排序方式： 共有29条查询结果，搜索用时 156 毫秒
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N. L. McCaslin Douglas Thom Harold J. Noah R. Murray Thomas Emile G. Mc Anany Michael Eraut W. Patrick Leonard John Wilson Peter McPhail Haydn Mathias Mohamed Idwan Ganie Willy Wielemans Antonio Valbuena Paz M. Dino Carelli Egbert Jahn Donald K. Sharpes Daya A. Perera Friedhelm Zanter Carole L. Hahn Walter Hahn Linda A. Dove J. A. Akinpelu Ruth W. Salmon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(1):83-119
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Willy Lens 《Scandinavian Journal of Educational Research》2013,57(3-4):219-230
Based on cognitive theories of motivation it is argued that, in the absence of computer anxiety, computer assisted learning can enhance several types of intrinsic student motivation because it allows for highly individualized learning. 相似文献
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William W. Brickman Willy Strzelewicz William Taylor Joachim H. Knoll Mark Blaug Oskar Anweiler Andreas Fuchs Gilda L. de Romero Brest Alberto Aráoz Wolfgang Brezinka Enrique Oteiza W. F. Connell Robert J. Havighurst Daniel F. Wozniak Wolfgang Roth Karl Frey Alfons Otto Schorb 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(2):221-249
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The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indicated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation. 相似文献
15.
Adelene A. Grobler Mirriam R. Knight Willy Lens Marlies Lacante 《European Journal of Psychology of Education - EJPE》2014,29(4):693-709
A relatively large number of South African learners drop out of school during the last 2 years of high school. This has important negative consequences for the individual learners, as well as for the country as a whole since it contributes greatly to the high number of unskilled and unemployed people. This study was carried out to explore whether, aside from gender and school environment, learners’ motivation can serve as a predictor of the (un)successful transition of learners from grades 11 to 12 in South Africa. A total of 1,355 grade 11 learners from previously advantaged, transition, and previously disadvantaged school environments in the Free State’s Motheo district participated in the study. Self-determination theory and general theories of learner motivation were used as the underlying theoretical basis for the selection of the predictors. Results showed that the number of unsuccessful learners was much higher among boys and in previously disadvantaged schools. We did not find the importance attached to intrinsic and extrinsic goals to predict the (un)successful transition. We did, however, find that successful transition is associated with higher levels of learner motivation, a more positive attitude towards learning and lower levels of educational anxiety. Finally, in comparison with their unsuccessful peers, learners who were successful in the transition to grade 12 were significantly more autonomously motivated and showed significantly less controlled motivation. 相似文献
16.
Speech perception in dyslexia is characterized by a categorical perception (CP) deficit, demonstrated by weaker discrimination of acoustic differences between phonemic categories in conjunction with better discrimination of acoustic differences within phonemic categories. We performed a meta-analysis of studies that examined the reliability of the CP deficit in dyslexia. The results show a reliable CP deficit in individuals with dyslexia compared to both chronological-age and reading-level controls. The CP deficit is stronger for discrimination than for identification, suggesting that the latter may only reveal between-category differences that do not fully reflect the CP deficit. The implications of these findings for the allophonic theory of dyslexia are discussed. 相似文献
17.
A plausible explanation for the ancient long jump records from Greek antiquity is sought on the basis of pictorial and written sources, and corroborated with practical tests. Ancient sources report that athletes jumped more than 15 m with weights in their hands, which enabled them to jump further than without these weights. It is proposed that the ancient Greek long jump was a continuous succession of five standing broad jumps, in which the landing phase of one jump was also the countermovement for the next jump. Four trained athletes jumped further with (14.64 +/- 0.76 m, range 13.64-15.63 m) than without weights (13.88 +/- 0.70 m, range 12.60-14.75 m; P = 0.001). These results show that this technique is executable, fits with ancient written and pictorial sources, and allows trained modern athletes to jump distances well over 15 m. The extra distance jumped when using weights may be due to changes in the position of the jumper's centre of mass at take-off and at landing, and an increase in take-off velocity stemming from several biomechanical mechanisms. 相似文献
18.
This article emerged from an analysis of learners’ responses to a task presented to learners studying Mathematics and Mathematical Literacy (ML) in Gauteng, South Africa. Officially, Mathematics and ML are two separate learning areas. Learners from Grade 10 onwards are supposed to take either one or the other, but not both. This means that by Grade 11, learners would have acquired different kinds of knowledge and problem solving skills depending on which of these they take. The article demonstrates that this possibility may not necessarily happen. Grade 11 learners from both learning areas appeared to have acquired sufficient knowledge and skills and were able to solve similar Mathematics tasks in similar ways, with similar adequacy. We argue that, contrary to common perceptions in the field of Mathematics education (particularly in South Africa), engaging in ML does not and should not make one less mathematically advanced than engagement in pure Mathematics. 相似文献
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Willy Lens Marlies Lacante Maarten Vansteenkiste Dora Herrera 《European Journal of Psychology of Education - EJPE》2005,20(3):275-287
In order to understand and predict students’ achievement and persistence at learning activities, many contemporary motivational
models consider how much students are motivated for their school work. However, students’ achievement and persistence might
not only be affected by their amount of study motivation, but also by the motivation to engage in competing alternative activities,
as suggested three decades ago by Atkinson and Birch in their “Dynamics of Action” (1970). Building on this line of theorizing,
the present contribution indicates that it is not only instructive to consider the level of students’ motivation for these
competing activities, but also the type of activities they engage in, that is leisure vs. working activities. Two studies
demonstrated that whereas time spent on working activities is inversely related to study motivation, attitude, persistence
and academic achievement, such relationships were not found for leisure time engagement. Spending some time on leisure time
activities does not interfere with optimal learning. 相似文献