Activity Achievement Emotions and Academic Performance: A Meta-analysis     

Camacho-Morles  Jesús  Slemp  Gavin R.  Pekrun  Reinhard  Loderer  Kristina  Hou  Hanchao  Oades  Lindsay G. 《Educational Psychology Review》2021,33(3):1051-1095

Educational Psychology Review - Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome...  相似文献   

重评“大明宝钞”   总被引：1，自引：0，他引：1  

赵善轩  李新华 《江西师范大学学报(哲学社会科学版)》2005,38(1):65-74

“大明宝钞”从洪武八年(1375)发行起,其购买力一直下跌,加上纸币流通不广,且认受性低,故在15世纪初期已经完全被市场淘汰,只有官府仍然有限度地使用。传统史家一般把明代纸币失败的原因,归咎于政府滥发钞票所致,这似乎把问题过于简单化,而忽略货币制度的设计与推行的问题。“大明宝钞”失败的原因除了因为发钞过多外,其致命伤更在于制度上的设计不足,特别是明政府在未建立公众信心以前,没有效法宋、元为纸币设立准备金制度,以稳固“大明宝钞”的币值。  相似文献   

Infants' perception of object trajectories     

Johnson SP  Bremner JG  Slater A  Mason U  Foster K  Cheshire A 《Child development》2003,74(1):94-108

Filling in the gaps in what humans see is a fundamental perceptual skill, but little is known about the developmental origins of occlusion perception. Three experiments were conducted with infants between 2 and 6 months of age to investigate perception of the continuity of an object trajectory that was briefly occluded. The pattern of results across experiments provided little evidence of veridical responses to trajectory occlusion in the youngest infants, but by 6 months, perceptual completion was more robust. Four-month-olds' responses indicated that they perceived continuity under a short duration of occlusion, but when the object was out of sight for a longer interval, they appeared to perceive the trajectory as discontinuous. These results suggest that perceptual completion of a simple object trajectory (and, by logical necessity, veridical object perception) is not functional at birth but emerges across the first several months after onset of visual experience.  相似文献   

Students’ conceptions of assessment: Links to outcomes     

Gavin T.L. Brown  Gerrit H.F. Hirschfeld 《Assessment in Education: Principles, Policy & Practice》2008,15(1):3-17

Students conceive of assessment in at least four major ways (i.e., assessment makes students accountable; assessment is irrelevant because it is bad or unfair; assessment improves the quality of learning; and assessment is enjoyable). A study in New Zealand of 3469 secondary school students’ conceptions of assessment used a self‐report inventory and scores from a standardised curriculum‐based assessment of reading comprehension. Four inter‐correlated conceptions based on 11 items were found with good psychometric properties. A path‐model linking the four correlated conceptions with student achievement in reading, while taking into account student ethnicity, student sex, and student year, had good psychometric properties. The conception that assessment makes students accountable loaded positively on achievement while the three other conceptions (i.e., assessment makes schools accountable, assessment is enjoyable, and assessment is ignored) had negative loadings on achievement. These findings are consistent with self‐regulation and formative assessment theories, such that students who conceive of assessment as a means of taking responsibility for their learning (i.e., assessment makes me accountable) will demonstrate increased educational outcomes.  相似文献   

Welcoming nora: a family event     

Walsh AJ  Walsh PR  Walsh JM  Walsh GT 《The Journal of perinatal education》2011,20(3):126-129

In this column, Allison and Paul Walsh share the story of the birth of Nora, their third baby and their second child to be born at home. Allison and Paul share their individual memories of labor and birth. But their story is only part of the story of Nora's birth. Nora's birth was a family event, with Allison and Paul's other children very much part of the experience. Jane and Gavin share their own memories of their baby sister's birth.  相似文献   

Collective Trolling as a Form of Organizational Resistance: Analysis of the #Justiceforbradswife Twitter Campaign     

Gavin L. Kirkwood  Holly J. Payne  Joseph P. Mazer 《Communication Studies》2019,70(3):332-351

This case study analyzed Twitter posts from the #JusticeForBradsWife campaign against the Cracker Barrel (CB) restaurant chain. Participants in the counterinstitutional movement employed diverse message strategies of humor and resistance in using social media as a site for discourse. Thematic analysis of the most influential users revealed humor strategies including: connecting to popular culture, political comic relief and using hyperbole. Participants’ resistance strategies included: making calls for action, critiquing CB products and business partners, attacking CB patrons, critiquing CB’s social media management, and offers of support from outside organizations. These strategies reflected collective trolling, where trolling behaviors created a hidden and public hybrid form of collective resistance from nontraditional stakeholders who had contradictory goals. Implications and directions for future research are discussed.  相似文献   

The effects of load on system and lower-body joint kinetics during jump squats     

Gavin L. Moir  Jared M. Gollie  Shala E. Davis  John J. Guers  Chad A. Witmer 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):492-506

To investigate the effects of different loads on system and lower-body kinetics during jump squats, 12 resistance-trained men performed jumps under different loading conditions: 0%, 12%, 27%, 42%, 56%, 71%, and 85% of 1-repetition maximum (1-RM). System power output was calculated as the product of the vertical component of the ground reaction force and the vertical velocity of the bar during its ascent. Joint power output was calculated during bar ascent for the hip, knee, and ankle joints, and was also summed across the joints. System power output and joint power at knee and ankle joints were maximized at 0% 1-RM (p < 0.001) and followed the linear trends (p < 0.001) caused by power output decreasing as the load increased. Power output at the hip was maximized at 42% 1-RM (p = 0.016) and followed a quadratic trend (p = 0.030). Summed joint power could be predicted from system power (p < 0.05), while system power could predict power at the knee and ankle joints under some of the loading conditions. Power at the hip could not be predicted from system power. System power during loaded jumps reflects the power at the knee and ankle, while power at the hip does not correspond to system power.  相似文献   

R Tricks for Kids     

W. John Braun  Bethany JG White  Gavin Craig 《Teaching Statistics》2014,36(1):7-12

Real‐world phenomena simulation models, which can be used to engage middle‐school students with probability, are described. Links to R instructional material and easy‐to‐use code are provided to facilitate implementation in the classroom.  相似文献   

Constraints on Conceptual Change: How Elementary Teachers’ Attitudes and Understanding of Conceptual Change Relate to Changes in Students’ Conceptions     

Gavin W. Fulmer 《Journal of Science Teacher Education》2013,24(7):1219-1236

Like their students, teachers may hold a variety of naïve conceptions that have been hypothesized to limit their ability to support students’ learning. This study examines whether changes in elementary students’ conceptions are related to their teachers’ content knowledge, attitudes, and understanding of conceptual change. The study takes place in the context of the adoption of a new unit on seasonal change in which students build and use sundials to observe seasonal differences in the apparent motion of the Sun across the sky. A mixed-method approach is used. Data sources include pre- and post-tests for students and teacher interviews and questionnaires. Results indicate that changes in students’ conceptions may be related to their teachers’ knowledge of the content, attitudes toward science, and understanding of conceptual change. One teacher had low attitude toward science and limited knowledge of conceptual change. After instruction, her students’ responses became less accurate but more homogeneous than before instruction. The other teacher had high attitude and moderate knowledge of conceptual change. Her students showed gains from pre- to post-test, including responses that were more scientifically accurate than the teachers’ initial answers.  相似文献   

Achieving agri-environmental policy outcomes using models of institutional change     

Stuart Morriss  Mark Paine  Terry Parminter  Gavin Sheath  Roger Wilkinson 《The Journal of Agricultural Education and Extension》2013,19(3):127-137

Abstract

Institutions involved in public policy and technological innovation are concerned with processes that influence the behaviour of people. This paper reports on research in the New Zealand dairy industry that is seeking to develop improved process models for managing change in a range of policy, industry and business contexts. The Practice Interplay Model was used to evaluate mediating methods for negotiating environmental and production outcomes within the context of a farm dairy effluent management case study. Significant misalignments between research, farming, extension and policy practitioners' expectations and perceptions of factors required for effective farm dairy effluent management were found. The combination of interactive workshops linked to quantitative verification and testing and follow-up interviews enabled a depth of investigation that was rich in information yet cost-effective in terms of research resources. The process used identified opportunities to change the actions of system participants and alignment between them. It enabled strategies to be agreed that would continually improve and strengthen the process of change. Further development and application of the Practice Interplay Model to policy problems, including the ongoing development of tools and techniques used within the methodology, has the potential to break though into a new policy-development paradigm in New Zealand.  相似文献