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This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates’ study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further indicated that active learning aspects, such as collaboration are perceived as motivating. However, controlling elements (i.e., mandatory presence) and uncertainty (i.e., in selecting the correct and sufficient literature) were described as detrimental for students’ motivation. In conclusion, PBL does not always seem to lead to higher intrinsic motivation. It is therefore crucial to build in the right amount of structure in learning environments and balance controlling elements versus autonomy, even in learning environments that are intended to be motivating for students. 相似文献
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This study investigated the relationship between conditions of employment of direct-care staff in The Netherlands and the distribution of their activities in residential facilities for people with intellectual disability. Three hundred and eighty-eight direct-care staff working at 39 living groups in 10 residential facilities participated. Data were obtained by natural observations. The results suggest that (a) leaders of living groups are clearly different from other direct-care staff in terms of their distribution of activities, (b) educational and training level of staff did not differentially affect resident-oriented care, and (c) extent of contract does affect time staff spend on organisation and housekeeping. Generally, employee characteristics tended to affect nonresident-oriented activities of direct-care staff (i.e., organisation, housekeeping, and off-task) rather than resident-oriented activities, such as stimulative custodial care, recreation, and training. 相似文献
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This paper critically examines the assumptions about 'childhood' and 'child development' that inform curriculum construction in school physical education. Drawing on insights from poststructuralist social theory and critical psychological perspectives, the paper argues that developmental discourses have a material life embodied in the institutional practices of school physical education. A New Zealand physical education syllabus is used as an illustrative exemplar of the ways in which developmental imperatives shape the construction of learning goals, design of curriculum experiences and teachers' observations of their students. It is argued that the construction of a normative, hierarchical trajectory for child development categorises, classifies and marginalises groups of children whose developmental patterns differ from those mapped out in the syllabus. The paper concludes by examining the conditions of possibility present in more contemporary physical education syllabi and theory that afford opportunities for thinking about physically educated children differently. 相似文献
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This study focused on effects of high-ability programs on students’ achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4–6 of primary education: 218 students attended full-time high-ability programs, 245 attended part-time high-ability programs (i.e. external pull-out class). Using propensity score matching, they were matched to a control group of 189 students from regular education with similar cognitive abilities. The respondents filled out questionnaires on their achievement emotions three times during a school year. Results of multilevel analyses showed that students who attended full-time high-ability programs did not report more beneficial achievement emotions compared to similar students in regular education. In contrast, students in part-time programs experienced more positive and less negative emotions during the part-time program compared to the control group in regular education. No differences in longitudinal developments throughout the school year were found between the groups. 相似文献
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The focus on quality improvements by institutions for better online and blended teaching can be delivered in different ways. This article reports on the implementation of this process and the approaches taken first, in terms of the design of new learning materials, and second, when reviewing the existing curriculum. The study aims to ascertain whether the combination of a collaborative, networked approach at the initial design stage, augmented with visualisations, has changed the way educators design their courses at The Open University, UK. Analysis of 148 learning designs shows both before and after the introduction of Learning Design, which of the pedagogic decisions that educators made substantially changed. Courses that were designed after the introduction of Learning Design were more focused on the development of a range of skills and included fewer assimilative activities (reading, watching videos and listening to audio). Our findings suggest that by visualising the design upfront, educators focused less on traditional teaching patterns, such as the ‘teach, practice, apply’ model. Remarkably, just by visualising initial decisions and working in collaborative workshops, educators created more student-centred and creative designs aimed to develop a range of skills which support students in both their studies and the workplace. Further studies are needed to establish whether these pedagogic decisions have an impact on student outcomes and whether these findings can be replicated in different institutions. 相似文献
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Joost Jansen in de Wal Lisette Hornstra Frans J. Prins Thea Peetsma Ineke van der Veen 《教育心理学》2016,36(7):1303-1322
This study’s aim was to examine the prevalence, development and domain specificity of fifth- and sixth-grade elementary school students’ achievement goal profiles. Achievement goals were measured for language and mathematics among 722 pupils at three points in time. These data were analysed through latent profile analysis and latent transition analysis. Results indicated that three similar goal profiles could be discerned at all measurement waves for both language and mathematics. Profiles were labelled ‘multiple goals’, ‘approach oriented’ and ‘moderate/indifferent’. In both mathematics and language, around 80% of the participants remained stable in their goal profiles across measurements. Students who transitioned between goal profiles mostly moved from less to more favourable profiles. Profile membership and transitions between profiles were found to be relatively domain general with 60% overlap between domains. The high level of stability over time and across domains suggests that students’ goal profiles represent relatively stable personal dispositions. 相似文献
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Instructional Science - In the current study, we examine the role of situation-specific motivational profiles in the effectiveness of video modeling examples for learning problem-solving and... 相似文献
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Hispanics/Latinos are the fastest growing minority group in the US, and represent a diverse variety of ethnic groups with unique heritages. Yet educational and social research often analyzes this group in aggregate. This research, employing 1980 high school senior longitudinal data from the High School and Beyond project, demonstrates substantial differences in post-secondary educational attainment between some Hispanic/Latino groups. Net of a number of individual, socio-economic, family and high school background variables, logit analysis shows that Mexican Americans are significantly below others in post-secondary educational attainment after high school. The results are discussed in regard to future research adopting analysis of individual Hispanic/Latino groups rather than employing the aggregate measure which can substantially misrepresent the relationship between component Latino/a groups and educational attainment.We are indebted to Robert Kaufman for consultation on methodological and statistical approaches; and to Michael Hughes, James Michaels, and Ellen Plummer for helpful suggestions for revision on earlier versions of this paper. This paper is based in part on a Master’s thesis by the first-named author. 相似文献
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Genevieve Martínez-García Lisette Torres Carolyn Camacho Hope Gleicher Valerie Sedivy 《American journal of sexuality education》2018,13(3):337-358
AbstractSocial determinants of health are the key to understanding and addressing persistent disparities in adolescent pregnancy in the United States. However, there is little guidance on what concrete steps organizations can take to work at the intersection of social determinants of health (SDoH) and sexual and reproductive health (SH). Two community-based organizations completed a case study using a structured interview guide to illustrate their transition working at this intersection. The Alexandria Campaign on Adolescent Pregnancy and Identity, Inc. arrived at the intersection of SDoH and SH from opposite ends of the road. Despite clear differences in their trajectory, their experiences share four key elements that marked their success in expanding their core work: (a) both organizations enjoyed ample community and political support, (b) they used data to drive strategic decisions, (c) they used funding opportunities to move toward the intersection of sexual health and social determinants, and (d) they leveraged existing programs to sustain their efforts. Organizations working at the intersection must continuously leverage community, political, and financial capital to pursue partners, expand services, and change policies that sustain a holistic approach to youth health and well-being. 相似文献