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Manfred Hofer Stefan Fries Andreas Helmke Britta Kilian Claudia Kuhnle Ilija Živković Richard Goellner Tuyet Helmke 《Learning and Instruction》2010,20(3):239-249
The experience of motivational interference during studying and leisure in a school-leisure conflict and its relationship to pupils' value orientations were investigated in a self-report study of Vietnamese pupils (N = 346, mean age = 15 years). The results were compared with a combined sample consisting of pupils from nine other countries (N = 2155). From a cross-cultural perspective, the mean values of the variables show that Vietnamese pupils differ with regard to their values and motivational interference from pupils in other countries. Within the Vietnamese sample, modern value orientation was positively related to decision for a studying activity in a school-leisure conflict and to experience of motivational interference during a leisure activity and negatively related to interference during studying. For post-modern value orientation, the relationships were mostly reversed. Despite differences between sample means, the consistency in the relationships between the variables across the samples indicates that the pattern of relationships can be generalized. 相似文献
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Manfred Hofer Claudia Kuhnle Britta Kilian Stefan Fries 《Learning and Instruction》2012,22(5):368-375
The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied. It was expected that the variables use of time structure, academic procrastination, and motivational interference during learning further aid in predicting students’ achievement because they are operative in situations of school-leisure conflict. A sample of 697 eighth-graders was tested twice within the interval of a single school year (about eight months). Cognitive ability and self-control explained substantial variance of grade changes. Procrastination displayed a further portion of the variance. Personality variables were better predictors of grades, while cognitive ability showed higher variance with the achievement test. Variables tapping aspects of self-control strength have been interpreted as key determinants of learning outcomes. The findings suggest that it might be useful to identify students who are at risk, allowing these students to train their ability to shield studying from leisure distractions. 相似文献
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Students’ learning activities frequently compete with their leisure options, leading to regret after decisions to study. Using a sample of 233 German and 194 Australian undergraduate students, the authors explored possible determinants of the personality construct regret. They investigated whether the level to which students rely on intuition in decision making is negatively connected to the tendency to regret a decision and whether the degree to which during studying students are distracted by leisure incentives (motivational interference) is positively related to regret. Students’ achievement and well-being value orientations are expected to be linked to intuition and interference. In both samples, interference was positively related to regret whereas intuition was negatively related to regret only in the German sample. The authors did not find the expected link between intuition and interference. In both samples, value orientations were related, as expected, to intuition and interference. Regret could possibly be reduced if motivational interference is avoided. 相似文献
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Britta Oerke Nele McElvany Annika Ohle-Peters Holger Horz Mark Ullrich 《Zeitschrift für Erziehungswissenschaft》2018,21(4):793-815
Teachers’ attitudes, motivation and self-efficacy are aspects of their professional competence affecting students’ motivation and learning via instructional behavior. In the present study, school type-specific differences in these teacher competencies and their relation to instruction when teaching with texts and integrated pictures are analyzed, further focusing on effects of school subject and teaching experience. Teachers (N?=?265) of primary school, lower and upper track secondary school filled in questionnaires. Primary school teachers were less intrinsically motivated to teach text-picture integration than secondary school teachers. They showed more negative attitudes towards texts with pictures than upper track teachers and avoided discussing the picture to a higher degree. All teacher characteristics predicted instructional behavior, further school type-specific effects of the subject occurred. The results provide starting points for teacher training and the potential for further research concerning the support of students in class. 相似文献
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The great increase in the study of dog cognition in the current century has yielded insights into canine cognition in a variety of domains. In this review, we seek to place our enhanced understanding of canine cognition into context. We argue that in order to assess dog cognition, we need to regard dogs from three different perspectives: phylogenetically, as carnivoran and specifically a canid; ecologically, as social, cursorial hunters; and anthropogenically, as a domestic animal. A principled understanding of canine cognition should therefore involve comparing dogs’ cognition with that of other carnivorans, other social hunters, and other domestic animals. This paper contrasts dog cognition with what is known about cognition in species that fit into these three categories, with a particular emphasis on wolves, cats, spotted hyenas, chimpanzees, dolphins, horses, and pigeons. We cover sensory cognition, physical cognition, spatial cognition, social cognition, and self-awareness. Although the comparisons are incomplete, because of the limited range of studies of some of the other relevant species, we conclude that dog cognition is influenced by the membership of all three of these groups, and taking all three groups into account, dog cognition does not look exceptional. 相似文献
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Martina Röthlisberger Christoph Zangger Britta Juska-Bacher 《Journal of Research in Reading》2023,46(1):1-21