Empowerment and relationships: A classroom model to enhance student motivation     

Joe D. Nichols 《Learning Environments Research》2006,9(2):149-161

This project focused on the goal of establishing a classroom model of motivation in which the source of student motivation is based on internal mechanisms or structures, along with the establishment of greater self-regulatory opportunities for students, and which results in greater student empowerment and motivation. One-hundred current elementary and secondary teachers and 100 university preservice teacher education students completed a 40-item Likert-type questionnaire that focused on four classroom dimensions of affirmation, rejection, student empowerment and teacher control. The results of this project suggested that, although veteran and preservice teachers agreed on the need for teacher control in the classroom, there was less agreement about their perceptions of the need to create a classroom environment of positive affirmation and student empowerment. Implications for future research and the need for creating an affirming, empowering, motivational classroom environment are discussed in light of the limitations for teachers and schools to encourage these constructs associated with recent federal legislative policies.  相似文献   

关于发展企业战略联盟的若干思考     

吴芷静  李英惠 《鞍山师范学院学报》2006,8(1):11-14

20世纪90年代以来,我国出现了为数不少的各种类型的企业联盟。但一些企业联盟在运作中存在各种各样的问题,致使其未能充分发挥联盟的优势。究其原因,是企业联盟的理论尚未得到深入的阐释,结盟企业缺少对联盟科学运作的系统研究。鉴于这种情况,本文从战略联盟的定义入手,分析了战略联盟形成的原因,提出了企业构建战略联盟的几点思考和建议。  相似文献   

Student outcomes and perceptions of instructors' demands and support in online and traditional classrooms   总被引：1，自引：0，他引：1  

Gayle E. Mullen  Mary K. Tallent-Runnels   《The Internet and Higher Education》2006,9(4):257-266

In this study, seven graduate students were interviewed and 187 (91 online; 96 traditional) graduate students were surveyed about perceptions of differences in instructors' demands and support and student' motivation, self-regulation, satisfaction, and perceptions of learning in these environments. Results indicated significant differences in students' perceptions on all variables except self-efficacy. Results indicated a strong effect for differences between perceived instructor affective support in online and traditional classrooms. Although students in traditional classrooms ranked instructors' affective support higher, the variable had a stronger relationship with online students' satisfaction. Differences between online and traditional students' reports of instructors' academic support, instructors' demands, and students' satisfaction were significant with medium effect sizes. Results are important because they provide information about students' perceptions of the differences in environments created by instructors that relate to students' affective outcomes.  相似文献   

Expectancy value interactions and academic achievement: Differential relationships with achievement measures     

《Contemporary educational psychology》2019

Motivation predicts academic achievement beyond cognitive ability. Expectancy value theory (Eccles et al., 1983) is a widely accepted and powerful approach explaining academic achievement as well as educational choices and attainment. Recently, attention to the multiplicative term of expectancy and value beliefs has increased. Trautwein et al. (2012) reported a detrimental effect of high task value when expectancy beliefs were low. We aimed to replicate and extend their study by using a large, representative sample of students attending upper secondary school in the German federal state Schleswig-Holstein (N = 3367). Following Trautwein et al. (2012), we applied latent interaction modelling to test whether the predictive value of expectancy value interactions differs for grades, final examinations, and standardized test scores as measures of achievement in two domains. We took the multi-dimensional structure of task value into consideration, analyzing the four components (attainment, intrinsic value, utility and cost) separately. Both a verbal and a non-verbal domain (English as a foreign language and mathematics) were investigated. Overall, the results supported those of Trautwein et al. (2012). However, our findings suggested measure- and domain-specific differences when using expectancy value beliefs and their interactions to predict academic achievement. Interaction terms predicted final examination results in both English and mathematics. Further, interaction effects were significant for grades in English but not mathematics. In general, effect sizes of multiplicative terms were small, especially in contrast to expectancy beliefs. Findings are discussed regarding the practical and conceptual importance of the multiplicative term in expectancy value theory applied in an educational setting.  相似文献   

Effects of different sequences of examples and problems on motivation and learning     

《Contemporary educational psychology》2019

Recent research has shown that example study only (EE) and example-problem pairs (EP) were more effective (i.e., higher test performance) and efficient (i.e., attained with less effort invested in learning and/or test tasks) than problem-example pairs (PE) and problem solving only (PP). We conducted two experiments to investigate how different example and problem-solving sequences would affect motivational (i.e., self-efficacy, perceived competence, and topic interest) and cognitive (i.e., effectiveness and efficiency) aspects of learning. In Experiment 1, 124 technical students learned a mathematical task with the help of EEEE, EPEP, PEPE, or PPPP and then completed a posttest. Students in the EEEE Condition showed higher posttest performance, self-efficacy, and perceived competence, attained with less effort investment, than students in the EPEP and PPPP Condition. Surprisingly, there were no differences between the EPEP and PEPE Condition on any of the outcome measures. We hypothesized that, because the tasks were relevant for technical students, starting with a problem might not have negatively affected their motivation. Therefore, we replicated the experiment with a different sample of 81 teacher training students. Experiment 2 showed an efficiency benefit of EEEE over EPEP, PEPE, and PPPP. However, only EEEE resulted in greater posttest performance, self-efficacy, and perceived competence than PPPP. We again did not find any differences between the EPEP and PEPE Condition. These results suggest that, at least when short training phases are used, studying examples (only) is more preferable than problem solving only for learning. Moreover, this study showed that example study (only) also enhances motivational aspects of learning whereas problem solving only does not positively affect students’ motivation at all.  相似文献   

Implicit intelligence beliefs of computer science students: Exploring change across the semester     

《Contemporary educational psychology》2017

This study investigated introductory computer science (CS1) students’ implicit beliefs of intelligence. Referencing Dweck and Leggett’s (1988) framework for implicit beliefs of intelligence, we examined how (1) students’ implicit beliefs changed over the course of a semester, (2) these changes differed as a function of course enrollment and students’ motivated self-regulated engagement profile, and (3) implicit beliefs predicted student learning based on standardized course grades and performance on a computational thinking knowledge test. For all students, there were significant increases in entity beliefs and significant decreases in incremental beliefs across the semester. However, examination of effect sizes suggests that significant findings for change across time were driven by changes in specific subpopulations of students. Moreover, results showed that students endorsed incremental belief more strongly than entity belief at both the beginning and end of the semester. Furthermore, the magnitude of changes differed based on students’ motivated self-regulated engagement profiles. Additionally, students’ achievement outcomes were weakly predicted by their implicit beliefs of intelligence. Finally, results showed that the relationship between changes in implicit intelligence beliefs and student achievement varied across different CS1 courses. Theoretical implications for implicit intelligence beliefs and recommendations for STEM educators are discussed.  相似文献   

儿童身体锻炼的心理效应     

肖磊  林泰昌  陈作松 《福建体育科技》2003,22(4):20-22

儿童锻炼的心理效应的研究主要集中在身体锻炼的心理前因、身体锻炼与儿童体能、自尊、应激的关系等方面。大部分的研究表明 ,尽管儿童身体锻炼的动机存在着文化差异 ,但获得愉快感是儿童参加身体锻炼的主要动机之一 ,同时 ,内部动机是儿童坚持身体锻炼的重要因素 ;身体锻炼可能是造成儿童体能存在年龄与性别差异的重要原因 ;合理身体锻炼可以提高儿童的自尊或自尊的某一维度 ;儿童应激反应存在“过度反应模式” ,身体锻炼可以降低儿童不良的应激反应。  相似文献   

浅谈对人的工作积极性的激励     

LIU Shu-yun 《湖南民族职业学院学报》2007,(2)

激励是以综合的教育手段和方法为刺激诱因,根据个体积极的心理需要,激发个体的内驱力,促进其把外部刺激内化为个体自觉行为的过程。对人工作积极性的激励,首先要善于抓住人的优势需要,然后要激发人的内部动因,还要提出可行的动机目标,从而达到激励的可行效果。  相似文献   

基于过程模型的高新技术企业创新型人才激励机制构建研究     

潘春霞  徐辉 《科技广场》2015,(3)

在当今知识经济时代,高新技术企业作为科技发展的主要载体,对国家经济发展起着至关重要的作用。众所周知,创新型人才是高新技术企业关键性战略资源。然而,目前部分高新技术企业对创新型人才的有效激励机制尚不健全,还存在一些不足之处。本文基于过程模型视角,根据高新技术企业创新型人才的特性,探讨了激励机制存在问题的本质原因,构建了适用于高新技术企业创新型人才有效激励机制。本文的研究为人力资源管理领域中的相关问题提供了一种新的模型和视角,具有一定的理论与应用价值。  相似文献   

“海本”项目学生英语学习动机不足及对策研究     

嵇梦丽 《北京城市学院学报》2011,(5):95-98

本文针对江苏财经职业技术学院海本项目学生英语学习动机缺乏的现象,从学生生源、入学成绩、教学现状等方面分析学生英语学习动机不足的原因,并从教材、教师、评价体系等角度探索加强学生内在和深层学习动机的可行性方案.  相似文献