The influence of situational emotions on the intention for sustainable consumer behaviour in a student-centred intervention     

Gabriele Fröhlich  Daniela Sellmann  Franz X. Bogner 《Environmental Education Research》2013,19(6):747-764

Within the curriculum guidelines for Bavaria, we designed a hands-on educational programme for teaching sustainability with regard to agriculture, food and consumerism, partly implemented on a farm as an out-of-school learning setting. The participants were fifth graders (N?=?176). The research followed a quasi-experimental design and used the subscale consumerism of the General Ecological Behaviour Scale and situational emotions (interest, well-being, boredom) to focus data collection activities. The study monitored the students’ knowledge increase and their Inclusion of Nature in Self (INS) scores as possible influencing factors on environmental behaviour. After participation in the programme, while we found that the students intended to consume in more environmentally friendlier ways, this intention did not persistent over a seven-week time span, nor did it relate to the INS or knowledge scores. There was, however, a high correlation with positive situational emotions like interest (r?=?.46, p???.001) and well-being (r?=?.39, p???.001), and a negative correlation with boredom (r?=??.42, p???.001). We conclude that the ‘effect’ of the programme immediately measured after the intervention was strongly linked to situational (short-term) emotions, and should be considered in educational planning as well as the evaluation of sustainability teaching and learning.  相似文献   

Promoting connectedness with nature through environmental education     

Anne K. Liefländer  Gabriele Fröhlich  Franz X. Bogner  P. Wesley Schultz 《Environmental Education Research》2013,19(3):370-384

It has been suggested that a positive human–nature relationship is essential for countering today’s environmental problems. Prior environmental education research has focused largely on knowledge or attitudinal outcomes, and few studies have examined the ability of environmental education programmes to promote connectedness with nature. Therefore, our goal was to (1) examine differences in connectedness with nature among a sample of children with differing ages and academic tracks, and (2) investigate whether environmental education can help promote and sustain connectedness with nature. With a pre-, post- and retention test design, we assessed a comprehensive four-day environmental education programme on water at a school field centre, using the inclusion of nature in self (INS) scale to identify the change in connectedness of 9–10-year-old pupils and 11–13-year-old pupils. We found that younger children and university-track pupils had higher INS scores than older children and general-education-track pupils, respectively. Participating in environmental education resulted in a robust short-term increase in connectedness with nature in both age groups. However, only the younger pupils’ connectedness remained sustained four weeks following the treatment. Environmental educators should keep in mind that strengthening connectedness to nature is more sustainable before the age of 11.  相似文献   

Academic Mentoring and Dropout Prevention for Students in Math,Science and Technology     

Simon Larose  Diane Cyrenne  Odette Garceau  Marylou Harvey  Frédéric Guay  Fanny Godin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):419-439

In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control group design was used to evaluate the program’s short-term impact. At the end of the program, mentees (n = 150) presented significantly higher levels of motivation, a more positive career decision profile and enhanced institutional attachment and social adjustment than students in the control group (n = 157). MIRES mentees also showed success and persistence rates (mainly male participants) that were significantly higher than those of students in the control group.  相似文献   

Higher education learning outcomes – transforming higher education?          下载免费PDF全文

Joakim Caspersen  Nicoline Frølich 《European Journal of Education》2017,52(1):3-7

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The Chinese character: handwriting between utility and identity in twentieth-century China     

Hajo Frölich 《Paedagogica Historica: International Journal of the History of Education》2019,55(6):854-870

ABSTRACT

In China, unlike in many of the other cases treated in this special issue, it would seem that the standard style of writing by hand did not undergo any significant changes over the course of the twentieth century. Accordingly, the development of everyday Chinese handwriting has not been studied much. This article, however, shows that subtle yet significant changes occurred in both handwriting and the teaching of handwriting. Those changes were part and parcel of China’s twentieth-century quest for identity in a changing world. By analysing curricula and handwriting manuals from the 1900s to the 1980s, I demonstrate how, within a standard framework of “good” handwriting inherited from Imperial China, economic, societal, and nationalist considerations of the Republican, Maoist, and reform-era regimes caused the emphasis to shift back and forth between speed, down-to-earth pragmatism, and aesthetics – or, in other words, between utility and identity. Even within one given standard style of handwriting, therefore, seemingly minor shifts can tell us a lot about larger political and economic developments. To provide some background, I also briefly refer to the debates and measures regarding the abandonment or simplification of Chinese characters during the first half of the twentieth century.  相似文献   

The Home Environment Shapes Emotional Eating          下载免费PDF全文

Moritz Herle  Alison Fildes  Frühling Rijsdijk  Silje Steinsbekk  Clare Llewellyn 《Child development》2018,89(4):1423-1434

Emotional overeating (EOE) is the tendency to eat more in response to negative emotions; its etiology in early life is unknown. We established the relative genetic and environmental influences on EOE in toddlerhood and early childhood. Data were from Gemini, a population‐based cohort of 2,402 British twins born in 2007. EOE was measured using the “emotional overeating” scale of the Child Eating Behavior Questionnaire (CEBQ) at 16 months and 5 years. A longitudinal quantitative genetic model established that genetic influences on EOE were minimal; on the other hand, shared environmental influences explained most of the variance. EOE was moderately stable from 16 months to 5 years and continuing environmental factors shared by twin pairs at both ages explained the longitudinal association.  相似文献   

The emotions aroused by a vocational transition in adolescents: why,when and how are they socially shared with significant others?     

Vignoli  Emmanuelle  Nils  Frédéric  Parmentier  Michaël  Mallet  Pascal  Rimé  Bernard 《International Journal for Educational and Vocational Guidance》2020,20(3):567-589

International Journal for Educational and Vocational Guidance - Adolescents (N = 359) completed a self-report questionnaire assessing the emotional impact of an...  相似文献   

Teaching and testing mathematical problem solving by offering optional assistance     

Meijer  Joost  Riemersma  Fré 《Instructional Science》2002,30(3):187-220

Transfer capability is usually defined as theability to apply acquired knowledge and skillsin novel situations.The experiment reported here concerned transferin mathematics education. An experimental programme was constructed, based on strengtheningthe connection of strategic and domain specificknowledge and offering hints during teaching aswell as during testing.Subjects were first graders from secondaryeducation in the Netherlands, from two schools,two classes each. Students from these fourclasses were randomly allocated either to theexperimental or the control group.The experimental computer-supported teachingprogramme was offered once a week during sixweeks; the control group received regularmathematics instruction.After controlling for the effects of thecovariates intelligence, mathematics aptitudeand anxiety, it was shown that the experimentalsubjects performed significantly better on aposttest than subjects in the control group.The results suggest that the experimentalinstruction method enhances mathematics problemsolving ability more strongly than traditionalinstruction. Upon closer examination thiseffect appears to be restricted to subjectsalready relatively high in intelligence andmathematical ability. This finding is notuncommon in intervention research, and issometimes referred to as the Matthew orthe fan-spread effect.  相似文献   

Teamwork in Establishing a Professional Learning Community in a New Icelandic School     

Birna María Svanbjörnsdóttir  Allyson Macdonald  Gudmundur Heidar Frímannsson 《Scandinavian Journal of Educational Research》2016,60(1):90-109

The focus of the action research reported here is on how leaders and teachers used teamwork in developing a professional learning community in a new compulsory school in Iceland. Collaboration is a critical issue in schools as it can improve practice that supports student achievement. Results from the TALIS 2008 study show that Icelandic teachers are below international averages regarding joint teaching and supporting each other. Findings from this action research study showed signs of an emerging collaborative structure among some teams but also a lack of feedback among peers. Teachers expressed difficulty in putting into practice their growing sense of professionalism. The research findings suggest that peer coaching should be supported to encourage staff to engage in critical reflection and transforming practice.  相似文献   

überlegungen zur Trainingswissenschaft     

PD Dr. Michael Fr?hlich 《Sportwissenschaft》2012,42(2):96-104

The deliberations on training science as a scientific discipline, training science itself, and economic aspects within the framework of training science-related intervention research in theory and practice are explicitly meant to be a contribution to the discussion on the further exploration of training science processes. Furthermore, the application of economic considerations is supposed to expand the training science foundation based on a framework model for training adaptations. Currently, the link between economic and training science observations is still in the initial phase of scientific processing. From the author??s point of view, further research efforts are required to be able to estimate the consequences of these deliberations. This means that scientific experts are called upon to further explore athletic training as a scientific object of research and the ensuing implications.  相似文献