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41.
Tamjid Mujtaba Richard Sheldrake Michael J. Reiss Shirley Simon 《International Journal of Science Education》2018,40(6):644-667
There is a widespread concern that relatively few students, especially those from disadvantaged backgrounds, continue to study chemistry and other science subjects after compulsory education. Yet it remains unclear how different aspects of students’ background and home context, their own attitudes and beliefs, and their experiences of particular teaching approaches in school might limit or facilitate their studying aspirations; concurrently, less research has specifically focused on and surveyed disadvantaged students. In order to gain more insight, 4780 students were surveyed, covering those in Year 7 (age 11–12 years) and in Year 8 (age 12–13) from schools in England with high proportions of those from disadvantaged backgrounds. Predictive modelling highlighted that the students’ aspirations to study non-compulsory science in the future, and to study the particular subject of chemistry, were strongly associated with their extrinsic motivation towards science (their perceived utility of science, considered as a means to gain particular careers or skills), their intrinsic interest in science, and their engagement in extra-curricular activities. Additionally, their self-concept beliefs (their confidence in their own abilities in science), some teaching approaches, and encouragement from teachers and family alongside family science capital had smaller but still relevant associations. 相似文献
42.
Social,environmental, and developmental issues and creativity 总被引：1，自引：0，他引：1
Beth A. Hennessey 《Educational Psychology Review》1995,7(2):163-183
Parents and teachers alike have been led to believe that the motivation that stems from wanting to earn a good grade or receive a gold star or do better than the person sitting at the next desk is a positive force. However, in the case of open-ended, creative tasks—tasks for which there is more than one possible solution—extrinsic constraints have frequently proven harmful. A social-psychological approach to the study of creativity is especially useful for answering the question of how best to foster creative behavior in the classroom. Rather than focus on the (largely innate or at least immalleable) differences between creative and uncreative persons, social psychologists concentrate on creative situations (i.e., the particular social and environmental conditions that can positively or negatively impact the creativity of most individuals). The present article explored this research tradition and proposed a theoretical explanation for the impact of motivation on creativity that is based upon children's conceptions of work and play. 相似文献
43.
SONGYou 《伊犁教育学院学报》2001,14(1):64-68
一、ＡｎｅｆｆｅｃｔｕａｌｗａｙｏｆｍｏｔｉｖａｔｉｏｎＩｔｉｓｃｏｍｍｏｎｔｏｓａｙｔｈａｔａｔｅａｃｈｉｎｇｍｅｔｈｏｄｉｓａｌ ｓｏａｖｉｔａｌａｓｐｅｃｔｆｏｒａｇｏｏｄｔｅａｃｈｅｒｂｅｓｉｄｅｓｈｉｓｗｉｄｅｋｎｏｗｌｅｄｇｅ.ＮｏｗａｄａｙｓｍｏｒｅａｎｄｍｏｒｅＥｎｇｌｉｓｈｔｅａｃｈ ｅｒｓｈａｖｅｒｅａｌｉｚｅｄｔｈｅｉｍｐｏｒｔａｎｃｅｏｆｔｈｉｓｐｒｏｂｌｅｍｓｓｏｔｈａｔｔｈｅｙｈａｖｅｂｅｅｎｍａｋｉｎｇｔｈｅｉｒｅｆｆｏｒｔｓｔｏｒｅｆｏｒｍｔｈｅｔｒａｄｉｔｉｏｎａ… 相似文献
44.
The purpose of this study was to ascertain the attitudes of academic staff towards their own work as well as towards external evaluations. The study was based on (1) an analysis of assessment reports of institutional accreditations conducted by the Estonian Quality Agency for Higher and Vocational Education and (2) self-determination theory on intrinsic and extrinsic motivation. The satisfaction of academic staff with their own teaching and research competencies was measured and links among the following attitudes were analysed: sense of competence, intrinsic motivation for research, attitudes towards assessment of students and towards external evaluations. The results indicate that a correlation between attitudes towards work and towards external evaluation exists and that the attitudes of academic staff at universities and professional higher education institutions differ. The study involved 252 academic staff members and showed that competent and intrinsically motivated people perceive external evaluation more positively, thus supporting self-determination theory. 相似文献
45.
Norzaini Azman Ibrahim Che Omar Aida Suraya Md Yunus Ahmad Nurulazam Md Zain 《牛津教育评论》2016,42(1):71-88
The expansion and transformation of Malaysian universities have generated major changes in the nature of academic employment and the structure of academic promotion in higher education institutions. These changes have considerable implications, in particular for the policy and practice of academic promotion in the public universities. We argue that despite sharing one common grade and salary system, distinct and significant differences exist in the academic promotion systems of the public universities. Drawing on one recent study on the academic promotion process in Malaysian public universities to contextualise our discussion, this paper highlights the complexity in the promotion process in these institutions. It also discusses and articulates the attendant issues and challenging aspects of the academic promotion process. We argue that the interrelated issues and challenges, and certain academic practices and habits stemming from the pressure to gain a promotion are pervasive, and that they affect the academic value system and work culture. We conclude by asserting the importance of applying a consistent standard for promotion within a single salary system and that the academic promotion system in the public universities should ultimately affirm and communicate core academic values, and also aim at obtaining evidence of excellent accomplishments. 相似文献
46.
桑萍 《淮北职业技术学院学报》2005,4(2):35-37
本文从悬赏广告入手，通过我国与外国两个遗失物案例的法律分析对比，对我国与外国关于遗失物民事立法制度进行探究和评析，指出了前者存在的种种弊端。建议在我国民事立法上确立遗失物拾得制度，对遗失物的归属和返还加以规范。 相似文献
47.
王庆娟 《科学学与科学技术管理》2007,28(7):172-176
从实践和理论两个角度分析团队情境下个人奖励的必要性和重要性,探讨如何实现团队奖励和个人奖励之间的良好平衡,提出该领域需要进一步研究的问题。 相似文献
48.
通过问卷调查的形式，对高职高专学生英语口语学习动机进行分析，探索如何通过激发学生的学习动机，促进学生学习英语口语的积极性，从而有效地提高英语口语教学水平。 相似文献
49.
根据实验室工作的实际需要,设置4类工作岗位:实验管理岗、实验技术岗、实验教学岗和实验室开放岗。针对岗位设立校级优秀实验人员奖,"按岗设奖,同岗竞比",在同类岗位实验人员之间进行评比。通过评奖调动了实验人员的积极性和主动性,增强了他们的岗位意识和岗位责任感,促进了实验人员岗位素质和岗位技能的提高,营造了爱岗敬业的良好氛围。 相似文献
50.
内在学习动机因其具有持久性和稳定性、动力强的特点,是推动学生持续不断学习和求知的内在动力。当前高职学生的学习动机呈现出浅层性、功利性、物质化,不利于他们学习质量的提高和可持续发展。基于自我决定论观点,从提升学生对学习意义的认识水平、给予学生充分的学习选择决定权利、营造和谐的学校人际环境、提高学生的学习效能感、有效地运用外部奖励五个方面探讨高职学生外在学习动机内化的策略。 相似文献