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161.
Natalia Hofferber Melanie Basten Nadine Großmann 《International Journal of Science Education》2016,38(13):2114-2132
Self-Determination Theory and Flow Theory propose that perceived autonomy fosters the positive qualities of motivation and flow-experience. Autonomy-support can help to maintain students’ motivation in very interesting learning activities and may lead to an increase in the positive qualities of motivation in less interesting learning activities. This paper investigates whether autonomy-supportive or controlling teaching behaviour influence students’ motivation and flow-experience in biology class. In study 1, 158 students of grade six worked on the adaptations of Harvest Mice (Micromys minutus) with living animals. The 153 sixth graders of study 2 dealt with the same content but instead worked with short films on laptops. Previous studies have shown that students perceive film sequences as less interesting than working with living animals. Students’ intrinsic motivation and flow-experience were measured at the end of the first and the third lesson. In study 1, autonomy-supportive teaching behaviour led to significant differences in students’ intrinsic motivation and flow-experience when compared to controlling teaching behaviour. In study 2, motivation and flow-experience were not always in line with theory. The positive effects of autonomy-supportive and the non-beneficial effects of the controlling teaching behaviour seem to be dependent on the interestingness of the teaching material. 相似文献
162.
An online survey of German deaf people demonstrated that they use text communication through Short Message Service (SMS), e-mail, fax, and telephone typewriters (TTY) to communicate within communities of deaf and hearing people. SMS is used most, with more than 96% of respondents having access to a mobile phone. Most use is intrinsic and directed toward sociability (keeping in contact, and making arrangements with friends and family). However, there is some instrumental use (getting tasks or business accomplished, making appointments, and obtaining information). German survey respondents wanted a better relay service, more connectivity among the various technologies, and full interactivity in making calls by any technology. In comparison with an Australian sample, German deaf people could not rely on extensive relay services connecting people with a TTY to hearing telephone subscribers for calls of either a social or business nature. 相似文献
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This article addresses cross-country and cross-period differences in average levels of training activity from an institutional perspective. Firm-provided training in Europe between 1999 and 2010 is scrutinized in order to explore whether diverse institutional arrangements that can be linked to welfare state regimes can yield discernible cross-country patterns. An emphasis is placed on the limits of national skills strategies that are not well embedded in wider institutional environments. This is grounded in a view that policy efforts to influence training activity, involves nothing less than ‘reforming’ societies. Insights of this research should contribute both to a critical reflection of the EU's targets in the field of lifelong learning as well as supporting policy learning between member states. 相似文献
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Informal learning is becoming a standard format in companies' training and development (T&D) activities. It requires a specific learning competence comprising cognitive, metacognitive, and motivational dimensions. In the present study, it was investigated whether learning-competence variables predict success in informal learning. Given the ageing of the workforce, we also explored age differences in learning competence in an online survey of 470 workers in three age groups (17–35, 36–50, and 51–65 years old) at a German mail-order company. Learning competence predicted success in informal learning independent of worker age, but was partially mediated by memory self-efficacy, which might induce second-order age effects under unfavourable T&D conditions. 相似文献
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In a three year research project, annual mathematics talent searches for highly able and motivated twelve year old students were conducted. Of these, 150 took part in a long term Saturday enrichment program to train their mathematical abilities in problem finding and problem solving. The article first discusses the educational and organizational constraints of programs for gifted children. Mathematical giftedness is defined by high achievement in two tests: The Scholastic Aptitude Test (SAT-M) and the HTMB, a set of seven problems specially devised for the talent search. The philosophy of the teaching program is explained and illustrated by examples. Preliminary results indicate the considerable success of the program. Possible consequences for normal classroom teaching are indicated. 相似文献
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