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1.
The present study is based on a large cross‐cultural study, which showed that a systemizing cognition type has a high impact on motivation to learn science, while the impact of gender is only indirect thorough systemizing. The present study uses the same structural equation model as in the cross‐cultural study and separately tests it for physics, chemistry, and biology. The model was confirmed for physics and chemistry, but not for biology. This is interpreted as empirical evidence for a cognitive difference between the learning of hard sciences (like physics and chemistry) and life sciences (like biology) that reflects an epistemological difference between ordered (linear) and complex (non‐linear) systems. It is concluded that a more prominent inclusion of complex issues into science teaching could motivate low and average systemizers, independent of their gender, for science learning, that is, could be a key to science for all. Thus, there is a mutual benefit between important 21st century's issues of science teaching and the need to foster students’ motivation to learn science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 147–171, 2018  相似文献   
2.
Little is known regarding the profiles of whole body donors in Muslim majority countries where donation is scarce. Therefore, this study aims to profile registered donors in Turkey by means of a survey. The explored data could be used to improve ongoing campaign efforts and ethical practices such as commemoration services. Registered donors of the donation programs at the two faculties of medicine of Istanbul University were compared with the national population and a cluster analysis was performed to reveal any concealed sub-groups. Data from 188 respondents were analyzed. The majority of registered donors were married (42%), male (65.4%), aged over 50 years (76%), held a tertiary education degree (49.7%), and were irreligious (58.5%). Cluster analysis revealed two groups with significantly different educational levels, marital statuses, and religious choices. Regarding whether their bodies could be used for education or research, the majority (64.5%) of the respondents left the decision to the anatomy department. Similarly, 73.8% approved indefinite use of their organs, body parts and/or skeletons. The respondents were also willing to share their medical history (94.2%) and personal information (81.6%) if needed. Motivational themes for body donation including usefulness, impermanence, religion, awareness, and kinship were devised after a thematic analysis. Among the respondents, 56.5% were registered organ donors and 63.3% were frequent blood donors. The results of this study provide data that may help revising informed consent forms, developing and implementing thanksgiving ceremonies, and selecting additional targets for supporting body donation campaign activities such as organ and blood donation units.  相似文献   
3.
Traditionally, cognition and emotion were believed to be independent systems; however, research in the cognitive and neurobiological sciences has shown that the relationship between cognition and emotion is both interdependent and extensive. This intimate connection between emotion and cognition is leading to a number of insights that have the potential to inform and transform educational practices at all levels—from the classroom to the curriculum to educational policy. The question that has been on my mind (and on my heart) is, as a teacher, how can I both embrace and harness the power of emotion to help my students’ learning be more meaningful, useful, and intrinsically motivated? In this article, I would like to share with you some of the effective practices that I have implemented in my classroom and how I have worked to intentionally embed the emotional aspect of learning into the framework of the courses I teach.  相似文献   
4.
The study aimed to scrutinise how incorporating Facebook into a conventional writing class might impact on students’ intrinsic motivation, self-efficacy and writing performance, and to uncover how best to provide corrective feedback on students’ writing posted on Facebook. Sixty-four subjects from an intact group were recruited by means of purposive sampling. All participants sat the pre-test measuring intrinsic motivation to study writing, writing self-efficacy and writing performance. Following the pre-test, participants attended a regular conventional writing class incorporating Facebook for four months. At the conclusion of the study, participants sat the post-test and were interviewed regarding their learning experience. Participants were also requested to indicate which type of feedback provided on FB is preferred and to justify their responses. It was found that students’ intrinsic motivation and self-efficacy, as well as writing performance, improved markedly in the post-test and that direct corrective feedback is more favoured by students. Overall, the study suggests that not only does incorporating Facebook into a conventional writing class benefit students academically, but it also helps boost their intrinsic motivation to study writing and writing self-efficacy – two critical variables that dictate success in foreign language learning.  相似文献   
5.
To enhance the academic achievements of Yi ethnic minority youths in rural school settings, the authors examined the effect of classmate support and the meditating role of ethnic identity in promoting their academic motivation. Cross-sectional survey data were collected from Yi youths sponsored by a philanthropic organization to attend local schools in Liangshan, rural China (n?=?657; 7–12 years old; 52% boys). Results of structural equation modelling showed that classmate support positively affected ethnic identity-commitment and ethnic identity-exploration, which then had positive impacts on three academic motivation outcomes: intrinsic motivation, extrinsic motivation-external and identified regulation, and extrinsic motivation-introjected regulation. The mediating effects of ethnic identity-exploration and ethnic identity-commitment were statistically significant, except for the pathway from classmate support to extrinsic motivation-introjected regulation via ethnic identity-commitment. The authors found that ethnic identity can be facilitated through building supportive classroom environment for positive academic motivations in Yi youths. Cross-cultural significance of this study is also discussed.  相似文献   
6.
自我决定理论属于学习动机研究范畴,透过理论关于四个调节阶段和三种基本需要的论述对高校学风建设中思想政治教育工作的发展趋向进行梳理,针对工作中评估工具使用不足、价值观导向不鲜明、工作分层体系不完善等问题阐述了三点启示。  相似文献   
7.
Making liberal democratic values meaningful to study in schools is a more complex issue than being a question of turning values into explicit educational goals (Schleicher) or of curing a motivational deficit (Critchley). Since values seem to play an important role in the practices and commitments of people's everyday lives, values are calling for a continual refinement of our words in relation to the world (Laverty). The purpose of this article is to offer contours of an educational language about values that acknowledges this refinement and the pedagogical work that teachers might do—by way of language—in order to sustain the living-on of what is valued and valuable to us as individuals and as societies. To this end, the article is divided into two parts. The first part takes the temperature of the current political and educational debates, offering thereby a sociopolitical background to the need of a renewed language about values. Drawing on ordinary language philosophy (Moi, Murdoch and Forsberg) and the idea that there is an intimate relationship between how we look at the world (attention) and the words we use in describing it (language). The second part of the article places the emergence of values in a particular time in history before suggesting a more existential vocabulary about values for the purpose of teaching values in schools.  相似文献   
8.
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation.  相似文献   
9.
为深入探究消费动机对休闲体育消费行为意愿的影响,以及休闲涉入、体验质量在此过程中的双重中介效应,采用文献资料、因子分析、结构方程等方法,构建了休闲体育消费结构方程模型。实证检验结果显示,消费动机、休闲涉入、体验质量对休闲体育消费行为意愿具有显著的正向影响,休闲涉入、体验价值在消费动机对行为意愿的影响过程具有双重中介效应。研究证实,休闲体育消费行为意愿生成受多重要素驱动,为充分发挥消费动机的直接效应及休闲涉入、体验质量的双重中介作用,应从适度引导消费动机、加深休闲涉入程度、增强体验质量感知等层面,提出休闲体育消费优化方案,为有效满足民生需要、推动休闲体育消费业态健康发展提供理论支撑与现实指导。  相似文献   
10.
ABSTRACT

The purpose was to examine the feasibility of the 20m shuttle run test with music and to test its concurrent validity with the original 20m shuttle run test. A total of 386 adolescents (14.5±1.6 years old, 48.9% boys) participated in our study. A self-reported questionnaire was used to assess student’s perception about the 20m shuttle run test with music and the original and to assess perceived exertion. Participants performed randomly the 20m shuttle run test with music and original two weeks apart. Average and maximum heart rate were monitored with heart rate monitors. The 20m shuttle run with music was a feasible test for measuring cardiorespiratory fitness in adolescents. The concurrent validity showed mean differences of 5.1±14.6 for shuttles, 0.3±0.8 km/h for speed, 0.5±4.1 for stages, and 1.5±4.1 for VO2max (all p<0.001) in favour of the 20m shuttle run with music vs. the original 20m shuttle run test. Mean difference for the rating of perceived exertion was 0.4±2.5 points (p=0.003). No significant difference was found between boys and girls. In conclusion, the 20mSRT-music is feasible and presents a good concurrent validity in adolescents, independently of the sex and it will be an alternative and good approach to assess cardiorespiratory fitness.  相似文献   
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