Theories of motivation: Integration and ways forward     

《Contemporary educational psychology》2020

Motivation is fundamental to human agency and volitional behavior, and several influential theories have been proposed to explain why individuals choose or persist in a course of action (over others). New terms and concepts have proliferated as the theoretical models aim to be comprehensive, at the expense of parsimony. The theoretical models covered in this special issue each have their unique aspects and contributions, but four major dimensions cut across them: person factors comprising self (expectations, self-efficacy), social (modeling, comparisons), and cognitive aspects (self-regulation); task values; goals; and perceived costs and benefits. Motivation is determined by a complex interplay of internal and external factors, and we suggest that a greater focus on individuals’ motivation profiles, construal of situations, and metacognitive monitoring and control of goal pursuit might shed more light on the moment-by-moment decisions people make in daily life. Future research could be targeted at evaluating competing models (or perhaps more parsimonious ones) and enhancing interventions to address students who are unmotivated to excel in school.  相似文献   

新闻传媒时代下乒乓球运动的发展路径与策略     

任杰 《当代体育科技》2020,(12):39-40

新闻传媒时代下,乒乓球运动的传播渠道被拓展,影响力也逐年攀升。且该时期新闻媒体形态多元,印刷媒体、广播媒体及互联网媒体,都是新闻传媒的基本构成要素。而不同的新闻媒体,都成为乒乓球运动扩大影响力的平台,使得更多乒乓球运动的爱好者和群众可以从多元新闻渠道中感受到乒乓球运动的魅力。本研究从乒乓球运动的发展优势着手,为新闻传媒时代下乒乓球运动的发展指明方向,探索发展路径与方向。  相似文献   

一种接入路由器的设计与实现     

刘跃军 《安阳师范学院学报》2004,(5):54-55

介绍了路由器的基本工作原理及特点,并给出了一种低端路由器产品的设计方法.  相似文献   

DIIGO在大学物理实验课前预习中的应用     

叶润楠  何仁生 《现代教育技术》2008,18(4):55-57

课前预习是物理实验课程的一个先导,是不可或缺的一部分,预习结果的好坏对实验操作过程有很大的影响作用。文章将引入DIIGO来说明如何应用DIIGO使同学们能更好的进行课前预习,真正达到预习的目的。  相似文献   

Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations   总被引：1，自引：1，他引：0  

Dale H. Schunk 《Educational Psychology Review》2008,20(4):463-467

Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect processes, linking processes with academic outcomes, conducting more educational developmental research, and tying processes firmly with instructional methods. Collectively, these recommendations will enhance our understanding of metacognition, self-regulation, and self-regulated learning and will lead to solid implications for educational policy and practice.  相似文献   

Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose?   总被引：1，自引：1，他引：0  

Avi Kaplan 《Educational Psychology Review》2008,20(4):477-484

In this commentary on the special issue, I join the authors in searching for a conceptual framework that would clarify the concepts of metacognition, self-regulation, and self-regulated learning. Building on the insights of the different articles, I suggest that metacognition, self-regulation, and self-regulated learning should be considered as subtypes of the general, abstract, phenomenon of self-regulated action. I continue by questioning the benefit of seeking boundaries between these three concepts. Instead, I propose to search for dimensions along which types of self-regulated action vary. I, then, introduce the notion of a “multidimensional conceptual space of self-regulated action” as a conceptual tool that allows for diversity of conceptions of self-regulated action while maintaining conceptual clarity. I conclude by highlighting the central role of purpose of engagement in self-regulated action and by noting its potential for guiding the search for meaningful dimensions on which to typify self-regulation.  相似文献   

African American Students at Predominantly White Institutions: A Motivational and Self-Systems Approach to Understanding Retention     

Kelly A. Rodgers  Jessica J. Summers 《Educational Psychology Review》2008,20(2):171-190

Predominantly White institutions have not been as effective as historically Black institutions in retaining and conferring degrees upon African American college students. This review seeks to embed the psychological aspects of the retention process proposed by Bean and Eaton [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] in a culturally-sensitive framework and consider how African American students attending PWIs may experience the processes in retention. We first give a brief overview of Bean and Eaton’s [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] model of retention, then we propose and discuss revisions to Bean and Eaton’s model that we believe would make the model more applicable to African American students attending predominantly White institutions. Specifically, we address students’ attitudes towards their institution, academic self-efficacy, motivation, achievement goals, attributions, and ethnic and bicultural identity development. The discussion concludes with implications and directions for future study.  相似文献   

英语商标词的构词理据分析     

张必刚 《宜宾学院学报》2008,8(11)

商标词是商品的文字语言称谓,其构成是有理据的.英语商标词是根据商品的特点、性能、用途等,采用各种方法和理据,综合语言、文化、心理、市场、美学等诸学科的原理创造出来的.本文从语音、构词、语义三方面对英语商标词的构词理据进行分析,以期对我国出口商品命名起一定借鉴作用.  相似文献   

The impact of science motivation on cognitive achievement within a 3-lesson unit about renewable energies     

《Studies in Educational Evaluation》2016

Our study analyzed the influence of motivation towards science in relation individual cognitive achievement scores. 232 10th graders of college preparatory school level (‘Gymnasium’) completed a cognitive achievement test three times and a questionnaire quantifying motivation towards science once. A three-lesson module dealt with aspects of the topic renewable energies. The knowledge test was applied one week before (T-0), directly after (T-1) and six weeks after (T-2) participation in the learning module. The questionnaire on science motivation was completed at T-0 in order to receive unaffected data. A test-retest group (acting as control group) of 37 students completed the questionnaires with no intervention. Three motivational groups were selected: highly motivated, intermediate and less motivated. The intervention group showed substantial knowledge gain in short- and in long-term perspectives, almost independently of motivational levels. A positive linear relation between motivation and content knowledge was observable for each test schedule. In particular, intrinsic factors are shown to be responsible for this relationship.We recommend implementing appropriately designed educational settings to promote intrinsic aspects in order to foster performance almost independently of pre-existing knowledge and science motivation We presume pre-existing knowledge as well as learning to be influenced by motivation towards science. Also, pre-existing knowledge may influence individual motivation towards science. Consequently, beyond scientific contents, a focus on motivation of adolescents in science may lead to a synergetic effect for life-long learning.  相似文献   

Enhancing student motivation and engagement: The effects of a multidimensional intervention   总被引：2，自引：1，他引：1  

Andrew J. Martin   《Contemporary educational psychology》2008,33(2):239-269

The present study sought to investigate the effects of a multidimensional educational intervention on high school students’ motivation and engagement. The intervention incorporated: (a) multidimensional targets of motivation and engagement, (b) empirically derived intervention methodology, (c) research-based risk and protective factors, (d) established practices that nurture optimal youth development, (e) use of interpersonally skilled staff, and (f) evidence-based programming. Using a pre-/post-treatment/control group design, it was found that the self-complete intervention brought about significant shifts in motivation and engagement. Specifically, findings showed that the treatment group made positive motivation shifts on key dimensions including task management, persistence, anxiety, failure avoidance, and uncertain control. Moreover, against a large weighted external comparison group, the treatment group made positive shifts on valuing, mastery orientation, planning, task management, persistence, failure avoidance, uncertain control, and self-handicapping. Taken together, these findings attest to the potential for multidimensional educational interventions for enhancing students’ motivation and engagement.  相似文献