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1.
Christoph Randler Peter Wüst-Ackermann Viola Otte im Kampe Inga H. Meyer-Ahrens Benjamin J. Tempel Christian Vollmer 《Research in Science Education》2015,45(5):647-661
Emotions influence motivation and achievement, but negative emotions have rarely been assessed in science education. In this study, we assessed the influence of two different expressive writing assignments on disgust and anxiety in university students prior to the dissection of a trout. We randomly assigned students to one of two expressive writing tasks and measured specific state disgust and state anxiety after writing and after the dissection. Specific state disgust was measured a third time after 3 weeks. One writing task was concerned with the dissection, and the other was related to behavioral experiments with mice. We used two general linear models with repeated measures. In the first model, specific state disgust (pre, post, and follow-up) was used as the dependent repeated measure and experimental group as the independent variable. In the second model, state anxiety was used as the dependent repeated measure (pre, post) with experimental group as the independent variable. The repeated testing showed a highly significant effect of experimental group on the repeated measures of disgust. Writing about worries and emotions concerning the dissection leads to higher disgust scores compared to writing about mice. These higher scores persisted even 3 weeks later in the follow-up test. Concerning anxiety, there was a clear influence of the repeated measure of state anxiety, but anxiety was not influenced by the experimental group. We suggest that positive writing should be used in educational contexts to reduce disgust. 相似文献
2.
Christoph Randler Peter Wüst-Ackermann Christian Vollmer Eberhard Hummel 《Learning and individual differences》2012,22(3):419-424
Emotions influence motivation, but emotions, such as disgust, have attracted less attention in learning research. We assessed the influence of disgust measured as trait and specific state component, state anxiety and self-efficacy on intrinsic motivation during the dissection of a fish using a pre-/post-design in science teacher students. Anxiety and disgust had a negative influence on motivation. Students with more experience in dissections reported lower pressure. Anxiety after the lesson was influenced by prior anxiety and by animal reminder disgust. Specific state disgust after the dissection was predicted by prior specific state disgust, core disgust and state anxiety. State anxiety and specific state disgust decreased during the dissection. The future commitment to use dissection at school was solely predicted by interest; competence and pressure failed the significance level marginally. 相似文献
3.
Science teachers, school administrators, educators, and the scientific community are faced with ethical controversies over animal dissection in classrooms. Simulation has been proposed as a way of dealing with this issue. One intriguing previous finding was that use of an interactive videodisc dissection facilitated performance on a subsequent actual dissection. This study examined the prior use of simulation of frog dissection in improving students' actual dissection performance and learning of frog anatomy and morphology. There were three experimental conditions: simulation before dissection (SBD); dissection before simulation (DBS); or dissection-only (DO). Results of the study indicated that students receiving SBD performed significantly better than students receiving DBS or DO on both actual dissection and knowledge of the anatomy and morphology. Students' attitudes toward the use of animals for dissection did not change significantly from pretest to posttest and did not interact with treatment. The genders did not differ in achievement, but males were more favorable towards dissection and computers than were females. 相似文献
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5.
The present study aimed to investigate the effect of two major approaches of Dynamic Assessment, namely, interventionist and interactionist approaches, on learners’ oral narrative performance and anxiety. To this end, 34 Iranian EFL learners were assigned to an Interactionist Group (InA.G) and Interventionist Group (InV.G). Initially, both groups were given the Foreign Language Classroom Anxiety Scale and a pretest of speaking. In the treatment phase, the InV.G was asked to narrate a video and received instructions on their errors. The InA.G narrated the video while being provided with scaffolding during narration. Then both groups were given a posttest and, two weeks later, a delayed posttest. The results indicated that both groups’ oral performance significantly increased, while their anxiety reduced. In the end, a semi-structured interview was conducted whose results revealed that the InA.G experienced more anxiety mostly due to feeling a sense of interruption and losing face. 相似文献
6.
Christopher Simmons Marie Barnard Susan C. Allen 《Journal of Teaching in Social Work》2017,37(4):369-384
This study compared a sample of entry-level and advanced BSW students, who completed pretest and posttest self-efficacy measures, to assess their level of confidence in performing social work tasks after 15 weeks of instruction. By the end of the semester, only advanced students made significant gains in self-efficacy beliefs, and they showed a significantly higher self-efficacy belief than entry-level students. Results suggest that increased mastery experiences, as found in the advanced social work curriculum, may help students develop confidence in their ability to practice as professional social workers. 相似文献
7.
Jane C. Holland Róisín Ní Dhónaill Maeve Clarke Pauline Joyce 《Anatomical sciences education》2021,14(1):52-61
The role of physician assistant/associate (PA) has expanded from its inception in the United States over 50 years ago, to European countries including Ireland. While there is an increasing body of evidence exploring the role and training of PAs in clinical settings, there is a scarcity of research exploring PA students' perspectives in relation to their experience of anatomy dissection, or how these experiences may contribute to the development of their core professional identity. Students in the first two cohorts of PA Program at the Royal College of Surgeons in Ireland program were invited to interviews which solicited them to reflect and report on their own experiences of anatomical dissection during their course. Participants' responses were analyzed using a thematic inductive approach; common themes and patterns were organized into a hierarchical structure, which generated the final framework of themes. Ten participants took part in the study; only one had previous personal experience of dissection, while two further participants had some familiarity with prosected specimens. The first theme concerned the participants' expectation of anatomical dissection, with sub-themes of preconceptions, smell, and emotions. The second theme involves discussion of coping strategies that the participants used, including talking, viewing the cadaver as their first patient, and naming (or not naming) the cadaver. The third theme includes how the participants' talked about respect and compassion in the dissection room, development of team working skills, and awareness of bereavement and organ donation. A number of recommendations were also made for the experience and orientation of future students in such a program. 相似文献
8.
Edwin B. Van Lacum Miriam A. Ossevoort Martin J. Goedhart 《CBE life sciences education》2014,13(2):253-264
The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach—based on the work done in the field of genre analysis and argumentation theory—means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors’ arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students’ ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students’ evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. 相似文献
9.
This study investigated the interrelationships among global self‐concept, life events, and positive subjective well‐being (positive affect [PA], negative affect [NA], and life satisfaction [LS]) in a sample of 92 high school students. The results demonstrated that life events contributed significant variance to predictions of PA, NA, and LS, over and above that of global self‐concept. Also, daily events contributed variance over and above that of major life events. Looking at the specific event types that related uniquely to the positive well‐being measures, only negative daily events related significantly to PA and NA, and only positive daily events related significantly to LS. The results also indicated that the positive well‐being constructs each contained unique variance and had different correlates, thus providing strong support for the multidimensionality of adolescent positive well‐being reports. Implications for further research and intervention programs are discussed. © 2000 John Wiley & Sons, Inc. 相似文献
10.
The aim of the study was to examine whether a cognitive-behavioral self-help program was effective in improving depressed mood and anxiety in people with acquired deafness. Participants were 45 persons with acquired deafness, randomly allocated to the Cognitive-Behavioral Self-help (CBS) group or the Waiting List Control (WLC) group. Depression and anxiety scores were assessed at three measurement moments: at pretest, immediately after completion of the intervention (posttest), and again 2 months later (follow-up). To evaluate the effectiveness of the program, repeated measures analyses of covariance were performed. The results showed that depression and anxiety symptoms in the CBS group significantly improved after completion of the program, compared to the WLC group. There was no relapse from posttest to follow-up. It was concluded that a cognitive-behavioral self-help intervention could be an effective tool to reduce symptoms of depression and anxiety in people with acquired deafness. 相似文献
11.
Extending research on teachers’ emotions beyond general educational contexts and Western samples, we examined how teachers’ emotions correlated with their emotional labour strategies and classroom management self-efficacy with an East-Asian sample in an English teaching context (127 Korean English teachers). Surface acting (emotional expressions modification) correlated positively with anxiety and frustration, whereas deep acting (internal feelings modification) correlated positively with enjoyment and pride and negatively with anxiety. Enjoyment and anger correlated positively and frustration negatively with classroom management self-efficacy. Enjoyment and frustration were documented as mediators in the relationship between emotional labour strategies and classroom management self-efficacy. The results suggest that deep acting is linked to experiencing positive emotions, which in turn is positively related to classroom management self-efficacy, whereas surface acting is linked to experiencing negative emotions, which in turn relates negatively to classroom management self-efficacy. Theoretical and educational implications will be further discussed. 相似文献
12.
This phase II trial evaluated psychosocial and health outcomes of an intervention designed to improve emotion regulation skills in adults suffering from Adverse Childhood Experiences (ACEs). The study utilized a pretest-posttest design in which 92 adults enrolled in the community-based program completed pretest measures, attended either a faith-based or secular version of the 12-week ACE Overcomers program, and then completed posttest measures. The theory-guided program involved group sessions providing education and skills training to improve emotion regulation, self-awareness, resilience, and social functioning. Pretest and posttest surveys included measures of emotional regulation (suppression, rumination, cognitive reappraisal, and mindfulness), resilience (ego resilience and general self-efficacy), emotional experiences (perceived stress, moods, and depressive symptoms), quality of life (the SF-36 domains), and physical symptoms and illness (symptom load and sick days). Analyses revealed significant improvements from pretest to posttest in all facets of emotion regulation (p < .01), psychological resilience (p < .001), mental well-being (p < .001) and physical symptoms and illness (p < .001), and in specific facets of quality of life (p < .001). The faith-based and secular versions of the program yielded comparable improvements in well-being. Improvements were comparable for older versus younger participants, except that younger participants reported greater improvements in perceived stress (p < .05). These preliminary findings support the application of an emotion regulation perspective to interventions for adults with high ACEs. The study, with its single-group design, represents a promising step in the translational research pathway and provides support for further studies utilizing comparison groups. 相似文献
13.
Yizhen Huang Eric Richter Thilo Kleickmann Dirk Richter 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):467-488
Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest–posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes.
Practitioner notes
What is already known about this topic- Video is a popular teacher training medium given its ability to display classroom situations.
- Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years.
- Situational interest and self-efficacy in classroom management is vital for student teachers' professional development.
- VR outperforms video in promoting student teachers' triggered interest in classroom management.
- Student teachers felt more efficacious in classroom management after participating in VR.
- VR also invoked higher extraneous cognitive load than the video.
- VR provides an authentic teacher training environment for classroom management.
- The design of the VR training environment needs to ensure a low extraneous cognitive load.
14.
Self-appraisals can combine with aspects of the school environment in predicting adolescent emotions and behaviors. This study examined how academic self-efficacy and social self-efficacy are related to anxiety and aggression, and how these relations are moderated by school stressors, academic achievement, and school belonging. The participants of the study were African American and Latino adolescents with an intellectual disability and/or a physical disability. Self-report surveys were completed by 98 adolescents. Regression analyses revealed that higher levels of both self-efficacies were associated with lower levels of anxiety, but these relations were reduced as school stressors increased. Also, high academic self-efficacy was associated with more aggression when academic achievement was low, and high social self-efficacy was associated with more aggression when school belonging was low. The findings have implications for the development of self-efficacy and for the management of adolescent anxiety and aggression. 相似文献
15.
Online learning from video modeling examples, in which a human model demonstrates and explains how to perform a learning task, is an effective instructional method that is increasingly used nowadays. However, model characteristics such as gender tend to differ across videos, and the model-observer similarity hypothesis suggests that such characteristics may affect learning. Therefore, this study investigated whether the effectiveness of learning how to solve a probability calculation problem from video modeling examples would vary as a function of the model’s and observer’s gender. In a 2 (Model: Female/Male) × 2 (Observer: Female/Male) between-subject design, 167 secondary education students learned how to solve probability calculation problems by observing video modeling examples. Results showed no effects of Model or Observer gender on learning and near transfer. Male students reported higher self-efficacy than female students. Compared to a female model, observing a male model enhanced perceived competence more from pretest to posttest, irrespective of observers’ gender. Furthermore, learning from a male model was less effortful and more enjoyable for male students than for female students. These results suggest that gender of both model and observer can matter in terms of affective variables experienced during learning, and that instructional designers may want to consider this when creating (online) learning environments with video modeling examples. 相似文献
16.
This study compared the fluency and error rates produced when using the Cover, Copy, and Compare (CCC) and a modified CCC procedure (MCCC) called Copy, Cover, and Compare to complete subtraction math problems. Two second‐grade classrooms consisting of 47 total students participated in the study. The following items were administered to participants: (a) a timed pretest, (b) a timed CCC worksheet, (c) a timed MCCC worksheet, and (d) a timed posttest. Then the participants were asked which procedure they liked best. Results revealed significantly higher digits correct per minute (i.e., fluency scores) on the posttest when compared with the pretest scores. Likewise, students' fluency scores were significantly higher under the CCC condition when compared to the MCCC condition. There were no significant differences in accuracy from pretest to posttest nor between the CCC and MCCC conditions. Discussion focuses on implications for modifying instructional strategies, measuring student progress, implications for practice, and directions for future research. © 2009 Wiley Periodicals, Inc. 相似文献
17.
Cheryl J. Dye Joel E. Williams Karen A. Kemper Francis A. McGuire Begum Aybar-Damali 《Educational gerontology》2013,39(11):788-798
A multidisciplinary team developed and pilot-tested a curriculum, delivered by trained lay educators, to increase self-efficacy for physical activity among elderly food stamp recipients. Curriculum development was guided by a comprehensive literature review. Process evaluation was used to revise the curriculum and to assess lay educator training and pilot test fidelity. Three hundred sixteen low-income older adults participated in curriculum development and pilot-testing activities. One hundred twenty four participants completed pretest/posttest impact evaluation surveys. The average age of participants was 75 years old with 55.28% having less than high school education. Significant increases in self-efficacy regarding walking most days (p = .0022), using exercise bands (p < .0001), being physically active to increase strength (p = .0012), being active without injury (p < .0001), being able to wear appropriate clothing and shoes (p < .0001), and getting information about community physical activity programs (p = .0007) were observed. Participants also endorsed higher ratings of general health at posttest (p < .0001). 相似文献
18.
The present study investigated the effects of motivational instructions on interest, test anxiety, and text learning. Instructions to facilitate intrinsic and extrinsic motivation were compared with a “neutral” instruction. The sample consisted of 375 ninth-graders. Text-related interest and test anxiety were assessed before and after the experimental instruction as well as after the text has been read. An inference verification test was administered to assess students' situational text representation. The results showed the expected effects of type of instruction on interest and test anxiety when measured directly after the treatment. With respect to the situational text representation, no significant main effects were obtained. Instead, the experimental instructions interacted significantly with gender and pretest interest. The hypothesized effects of type of instruction on the situational text representation were only observed for girls and for students with high pretest interest. 相似文献
19.
Despite the growing use of writing assessments in standardized tests, little is known about coaching effects on writing assessments. Therefore, this study tested the effects of short-term coaching on standardized writing tests, and the transfer of those effects to other writing genres. College freshmen were randomly assigned to either training (receiving nine hours of rule-based coaching) or a control group. Both groups completed pretest essays on the first day, and posttest and transfer essays (writing in a different genre) on the last day of the experiment. Group membership (training versus control) and an interaction between pretest scores and group membership were significant predictors of posttest scores after controlling for pretest performance. Training also produced higher transfer task scores after controlling for pretest and ACT scores. Implications are discussed. 相似文献
20.
《The Journal of educational research》2012,105(10):449-452
AbstractA group of 150 high-school students were taught introductory vector geometry by either programmed instruction or conventional teacher-directed methods. A measure of anxiety was taken for all subjects; also pretest and posttest measures of competence in vector geometry. Otis-Gamma scores were used to index intelligence. A significant negative correlation was observed between the total group anxiety level and Otis-Gamma scores. The correlations of the individual mode of instruction groups to Otis-Gamma scores were not significantly different from each other. Analysis of Covariance indicated no significant relationship between mode of instruction and learning; level of anxiety and learning; and learning and interaction of anxiety and mode of instruction. Trends were observed that indicate that more experimentation with larger populations and longer periods of instruction by programmed learning devices might prove fruitful. 相似文献