The role of self- and social directed goals in a problem-based, collaborative learning context     

Dirk T. Tempelaar  Marold Wosnitza  Simone Volet  Bart Rienties  Bas Giesbers  Wim H. Gijselaers 《Higher Education》2013,66(2):253-267

Students’ learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students’ goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students’ goal setting at the one side, and students’ performance and group functioning on the other side.  相似文献   

A Behaviorally Oriented Study Skills Program     

Dirk C. Prather 《Journal of Experimental Education》2013,81(3):131-133

A study skills program should have low time requirements, raise the student’s GPA, and create durable behaviors. Twenty-four male sophomore cadets at the USAF Academy were placed in one of two groups by their rank-order place on a list of academically deficient students. The experimental group and the control group both received normal directive counseling. The experimental group received a behaviorally oriented study skills program requiring two hours of supervisory time and minimal behavior recording and showed a mean increase of .54 GPA points; the control group showed an increase of .02 at the end of the semester. The results indicate this program satisfied the basic requirement of study skills training.  相似文献   

Ownership concentration and innovativeness of corporate ventures     

Katrin Hussinger  Johannes M.H. Dick  Dirk Czarnitzki 《Research Policy》2018,47(2):527-541

Corporate venture investments are an established means for incumbent firms to access radical innovation. Drawing from a behavioural agency framework, we distinguish two mechanisms that govern the relationship between corporate venture investment and radical innovation, the safety net that corporate sponsors provide and control incentives. While the safety net induces a gap between the radical innovation success of corporate ventures (CVs) and ventures without a corporate sponsor, the superior radical innovation success of CVs decreases with the corporate sponsor’s incentives to control the venture. The impact of the safety net and control incentives further depends on the corporate sponsor’s position vis-à-vis her aspiration level.  相似文献   

Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations     

Dorian L. McCoy  Dirk J. Rodricks 《ASHE Higher Education Report》2015,41(3):1-117

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Students’ Ability to Connect Function Properties to Different Types of Elementary Functions: An Empirical Study on the Role of External Representations     

Dirk De Bock  Deborah Neyens  Wim Van Dooren 《International Journal of Science and Mathematics Education》2017,15(5):939-955

Recent research on the phenomenon of improper proportional reasoning focused on students’ understanding of elementary functions and their external representations. So far, the role of basic function properties in students’ concept images of functions remained unclear. We add to this research line by investigating how accurate students are in connecting functions to their corresponding properties and how this accuracy depends on function types and representations. A large group of 10th graders evaluated for different function types, represented in either a graphical, a formulaic, or a tabular mode, the correctness of statements about their general properties and behavior. Results show that students succeeded rather well in making the right connections between properties and functions. Errors depended not only on the type of function for which the properties were evaluated but also on the kind of representation in which the function was presented. These results highlight the importance of function properties in students’ concept images of functions and suggest positive effects of making these properties explicit to students.  相似文献   

The Development of Attention to Objects and Scenes: From Object-Biased to Unbiased     

Kevin P. Darby  Sophia W. Deng  Dirk B. Walther  Vladimir M. Sloutsky 《Child development》2021,92(3):1173-1186

Selective attention is the ability to focus on goal-relevant information while filtering out irrelevant information. This work examined the development of selective attention to natural scenes and objects with a rapid serial visual presentation paradigm. Children (N = 69, ages 4–6 years) and adults (N = 80) were asked to attend to either objects or scenes, while ignoring the other type of stimulus. A multinomial processing tree model was used to decompose selective attention into focusing and filtering components. The results suggest that attention is object-biased in children, due to difficulty filtering attention to goal-irrelevant objects, whereas attention in adults is relatively unbiased. The findings suggest important developmental asymmetries in selective attention to scenes and objects.  相似文献   

A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension     

Vanessa A. Völlinger  Nadine Spörer  Dirk Lubbe  Joachim C. Brunstein 《The Journal of educational research》2018,111(6):733-745

This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements.  相似文献   

The "how" and "why" of the ancient Greek long jump with weights: a five-fold symmetric jump in a row?     

Lenoir M  De Clercq D  Laporte W 《Journal of sports sciences》2005,23(10):1033-1043

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   

Can LEDs help with art conservation? – Impact of different light spectra on paint pigment degradation     

Manuela Lunz  Elise Talgorn  Jannie Baken  Wiebe Wagemans  Dirk Veldman 《文物保护研究》2017,62(5):294-303

The impact of the spectral composition of light on the discoloration of paint pigments has been investigated for the case of lead chromate sulfate, an unstable yellow pigment used by Vincent van Gogh and other painters. With LEDification, museum lighting is moving from using halogen to LED lamps. LED light sources have a significantly different spectral composition than halogen lamps. To understand the impact of these differences on pigment stability, the wavelength dependence of pigment discoloration was determined. Contrary to the expectation that lower wavelength photons induce more damage than higher wavelength ones, UV (394?nm), blue, and cyan light all lead to similar levels of discoloration of a pigment for the same level of radiant power. By understanding this wavelength dependence, it becomes possible to create white light LED lamps with a spectral composition tuned to minimize the degradation effect. An existing LED solution with a modified emission indeed resulted in 30% less color change in the experiment than halogen. Furthermore, a method is proposed to optimize the LED spectra by tuning to the properties of each specific artifact. Simulations show that this can reduce the damage of the light source by 45% in specific cases.  相似文献   

Effects of a multifactorial injury prevention intervention in physical education teachers: A randomized controlled trial     

Sien Vercruysse  Leen Haerens  Evert Verhagen  Lennert Goossens  Dirk De Clercq 《European Journal of Sport Science》2016,16(7):868-876

Physical education (PE) teachers are at a high risk of musculoskeletal sports or work-related injuries because of the physical activity as inherent part of their profession. Such injuries have a negative impact on work and leisure time activities, and effective injury prevention interventions are needed. The present study aimed at testing the effectiveness of an injury prevention intervention that was developed and optimized according to PE teachers' wishes and values. Fifty-five PE teachers were randomly assigned to intervention or control group. Intervention group teachers engaged in two days of training during which they familiarized with eight injury prevention strategies (seven intrinsic and one extrinsic). A special feature of the intervention was that the way of delivery was based on the self-determination theory in order to stimulate participants' motivation to adhere to the proposed strategies. Prospective registrations during one school year were conducted concerning injuries and preventive behaviours. Results showed that the intervention group teachers had a lower number of injuries per 1000?h time of exposure (TOE) than the controls (INT: 0.49, CON: 1.14 injuries/1000?h TOE, OR: 2.32, 95% CI: 1.06–5.07), and applied a broader variety of strategies including dynamic and static stretching, core stability, balance and strength training, when compared to the controls who mainly engaged in warming-up. In conclusion, with the same amount of time, an injury reduction was found in PE teachers through a more balanced use of provided preventive strategies.  相似文献