social and emotional well-being. 相似文献
19.
Rachel Dryer Graham A. Tyson Rosemary Shaw 《International Journal of Disability, Development & Education》2016,63(4):419-430
This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on the aforementioned non-academic constructs. Eighty-three students with disability were administered the Motivated Strategies for Learning Questionnaire, the World Health Organisation QOL questionnaire, and the Depression Anxiety Stress Scale. Grade-point average was used as the measure of academic achievement. The results showed that measures of social relationships and self-efficacy were significant explanatory variables that could clarify the variance in academic achievement. Secondly, students with MHD differed from students with other disabilities on measures of psychological health, physical health, and social relationships. The findings have consequences for learning services provided to students with disability. It highlights the importance of examining the influence of disability type on student’s cognitive and behavioural dimensions such as their motivation to learn, engagement, persistence and academic attainment. 相似文献
20.
张乐 《沈阳教育学院学报》2011,13(3):22-24
阐述了旧的教学文化的主要体现：本土教学文化与外来教学文化冲突,传统教学文化与现代教学文化的冲突,教师文化与学生文化的冲突,都对当时的课堂教学改革造成了不良影响。在分析传统教学文化冲突的基础上提出了新的教学文化转型——文化自觉下的课堂教学。认为文化自觉下的课堂教学改革应在当前社会背景之下把握现代教学观,以学生的发展为核心研究域,力促课堂教学的本土化生成。 相似文献