The psychological characteristics of experiences that influence science motivation and content knowledge     

Meghan Bathgate  Christian Schunn 《International Journal of Science Education》2013,35(17):2402-2432

ABSTRACT

While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural–cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.  相似文献   

Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland     

Brett D. Jones  Sumeyra Sahbaz  Asta B. Schram  Jessica R. Chittum 《International Journal of Science Education》2013,35(8):1089-1108

ABSTRACT

We investigated students’ perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students’ class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students’ science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students’ perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students’ career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students’ perceptions of science classes and their career goals.  相似文献   

Classification of learning outcomes: evidence from the computer games literature   总被引：1，自引：0，他引：1  

Harold F. O'Neil  Richard Wainess  Eva L. Baker 《Curriculum Journal》2013,24(4):455-474

Following up on an earlier issue of The Curriculum Journal (Vol. 16, No. 1), this article focuses on learning outcomes in the context of video games. Learning outcomes are viewed from two theoretical frameworks: Kirkpatrick's levels of evaluation and the CRESST model of learning. These are used to analyse the outcomes claimed in journal articles that report empirical work, indicating the usefulness of the frameworks, and the necessity to consider the role of affective learning. The article ends with some comments on the relationship of instructional design to effective games and learning outcomes.  相似文献   

High school students’ scientific epistemological beliefs,motivation in learning science,and their relationships: A comparative study within the Chinese culture   总被引：1，自引：0，他引：1  

Tzung-Jin Lin  Feng Deng  Ching Sing Chai  Chin-Chung Tsai 《International Journal of Educational Development》2013

This study explored the differences in high school students’ scientific epistemological beliefs (SEBs), motivation in learning science (MLS), and the different relationships between them in Taiwan and China. 310 Taiwanese and 302 Chinese high school students’ SEBs and MLS were assessed quantitatively. Taiwanese students generally were more prone to believe that scientific reality is invented, the development of scientific knowledge is culture-dependent, and scientific knowledge is always changing and its status is tentative than the Chinese students were. Yet, the Taiwanese students perceived higher test anxiety in science than the Chinese students did. Moreover, Chinese students who have a stronger belief that science knowledge is changing and tentative are more likely to perceive themselves as having higher test anxiety in science. The results suggest that the role of culture might have an impact on students’ SEBs and their MLS.  相似文献   

注册会计师诚信危机之诱因探讨     

许卫军 《黄山学院学报》2005,7(1):69-71

频频爆发的上市公司财务丑闻与注册会计师职业道德和诚信的缺失密切相关。引发注册会计师职业道德滑坡诚信危机的主要原因在于市场竞争的压力,竞逐利润的动机和市场不完善提供的机会。  相似文献   

女娲神话考源     

汤云航 《承德师专学报》2000,(3)

语言中的造词理据与汉字中的构形理据是先民观照、体察、感悟“名”“物”关系的心理镜像。由此沿波讨源,考释女娲神话起源。从造词理据看,“娲”即“蛙”;从构形理据看,“娲”为“ (锅),又源于葫芦。女娲是先民蛙图腾与葫芦图腾由共时异象分立到历时异象演化整合凝聚而成的综合性图腾,或者说,是先民生殖崇拜观念下多源混生的生殖女神。从女娲神话意象组合看,在出土文物层面,女娲神话几经演化最后定格于人类最早的炊煮器陶 (锅),饰有蛙纹、形圆腹大源于葫芦的陶 (锅)正是女娲神话的写实雕塑。  相似文献   

Children’s perceptions of factors that influence PE enjoyment: a qualitative investigation     

Matthew Domville  Paula Mary Watson  David Richardson  Lee Edwin Fisher Graves 《Physical Education & Sport Pedagogy》2019,24(3):207-219

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Students’ Self-Determination as a Consequence of Instructor Misbehaviors     

James P. Baker  Alan K. Goodboy 《Communication Research Reports》2018,35(1):68-73

The study applied self-determination theory to examine detrimental effects of instructor misbehaviors in the college classroom. Participants were 223 undergraduate students who reported on their instructor’s antagonism and lecture misbehaviors in a course, along with their basic psychological need fulfillment (i.e., autonomy, competence, relatedness) and intrinsic motivation to learn. Results indicated that (a) lecture misbehaviors were more detrimental to students’ competence and relatedness than antagonism misbehaviors; and (b) students’ intrinsic motivation to learn was influenced by students’ basic psychological needs and instructor misbehaviors.  相似文献   

Core elements in the process of citing publications: Conceptual overview of the literature     

Iman Tahamtan  Lutz Bornmann 《Journal of Informetrics》2018,12(1):203-216

This study provides a conceptual overview of the literature dealing with the process of citing documents (focusing on the literature from the recent decade). It presents theories, which have been proposed for explaining the citation process, and studies having empirically analyzed this process. The overview is referred to as conceptual, because it is structured based on core elements in the citation process: the context of the cited document, processes from selection to citation of documents, and the context of the citing document. The core elements are presented in a schematic representation. The overview can be used to find answers on basic questions about the practice of citing documents. Besides understanding of the process of citing, it delivers basic information for the proper application of citations in research evaluation.  相似文献   

Protection Motivation Theory as an Explanatory Framework for Proenvironmental Behavioral Intentions     

Adam M. Rainear  John L. Christensen 《Communication Research Reports》2017,34(3):239-248

Environmental issues have become important topics in the 21st century. Communication practitioners and scholars struggle with effectively communicating the threat of climate change and other changes to the natural world, partially due to the lack of concern by the general public. We present Protection Motivation Theory as a framework for explaining proenvironmental behavioral intentions among a college sample. Participants (N = 607) responded to an online survey, and the results indicate support for the proposed model, with severity (H1), vulnerability (H2), response efficacy (H3), and self-efficacy (H4) positively predicting proenvironmental behavioral intentions and response costs (H5) negatively predicting intentions. Implications for practitioners and scholars are discussed, and areas of future exploration in this domain are identified.  相似文献