The role of emotions and task significance in Virtual Education     

Gwen Noteborn  Katerina Bohle Carbonell  Amber Dailey-Hebert  Wim Gijselaers 《The Internet and Higher Education》2012,15(3):176-183

This paper analyzed the role of emotions in a virtual world (Second Life) through students' level of enjoyment and boredom and their influence on students' achievement level. The virtual world was an educational tool used to fully immerse students in the content of the course. In addition to supporting prior research on the importance of task value on academic enjoyment, the current research provides a new perspective on the relationship between academic emotions and academic success, particularly for virtual worlds. A regression analysis was conducted to measure the relationship of task value and emotions on two types of academic performance: Individual exam scores and team scores on their Second Life assignment. Pekrun's Academic Emotions Questionnaire (AEQ) was used to measure two academic emotions: boredom and enjoyment. Both academic emotions were measured on an individual level. Results from this study show that task value was positively related to enjoyment and negatively related to boredom, yet it was unrelated to academic performance. While enjoyment had a positive relationship to exam performance, boredom also had a positive relationship to the team assignment conducted in the virtual world. The possibility that students might have answered the AEQ relating to the theoretical aspects of the course instead of the practical aspects of the Second Life Assignment, may be one possible explanation for this result.  相似文献   

How achievement emotions impact students' decisions for online learning,and what precedes those emotions     

Dirk T. Tempelaar  Alexandra Niculescu  Bart Rienties  Wim H. Gijselaers  Bas Giesbers 《The Internet and Higher Education》2012,15(3):161-169

This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The students (N = 730) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this context, we investigated the impact that individual differences in achievement emotions (enjoyment, anxiety, boredom, hopelessness) had on students' learning choices, in terms of the intensity of using the online learning mode versus the face-to-face mode. Unlike the general level of learning activities, which is only minimally influenced by achievement emotions, these emotions appear to have a moderately strong effect on a student's preference for online learning. Following this, we explored the antecedents of achievement emotions. Through the use of path-modeling, we conclude that while goal setting behavior only marginally impacts achievement emotions, effort views—a crucial component of the social-cognitive model of implicit theories of intelligence—have a substantial impact on achievement emotions.  相似文献   

The prevalence of poor reading in Dutch special elementary education     

van Bon WH  Bouwmans M  Broeders IN 《Journal of learning disabilities》2006,39(6):482-495

The relative frequency of poor readers in Dutch general elementary education (GEE) and special elementary education (SEE) and the characteristics of their reading performance were investigated using a lexical decision procedure. According to the same norms that identified 9% of students as poor readers in GEE, no less than 73% of the students in SEE were classified as poor readers. On average, the GEE poor readers were better readers than those in SEE, but the findings do not point to substantial differences in reading processes between the two reader groups. Hypotheses about the nature of the referral process that may cause this surprisingly strong relation between poor reading ability and SEE placement are advanced.  相似文献   

Cumulative family stress and externalizing problems: Secure base script knowledge as a protective factor     

Melisse Houbrechts  Patricia Bijttebier  Filip Calders  Luc Goossens  Karla Van Leeuwen  Wim Van Den Noortgate  Guy Bosmans 《Child development》2023,94(4):941-955

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