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11.
We investigated students’ emotions as intervening variables between teaching methods, motivational and performance prerequisites, and outcomes. 144 students from German schools were assigned to two conditions. In one condition, students were prompted to develop multiple solutions for modelling problems that were missing information. In the other condition, students had to find one solution for modelling problems that were not missing information. Students’ interest and performance were measured before and after the 5-lesson teaching unit, and students’ enjoyment and boredom were measured during the teaching unit. The path analyses revealed: (1) Students who developed more solutions enjoyed their mathematics lessons more and were less bored than students in the other condition; (2) Enjoyment affected students’ interest and performance at posttest and mediated the effects of prompting them to find multiple solutions on interest at posttest; (3) Students’ enjoyment during learning mediated the effects of prior interest on interest at posttest. 相似文献
12.
Cynthia Hoffner 《Communication Research Reports》2013,30(4):285-296
Young adults (N = 172) completed questionnaires that measured empathy, affective responses and exposure to frightening films, and perceptions of how aspects of scary content (suffering, danger, excitement, and a happy ending) affect enjoyment. Empathic concern was associated with less enjoyment of suffering, but more enjoyment of danger, excitement, and happy endings. Enduring negative affect was associated with higher personal distress and less enjoyment of suffering. Exposure to frightening films was associated with lower personal distress, more enjoyment of danger, and less enjoyment of happy endings. Interpretations of the findings are discussed. 相似文献
13.
To better understand the relationship between enjoyment and boredom and students' use of cognitive learning strategies, we analyzed both directions of effects between these constructs as described in the control-value theory of achievement emotions (Pekrun, 2006; 2018). Our study used a sequential design in which students' (N = 338 4th grade students) effective use of cognitive learning strategies was measured in real learning situations, allowing insights into the temporal order of effects and discrimination between intra- and interindividual effects (N = 8020 assessments within students). An increased intraindividual level of enjoyment positively predicted subsequent effective use of learning strategies, whereas effective use of learning strategies did not predict students’ subsequent enjoyment on the intraindividual level. Interindividual differences in enjoyment and effective use of cognitive learning strategies were unrelated, whereas negative relations were found for boredom and effective strategy use. On the intraindividual level, boredom and effective strategy use were unrelated. 相似文献
14.
The use of self-generated drawings has been found to be a powerful strategy for problem solving. However, many students do not engage in drawing activities. In this study, we investigated the effects of the enjoyment of the drawing strategy, anxiety about the drawing strategy, and prior intramathematical performance on the use of the drawing strategy and modelling performance. We explored the role of the drawing strategy as a mediator between emotions and modelling and whether intramathematical performance moderated the effects of emotions (N = 220, mean age 14.5 years). Enjoyment and anxiety with respect to generating drawings and intramathematical performance predicted the use of the drawing strategy. Enjoyment positively affected modelling performance indirectly via the use of the drawing strategy. Anxiety negatively affected modelling performance via the use of the drawing strategy for students with lower intramathematical performance. Our findings demonstrate that experiencing activating emotions (i.e., enjoyment and anxiety) with respect to strategies and prior intramathematical performance are important for strategy use and modelling performance. Implications for the theory of self-generated drawing and the control-value theory of achievement emotions and practical implications for training and supporting the drawing strategy are discussed. 相似文献
15.
This study reports on the development of achievement emotions and coping/emotion regulation in primary to secondary school-aged children and adolescents. Based on two longitudinal cohorts (Grades 2–5; Grades 4–7), latent growth models were used to analyze the development of achievement emotions and coping strategies separately as well as simultaneously. The results show that enjoyment decreases across grades, whereas boredom increases, with substantial changes between Grade 5 and Grade 7. Consistently, the development of enjoyment is positively associated with the development of problem-focused coping and palliative emotion regulation, whereas the development of boredom is positively associated with the development of avoidant coping and anger-related emotion regulation. Moreover, the relation between problem-focused coping and boredom, as well as between avoidant coping and enjoyment, depends on the age group. The results are discussed regarding the organization of learning environments in classes to prevent unfavorable developmental patterns of achievement emotions. 相似文献
16.
L. R. B. Elton 《International Journal of Science Education》2013,35(1):25-44
Summaries English The paper discusses the reasons why students may be deficient in mathematics on entering universities and investigates methods of diagnosis and remedy with the help of illuminative evaluation techniques. The bulk of the paper concentrates on the improvement of manipulative skills and concludes that more deficiencies arise from students having forgotten material which they had learned before than from any other cause, and that deficiencies due to this cause, while readily remediable, can cause great difficulties later, if not remedied early. Deficiencies due to failure of understanding concepts and notation are discussed briefly in an appendix by J. Nuttall. 相似文献
17.
Mechanisms of moral disengagement in violent video game play have recently received considerable attention among communication scholars. To date, however, no study has analyzed the prevalence of moral disengagement factors in violent video games. To fill this research gap, the present approach includes both a systematic literature review and a content analysis of moral disengagement cues embedded in the narratives and actual game play of 17 top-ranked first-person shooters (PC). Findings suggest that moral disengagement factors are frequently embedded in first-person shooters, but their prevalence varies considerably. Most violent video games include justifications of the portrayed violence, a distorted portrayal of consequences, and dehumanization of opponents. Implications of the findings for research on violent games are discussed. 相似文献
18.
Although teacher enthusiasm is a relevant variable in the teaching context, a clear definition is still lacking. Research on teacher enthusiasm is characterized by ambiguous conceptualizations of enthusiasm as either an affective characteristic of teachers or behaviors of expressiveness. Integrating these two notions, a new conceptualization of dispositional teacher enthusiasm, defined by teachers' positive affect and positive emotional expressivity, was developed. It was hypothesized that dispositional teacher enthusiasm would relate to students' interest, mediated by students' perceived teacher enthusiasm. Based on a correlational study design, secondary teachers (N = 75) from Switzerland reported on their enthusiasm, complemented by student ratings (N = 1523) on perceived enthusiasm and interest. Multilevel structural equation modeling revealed that dispositional teacher enthusiasm positively predicted students' interest, which was fully mediated by students' perceived enthusiasm, providing the basis of a valid definition of teacher enthusiasm. Based on this integrative definition, implications for future research are discussed. 相似文献
19.
在现代社会中,一项体育运动是否具有美感,即是否具有观赏性,对该项运动的推广与发展及其重要。武术散打作为中华民族传统体育项目,不仅表现出竞技精神,而且更是承担彰显中华民族传统美与哲这一任务的重要载体。文章通过观看多场武术散打比赛的录像和现场进行分析和讨论,从体育美学角度探析武术散打比赛的观赏性,旨在为提高武术散打比赛的观赏价值以及促进武术散打项目的推广和发展提供一定的建议。 相似文献
20.
Although intelligent tutoring systems (ITSs) are increasingly used, it is unclear which psychological processes precede students' learning gains. Using a pre- and posttest design, the present study examined a sequence of psychological processes informed by control value theory. We investigated (a) whether secondary school students' topic-related cognitive appraisals (value and control) affected their task-related affective (enjoyment and boredom) and cognitive (engagement and performance) outcomes while using the ITS and (b) whether task-related outcomes affected learning. Path analyses showed that students’ topic-related interest, but not perceived utility, personal importance or self-efficacy, was associated with task-related enjoyment. In turn, enjoyment showed reciprocal effects on and of engagement and ongoing task performance, which predicted final performance and, ultimately, learning gains. The influence of boredom, in contrast, was minimal along this sequence. More generally, the findings highlight the difficulty of establishing a clear pattern of sequential causation derived from control value theory for the current ITS context, with evidence demonstrating the systematic influence of confounders accounting for the predicted relations among components. Despite these limitations, we identified key psychological processes involving the contribution of affective and cognitive processes to learning in the ITS context. 相似文献