Enhancing achievement motivation and performance in college students: An attributional retraining perspective     

Raymond P. Perry  Frank J. Hechter  Verena H. Menec  Leah E. Weinberg 《Research in higher education》1993,34(6):687-723

Academic performance in higher education ultimately involves a complex interplay of student attributes and the educational environment. Although instruction is regarded as the major environmental factor affecting scholastic success, other factors can become more important when teaching does not produce the desired results. Attributional retraining is one alternative that shows considerable promise for enhancing students' motivation and achievement striving by changing how students think about their successes and failures. This paper reviews attributional retraining studies published since 1985 having a higher education focus. Their conceptual and methodological strengths and weaknesses are discussed in relation to Weiner's attribution theory. Within this context, attributional retraining is presented as a potentially viable and important intervention for improving college students' academic development, especially those students deemed to be at risk. In particular, attributional retraining is considered as an adjunct to, and possible aspect of, effective teaching.Support for this research was provided to Raymond P. Perry by Franz E. Weinert, Max Planck Institute, Munich, and by the Social Sciences and Humanities Research Council of Canada (#410-91-1296). The junior authors contributed equally to the article and are listed alphabetically.  相似文献   

Jesse J. Prinz,Furnishing the Mind: Concepts and their Perceptual Basis. Cambridge,Mass.: MIT Press, 2002     

Weinberg  Jonathan M.  Yarlett  Daniel  Ramscar  Michael  Ryder  Dan  Prinz  Jesse J. 《Metascience》2003,12(3):279-303

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Cognitive Techniques as a Means for Facilitating Supervisee Development     

Aaron Kindsvatter  Darcy Haag Granello  Jill Duba 《Counselor Education & Supervision》2008,47(3):179-192

During periods of uncertainty or psychological distress, a supervisee may encounter or develop rigid or unhelpful thinking patterns that could delay development by promoting discouraging realities and experiences. Such cognitive experiences often are so subtle that they occur outside of the supervisee's immediate awareness. This article explores how the cognitive model of counseling could be used in supervision as a guide to help the supervisor and supervisee discover and modify negative thought processes.  相似文献   

Risk factors for adolescent substance abuse     

Weinberg NZ 《Journal of learning disabilities》2001,34(4):343-351

Reviews research on risk factors for adolescent substance use disorders (SUD) and discusses possible relationships between SUDs and learning disabilities (LD). Individual level factors (genetic, biologic, other familial, and psychiatric) emerge as very important in the risk equation, as well as the interaction between individual risk and environmental conditions. Commonalities between SUD risk and LD include prenatal substance exposure, family history of SUD, conduct disorder, social skills deficits, and academic failure; however, further research is needed to establish whether individuals with LD face a specific risk for SUDs, and if so, what the nature of that risk might be.  相似文献   

Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice     

Weinberg  Andrea E.  Balgopal  Meena M.  Sample McMeeking  Laura B. 《International Journal of Science and Mathematics Education》2021,19(1):99-120

Quality STEM teacher education is predicated on teacher educators who are well-equipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approaches to professional development for teachers exist, few parallels can be drawn between the professional development of teachers and teacher educators (Loughran, 2014). To support the multi-faceted identity (trans)formation of STEM teacher educators, self-directed learning opportunities can help bridge knowledge and practice, enhance productive collaboration, and support efforts to negotiate multiple and conflicting agendas (Goodwin &; Kosnik, 2013). The purpose of this empirical study was to explore the identity (trans)formation of teacher educators participating in a long-term interdisciplinary STEM-based Community of Practice (CoP; Wenger, 1998), which began in 2012. An analysis of our experiences through the figured worlds lens informs how a CoP can impact curricular approaches and teacher PD, imploring members to move through their comfort zones into innovative spaces. We conclude with suggestions for our STEM teacher educator colleagues who seek opportunities to challenge their own positions and best support preservice and in-service STEM teachers in a way that allows them to model for their students the value of community.

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Anatomical Sciences Education Vol. 4, Issue 1, 2011 Cover Image     

April Richardson  Matthew Hazzard  Sandra D. Challman  Aaron M. Morgenstein  Jennifer K. Brueckner 《Anatomical sciences education》2011,4(1)

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Organizational realignment case study: Adding value by analyzing performance     

Aaron U. Bolin 《Performance Improvement》2010,49(6):9-14

The U.S. Navy is a global organization with an annual budget in excess of $140 billion and employs roughly 330, 000 sailors. A multilevel adaptation of the human performance model was applied to look across organizations for functional areas where efficiencies could be gained by standardizing business practices and cooperating across organizational boundaries. The resulting 17‐to‐1 return on investment is attributed to the process of working through the model with a team of executive stakeholders.  相似文献   

Disclosure and secrecy in adolescent-parent relationships   总被引：3，自引：0，他引：3  

Smetana JG  Metzger A  Gettman DC  Campione-Barr N 《Child development》2006,77(1):201-217

Beliefs about parents' legitimate authority and adolescents' obligations to disclose to parents and actual disclosure and secrecy in different domains were examined in 276 ethnically diverse, lower middle-class 9th and 12th graders (Ms=14.62 and 17.40 years) and their parents (n=249). Adolescents were seen as more obligated to disclose prudential issues and less obligated to disclose personal than moral, conventional, and multifaceted issues; parents viewed adolescents as more obligated to disclose to parents than adolescents perceived themselves to be. Adolescents disclosed more to mothers than to fathers, particularly regarding personal issues, but mothers overestimated girls' disclosure. Greater trust, perceived obligations to disclose, and, for personal issues, more parental acceptance and psychological control predicted more disclosure and less secrecy.  相似文献   

Stimulus space complexity determines the ratio of specialist and generalist neurons during pattern recognition     

Aaron Montero  Ramon Huerta  Francisco B. Rodriguez 《Journal of The Franklin Institute》2018,355(5):2951-2977

Neural processing layers built on divergent connectivity patterns display two types of stimulus-dependent responses: neurons that react to a few stimuli, specialists, and other ones that respond to a wide range of inputs, generalists. Specialists are essential for the discrimination of stimuli and generalists extract common and generic properties from them. This neural heterogeneity could have emerged because of animal adaptation to the environment. Thus, we suggest that there is a relationship between the percentage of specialists and generalists and the stimulus complexity. In order to study this possible relationship, we use patterns with different complexities in a bio-inspired neural network and calculate their classification errors for different ratios of these types of neurons. This study shows that, when the complexity of the stimuli is low, the minimum classification error is achieved with almost any specialist-generalist ratio. Thus, in this case, the role of these neurons during pattern recognition is unspecific. When this complexity is intermediate, both are needed to minimize the classification error, usually in a similar proportion. For increasing stimulus complexity, the importance of generalists decreases, until their relevance is fully nullified when the complexity is high. Therefore, if we adjust the specialist-generalist ratio to the complexity of patterns, we can build more effective neural networks for pattern recognition. Finally, we propose an estimation of stimulus complexity based on the proportion of these types of neurons observed by neural recordings. This offers the possibility to evaluate the stimulus complexity to which animals are adapted.  相似文献   

The physical profile of adult male basketball players: Differences between competitive levels and playing positions     

Davide Ferioli  Ermanno Rampinini  Andrea Bosio  Antonio La Torre  Matteo Azzolini  Aaron J. Coutts 《Journal of sports sciences》2018,36(22):2567-2574

This study examined the physical differences in adult male basketball players of different competitive level and playing position using a large cohort. In the middle of the regular season, 129 players from four different Divisions completed a Yo-YoIR1 and, after 3-to-8 days, they performed a 6-min continuous running test (Mognoni’s test), a counter-movement jump (CMJ) test and a 5-min High-intensity Intermittent running test (HIT). Magnitude-based inferences revealed that differences in HIT were very likely moderate between Division I and II and likely small between Division II and III. The differences in absolute peak power and force produced during CMJs between Division I and II and between Division II and III were possibly small. Differences in Yo-YoIR1 and Mognoni’s test were very likely-to-almost certain moderate/large between Division III and VI. We observed possibly-to-likely small differences in HIT and Mognoni’s test between guards and forwards and almost certainly moderate differences in absolute peak power and force during CMJs between guards and centres. The ability to sustain high-intensity intermittent efforts (i.e. HIT) and strength/power characteristics can differentiate between competitive level, while strength/power characteristics discriminate guards from forwards/centres. These findings inform practitioners on the development of identification programs and training activities in basketball.  相似文献