The Effects of Goal Origin and Implementation Intentions on Goal Commitment,Effort, and Performance     

Eunjin Seo  Erika A. Patall  Marlone D. Henderson  Rebecca R. Steingut 《Journal of Experimental Education》2018,86(3):386-401

Self-set goals, selected by students for themselves, have known motivational benefits leading to increased autonomy and intrinsic motivation. In spite of the motivational benefits, students often fail to accomplish self-set goals because they lack the social motivator ascribed to assigned goals. The purpose of this research was to investigate methods of increasing students' commitments to self-set goals using implementation intentions: plans for when, where, and how to work toward a goal. The results of two studies revealed that implementation intentions increased students' performance on self-set goals relative to assigned goals through enhanced goal commitment and effort. Our findings suggest that the positive effects of self-set goals are greater when they are coupled with implementation intentions.  相似文献   

Humans and Change: BlackBerry Haters to iPhone Fans     

Michelle Spencer 《Performance Improvement》2014,53(9):7-9

This article is a lighthearted look at how people's attitudes changed over time in relation to their mobile phones, what the drivers of that change were, and what we can learn from that.  相似文献   

Envisioning Equitable Classrooms That Enhance All Students’ Wonderful Ideas: A Duckworth Perspective     

Suzanne M. Nesmith  Jason F. Trumble  Sarah J. Haugh-Villareal  Kelsie S. Porter  Megan A. Schaum  Erin M. Spencer 《Journal of Latinos & Education》2014,13(3):238-239

This synopsis centers on Eleanor Duckworth’s ideas about the relationship between education and intellectual development. Specifically, Duckworth described the essence of intellectual development as the “having of wonderful ideas” and the essence of pedagogy as the creation of occasions to “have wonderful ideas.” As opposed to accepting the persistent, pernicious educational belief that there is a single, best way to understand and a single, best way of explaining this understanding, Duckworth determined that all children can come to comparable, equally satisfactory, wonderful understandings when provided occasions to do so.  相似文献   

The managers guide to understanding,detecting, and thwarting computer crime: An international performance issue     

Nick Nykodym  Lisa Kahle‐Piasecki  Erika L. Marsillac 《Performance Improvement》2010,49(5):42-47

Cyber crime poses an ever‐growing international threat to businesses. Organizations need to address this threat through a performance intervention by making managers aware of the reasons cyber crimes are committed so that they can detect and prevent them. This research details the primary types of cyber crime, describes and suggests managerial defenses to cyber crime, and reviews the importance of synchronized international legislation in the fight against cyber crime.  相似文献   

Benchmarks Curricular Planning and Assessment Framework: Utilizing Standards Without Introducing Standardization     

Erika N. Feldman 《Early Childhood Education Journal》2010,38(3):233-242

The national early learning community faces the challenge of using early learning standards and assessments to improve learning environments while preserving educators’ freedom to plan early childhood curriculum that accord with a child-centered focus and developmentally appropriate practices. Drawing on recent developments in approaches to undergraduate assessment, this article introduces an approach to curricular planning and assessment that uses state benchmarks as an umbrella structure to support curricular planning, assessment, and feedback among them. The benchmarks have a hierarchical structure that allows educators to think about benchmarks as embedded within educational goals, spanning different age-ranges, and involving activity across multiple domains of child development. The framework prompts educators to identify benchmarks for particular activities and to assess the age-appropriateness of activities and the degree to which they incorporate multiple domains of development. There are two primary curricular measures: (1) the match measure between educator predictions and observed activity, which provides timely feedback about the accuracy of educator predictions for different age-groups and across developmental domains, and (2) an open-ended measure, which provides information about the ways the children surprised educators by using the activity in an unpredicted manner. Both of these measures inform the development of classroom activities and curriculum. This article reports on the pilot implementation of this approach within an early learning program.  相似文献   

Moving toward a grand theory of development: in memory of Esther Thelen     

Spencer JP  Clearfield M  Corbetta D  Ulrich B  Buchanan P  Schöner G 《Child development》2006,77(6):1521-1538

This paper is in memory of Esther Thelen, who passed away while President of the Society for Research in Child Development. A survey of Esther Thelen's career reveals a trajectory from early work on simple movements like stepping, to the study of goal-directed reaching, to work on the embodiment of cognition, and, ultimately, to a grand theory of development--dynamic systems theory. Four central concepts emerged during her career: (1) a new emphasis on time; (2) the proposal that behavior is softly assembled from the interaction of multiple subsystems; (3) the embodiment of perception, action, and cognition; and (4) a new respect for individuality. Esther Thelen communicated these ideas to scientists and practitioners alike, so the ultimate benefactors of her work were children.  相似文献   

Quantifying coordination among the rearfoot,midfoot, and forefoot segments during running     

Tomoya Takabayashi  Mutsuaki Edama  Erika Yokoyama  Chiaki Kanaya  Masayoshi Kubo 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(1):18-32

Because previous studies have suggested that there is a relationship between injury risk and inter-segment coordination, quantifying coordination between the segments is essential. Even though the midfoot and forefoot segments play important roles in dynamic tasks, previous studies have mostly focused on coordination between the shank and rearfoot segments. This study aimed to quantify coordination among rearfoot, midfoot, and forefoot segments during running. Eleven healthy young men ran on a treadmill. The coupling angle, representing inter-segment coordination, was calculated using a modified vector coding technique. The coupling angle was categorised into four coordination patterns. During the absorption phase, rearfoot–midfoot coordination in the frontal planes was mostly in-phase (rearfoot and midfoot eversion with similar amplitudes). The present study found that the eversion of the midfoot with respect to the rearfoot was comparable in magnitude to the eversion of the rearfoot with respect to the shank. A previous study has suggested that disruption of the coordination between the internal rotation of the shank and eversion of the rearfoot leads to running injuries such as anterior knee pain. Thus, these data might be used in the future to compare to individuals with foot deformities or running injuries.  相似文献   

Learning to solve problems     

David H. Jonassen  Erika R. Gilmore 《Performance Improvement》2005,44(9):45-47

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The question book goes interactive     

Robert W. Bauer  Sandra S. Bauer  Erika R. Gilmore 《Performance Improvement》2004,43(4):45-47

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Early childhood naps initiate emotional memory processing in preparation for enhanced overnight consolidation     

Olivia Hanron  Gina M. Mason  Jennifer F. Holmes  Rebecca M. C. Spencer 《Child development》2023,94(3):721-733

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