Academic Self-Handicapping: What We Know, What More There is to Learn   总被引：17，自引：0，他引：17  

Tim Urdan  Carol Midgley 《Educational Psychology Review》2001,13(2):115-138

Some students put off studying until the last minute, fool around the night before a test, and otherwise reduce effort so that if their subsequent performance is low, these circumstances will be seen as the cause rather than lack of ability. These strategies are called self-handicapping because they often undermine performance. In this paper, we begin with a definition of academic self-handicapping. Next, we review our research in which we used achievement goal theory as a framework for examining academic handicapping among elementary and middle school students. We discuss the implications of the recent conceptualization of approach and avoidance components of performance goals for handicapping. We conclude with a consideration of some potentially fruitful future directions for research on academic self-handicapping, focusing particularly on individual differences in handicapping, contextual influences, and the methods used to study handicapping.  相似文献   

The legitimacy of curriculum development in post-colonial Hong Kong: insights from the case of Liberal Studies     

Dennis Fung  Tim Liang 《牛津教育评论》2018,44(2):171-189

Liberal Studies was initially introduced as a non-statutory subject in Hong Kong in 1992. It then confronted intense opposition and a bumpy implementation path before securing mandatory status in the new senior secondary curriculum introduced in 2009. Recently, this core subject has been under review. Whilst it is considered to promote students’ socio-political participation, the subject has also been accused of triggering antagonism towards the government. In view of these concerns, this article probes teachers’ perceptions of the recent development of Liberal Studies and examines the dynamic interplay between the curriculum review and the potential political controversies surrounding the subject in post-colonial Hong Kong. Reporting the results of a study comprising questionnaire-based surveys and follow-up semi-structured interviews, it reveals that whilst teachers are worried about the proposed reduction of socio-political topics in the curriculum, they approve of incorporating additional China-related content. Furthermore, the participating teachers praised Liberal Studies for its notable impact on raising students’ social consciousness, which has motivated them to learn about community affairs and fight for justice. Finally, the article also explores the study’s profound implications for the further development of Liberal Studies and citizenship education in Hong Kong and beyond.  相似文献   

Secondary School Students Learning From Reflections on the Rationale Behind Self-Made Errors: A Field Experiment     

Tim Heemsoth  Aiso Heinze 《Journal of Experimental Education》2016,84(1):98-118

Thus far, it is unclear how students can learn most effectively from their own errors. In this study, reflections on the rationale behind self-made errors are assumed to enhance knowledge acquisition. In a field experiment with pre/post/follow-up design, the authors practiced fractions with 174 seventh- and eighth-grade students who were randomly assigned to one of two conditions: The students reflected on either the rationale behind their own errors or on the correct solution corresponding to their own errors. Students in the first condition group demonstrated a greater procedural knowledge at the posttest and at the follow-up test. Furthermore, at the follow-up test, these students demonstrated a higher conceptual knowledge. The implications for theory and school instruction are discussed.  相似文献   

Effects of disfluency and test expectancy on learning with text     

Alexander Eitel  Tim Kühl 《Metacognition and Learning》2016,11(1):107-121

Do students learn better with texts that are Open image in new window (i.e., disfluent)? Previous research yielded discrepant findings concerning this question. To clarify these discrepancies, the present study aimed at identifying a boundary condition that determines when disfluent text is, and is not, beneficial to learning. This boundary condition is knowledge about whether a test will follow (high test expectancy) versus not (low test expectancy). Participants with high test expectancy may already engage in effortful processing, so that making text harder-to-read (disfluent) might not change their processing mode any further. Thus, particularly when no test is expected, disfluency is supposed to exert its beneficial effect. This assumption was tested in a 2?×?2 design (N?=?97) with text legibility (fluent vs. disfluent) and test expectancy (low vs. high) as factors, and learning outcomes (retention, transfer) and learning times as main dependent variables. Results revealed that high test expectancy led to better learning outcomes (for retention and transfer), but disfluent text did not. Unlike expected, there was no interaction between the two factors. Moreover, both high test expectancy and disfluency led to longer learning times, resulting in a lower efficiency when learning with disfluent compared to fluent text. Hence, the present results further question the stability and generalizability of a positive disfluency effect on learning, because only high test expectancy – but not disfluency - stimulated better learning through more effortful processing the way it was supposed to.  相似文献   

Stakeholder perspectives on barriers and facilitators of inclusive education in the Solomon Islands          下载免费PDF全文

Umesh Sharma  Tim Loreman  Janine Simi 《Journal of Research in Special Educational Needs》2017,17(2):143-151

This paper reports perceived barriers and facilitators of disability‐inclusive education, and outcomes of an effective system of inclusive education in the Solomon Islands. Data were gathered from a variety of stakeholder group participants (n = 10) and individual key informants (n = 2), ranging from parents of children with disabilities to government representatives. The results revealed a unique perspective on disability‐inclusive education in this context, and provided insight into possible directions towards a more inclusive system.  相似文献   

Applying the ARCS model to the design and development of computer-based modules for manufacturing engineering courses     

Bonnie Shellnut  Allie Knowltion  Tim Savage 《Educational technology research and development : ETR & D》1999,47(2):100-110

This paper describes how a multimedia design team at Wayne State University, working on an engineering education project funded by the National Science Foundation, incorporated Keller's ARCS (attention, relevance, confidence, and satisfaction) model into the design and development of a computer-based instructional (CBI) module for a college engineering course in economics. A discussion of how and why the components were incorporated into the traditional instructional design phases of definition, design, development, implementation, and evaluation is presented. where she earned her doctorate this year, and coleader of a multimedia team in the design and development of CBI modules for a manufacturing engineering education project funded by NSF.  相似文献   

The odd couple: From od and HPT to high‐performance consulting     

Tim Johnson 《Performance Improvement》2004,43(3):12-14

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Innovation and Renewal of an E‐Learning Solution within an Insurance Corporation     

Consuelo L. Waight  Steve Downey  Tim L. Wentling  Robert Arvidson 《Performance Improvement Quarterly》2004,17(4):50-65

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Museums and Indigenous People in Australia: A Review of Previous Possessions,New Obligations: Policies for Museums in Australia and Aboriginal and Torres Strait Islander Peoples     

Tim Sullivan  Lynda Kelly  Phil Gordon 《Curator: The Museum Journal》2003,46(2):208-227

Previous Possessions, New Obligations was launched by Museums Australia Inc. in 1993, the International Year for the World's Indigenous People, as a policy framework to guide the development of relationships between museums in Australia and Indigenous Australians. The policy was based on consultation with Indigenous people to develop protocols, policies and procedures for more sensitive collection management and for including Indigenous people in research and public programs; and to address issues of governance. It expressed the values that would underpin new relationships between museums in Australia and Indigenous Australians. An evaluation of the policy was conducted in 2000 in a collaboration between the Australian Museum Audience Research Centre, Sydney, and Museums Australia Inc., Canberra. The evaluation found that the policy had substantially met its goals, particularly in establishing the primary rights of Indigenous people to control their cultural material in museum collections. However, a range of substantially new issues emerged which require new policy responses and initiatives.  相似文献   

Beyond sensation seeking: affect regulation as a framework for predicting risk-taking behaviors in high-risk sport     

Castanier C  Le Scanff C  Woodman T 《运动与训练心理学杂志》2010,32(5):731-738

Sensation seeking has been widely studied when investigating individual differences in the propensity for taking risks. However, risk taking can serve many different goals beyond the simple management of physiological arousal. The present study is an investigation of affect self-regulation as a predictor of risk-taking behaviors in high-risk sport. Risk-taking behaviors, negative affectivity, escape self-awareness strategy, and sensation seeking data were obtained from 265 high-risk sportsmen. Moderated hierarchical regression analysis revealed significant main and interaction effects of negative affectivity and escape self-awareness strategy in predicting risk-taking behaviors: high-risk sportsmen's negative affectivity leads them to adopt risk-taking behaviors only if they also use escape self-awareness strategy. Furthermore, the affective model remained significant when controlling for sensation seeking. The present study contributes to an in-depth understanding of risk taking in high-risk sport.  相似文献