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31.
Sigrid Wimmer Manuela Paechter Helmut K. Lackner Ilona Papousek 《Mind, Brain, and Education》2020,14(1):5-15
Exams often trigger avoidance motivation and a tendency to withdraw; instead, an approach‐oriented motivational state would be more desirable, since this encourages an invigorated and persistent approach to tasks. This study investigated the role of academic self‐concept on the activation of relative approach versus avoidance motivation during the course of an exam‐like situation. In 62 university students (50 women), academic self‐concept was assessed using self‐ratings, and activation of approach versus avoidance motivation was assessed by using the electroencephalogram alpha asymmetry response. Academic self‐concept proved to be an important moderator of motivational responses during the challenging situation. A more negative self‐concept was related to sustained decrease in approach motivation, to rumination, and to worsened mood. In contrast, a positive self‐concept was related to more positive mood and activation of approach motivation even beyond task completion. The findings have educational implications, for instance, for the design of exams and performance feedback. 相似文献
32.
Manuela Sauer Thomas Hauf Ludmila Sakiew Pak Wai Chan Shuk-Mei Tse Patrick Hupe 《浙江大学学报(A卷英文版)》2016,17(3):171-185
The safety and efficiency of air traffic are significantly affected by adverse weather. This holds especially in terminal maneuvering areas (TMA) where, in addition to the impact of weather itself, potential weather avoidance routes are strongly restricted by air traffic regulations. A weather avoidance model DIVMET has been developed which proposes a route through a field of developing thunderstorms. Air traffic control regulations have not been included in it at this stage. DIVMET was applied to the TMA of Hong Kong International Airport as air traffic control (ATC) there has become interested in improving the controller’s work load, especially for managing incoming traffic by avoidance route simulations. Although visual inspection of simulated avoidance routes by ATC was satisfactory, a quantitative validation of simulated with real observed routes was also carried out. Two real adverse weather situations with thunderstorms within the TMA of Hong Kong and with heavily distorted traffic were chosen. The main objective prior to any validation, however, was to identify routes which are solely impacted by weather but do not show any signs of regulation. Route selection was done on the base of flight position data. Landing flights were selected and deviations from standard approach routes were analyzed. As a result, the majority of 272 flights were found to be affected by both weather and regulations (60%), highlighting the challenge for air traffic controllers to manage landing traffic under adverse weather conditions safely and efficiently. Only a few weather-affected flights (7%) were not regulated and could be used for validation. DIVMET simulation routes were presented to local air traffic controllers who confirmed them as potential and realistic avoidance routes. DIVMET weather avoidance route simulations within a TMA appear to be helpful but further model development has to incorporate traffic regulations, to include holdings, short-cuts, and slow-downs. 相似文献
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34.
Dr. Manuela Welzel 《Research in Science Education》1997,27(3):383-394
During the 1970s, student-centred instruction—that is, “play orientation in physics education” (Spielorientierter Unterricht)—was
at the centre of curriculum development at the Institute of Physics Education in Bremen. During the past decade, we investigated
this kind of instruction with a particular focus on students' learning processes using a situated cognition perspective. Our
research group at the Institute conducted several empirical studies of physics learning for different age groups. The aim
of these case studies was to construct detailed understandings of how individual learning processes unfold. On the basis of
these studies, we attempt to design physics lessons more effectively than they have been in the past. This paper exemplifies
our approach providing information about the theoretical and methodological frameworks, the main outcomes of our studies;
and reflections about the possibilities for “more effective” student-centred instruction. 相似文献
35.
Research Findings: This study examined whether the communicative behaviors of preschoolers during shared-reading interactions differ according to child age or parent gender. Twenty Italian preschoolers (from 3.1 to 5.11 years) were observed during book reading with each parent separately. Communicative behaviors were analyzed according to the speech act theory. The findings showed that older children produced significantly more requests with fathers than with mothers but significantly more assertions with mothers than with fathers. Sequential analysis showed that only the fathers' reading utterances were significantly followed by older children's requests. These results suggest that older children adjusted their communicative functions to elicit richer conversations from their fathers. Practice or Policy: These findings have implications for the assessment and support of preschoolers' conversational skills. 相似文献
36.
Manuela Álvarez 《Cultura y Educación》2015,27(3):594-628
AbstractThis article examines the different writing practices carried out in Spanish universities and the methodology used to promote and teach the development of writing competences. The data in this study pertain to nine Spanish universities, 280 teachers and 1,044 undergraduate students from these universities. The data also refer to student and faculty perceptions of the importance attached to the writing process, the amount of time spent on it and the dimensions or aspects of the competence they consider the most important. Furthermore, the article examines the writing practices proposed by the teachers as well as the ones identified by and assigned to the students. On some of the variables, the results suggest opposing perceptions between the two groups and at the same time highlight differences depending on the fields of knowledge. This sheds light on different ways to include the writing process in university education. 相似文献
37.
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
38.
Pat O’Connor Estrella Montez López Clare O’ Hagan Andrea Wolffram Manuela Aye Valentina Chizzola 《Critical Studies in Education》2020,61(2):195-211
ABSTRACTExcellence has become a ‘hoorah’ word which is widely used in higher education institutions to legitimate practices related to the recruitment/progression of staff. It can be seen as reflecting an institutionalised belief that such evaluative processes are unaffected by the social characteristics of those who work in them or their relationships with each other. Such views have been challenged by gender theorists and by those researching informal power in state structures. The purpose of this article is to raise the possibility that excellence is an ‘idealised cultural construct’ and a ‘rationalising myth’. Drawing on data from qualitative interviews with 67 men and women, who were candidates or evaluators in recruitment/progression processes in five higher educational institutions (in Ireland, Turkey, Bulgaria, Germany and Italy), it conceptualises and illustrates masculinist, relational and ‘local fit’ micro-political practices that are seen to affect such recruitment/progression. Variation exists by gender and by contextual positioning in the process (i.e. as evaluator/candidate). These practices illustrate the perceived importance of the enactment of informal power. The article suggests that the construct of excellence is used to obscure these practices and to maintain organisational legitimacy in the context of multiple stakeholders with conflicting expectations. 相似文献
39.
Bernd Weidenmann Manuela Paechter Klaus Hartmannsgruber 《European Journal of Psychology of Education - EJPE》1999,14(2):185-202
This study investigates the structuring and sequencing of a special type of verbal-pictorial learning material, namely “explanative illustrations” (Mayer, 1993). In such illustrations verbal and pictorial parts form an integrated whole with text embedded in the pictures and vice versa. Due to their complexity such instructing illustrations impose high demands on information processing. From the viewpoint of instruction one may ask how the reception of such explanative illustrations may be supported by an appropriate structure and sequence of the content. In two empirical investigations three types of content structures and sequences were compared to each other: (1) a top-down sequence (based on assumptions of the “Elaboration Theory”, Reigeluth, 1987b) from the whole to details which shows how details are embedded within the larger context), (2) a bottom-up sequence from details to the whole, (3) the presentation as a whole (as in print). 相似文献
40.
A. Rui Gomes A. Manuela Gonçalves Olga Dias Catarina Morais 《Research quarterly for exercise and sport》2019,90(1):80-94
Purpose: This study tested two hypotheses relating young athletes’ sports motivations to parental behaviors and cognitive appraisal: (1) young athletes’ motivation in sports is related to their parents’ behavior; and (2) this relationship is mediated by cognitive appraisal, even after controlling for competitive level and sports records. Method: This cross-sectional study included 673 young athletes and it measured the athletes’ perceptions of parental behaviors, cognitive appraisal, and sports motivation. Results: Structural equation modeling confirmed Hypothesis 1–the mother’s behaviors accounted for 15 to 16% of the variance in sports motivation, and the father’s behaviors accounted for 12 to 21% of the variance. The correlation patterns differed according to whether the athletes were evaluating the mother’s or father’s behaviors. Hypothesis 2 also was confirmed, for cognitive appraisal partially mediated the relationship between the perception of parental behaviors and sports motivation (34% of the variance was accounted for by the perception of the mother’s behavior; 30% by the father’s). The mediating model did not vary with competitive level or sports records. Conclusion: Parental behaviors and cognitive appraisal need to be taken into account to understand young athletes’ sports motivations. 相似文献