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Smiddy Nieuwenhuis Tieme W. P. Janssen Denise J. van der Mee Farah A. Rahman Martijn Meeter Nienke M. van Atteveldt 《Mind, Brain, and Education》2023,17(2):123-131
Growth mindset, the belief that personal attributes such as intelligence are malleable, has previously been related to more effort investment. Here, we investigated how undergraduates' mindset (N = 114) relates to the choice to invest effort during an arithmetic task, indexed by whether they make low vs. high effort-related choices. Social cognitive theory suggests that past performance experiences (mastery vs. failure) and physiological state are important sources for competence self-evaluations. Therefore, in addition to mindset, we also investigated how effort-related choices are influenced more dynamically, by failures and physiological responses during the task. Growth mindset and physiological effort mobilization did not predict effort-related choices but making mistakes did predict lower effort choices in the subsequent round. This study further supports the importance of mastery experiences for effort investment and provides a novel approach for integrating different levels of influence on effort-related choices during an educationally-relevant task. 相似文献
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Frans Nieuwenhuis 《海外英语》2009,(4):19-19
印度沉淀了丰富的文化习俗,而它的服装富含弹性和多样性,这点显而易见。尽管最初只有国家中的某些社会阶层或地区的人士穿着,但最终全印度的国民都接受并喜欢上了这种服装：它叫“旁遮普服”,由宽松的裤子和长衬衫组合而成,西方人常常把它与一种穆斯林裙子相混淆。 相似文献
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Harm?BiemansEmail authorView author&#;s OrcID profile Hans?Mari?n Erik?Fleur Hilde?Tobi Loek?Nieuwenhuis Piety?Runhaar 《Vocations and Learning》2016,9(3):315-332
To improve students’ transitions between successive educational levels, continuing learning pathways are being designed and implemented in many countries. This study was carried out to examine the effects of the Green Lycea (GL) as critical cases of continuing learning pathways in vocational education in The Netherlands. The GL were compared with a traditional pathway (pre-vocational secondary education and secondary vocational education offered as separate programmes) in terms of students’ learning performance and transitions. GL students and comparable students following the regular pathway yielded the same mean final exam scores for four core subjects in the first phase of their educational programmes, despite the fact that GL students took this exam one year earlier than regular students because of the acceleration of the learning trajectory in the GL programme. Regarding the students’ transitions, the GL and the traditional pathway yielded comparable percentages of students who either did or did not obtain a pre-vocational secondary education diploma; For the GL, however, the percentage of students who proceeded in secondary vocational education was higher. To conclude, it seems to be possible to improve students’ transitions between successive educational levels (with their learning performance being an important precondition) through continuing learning pathways such as the GL. In this regard, GL design characteristics as described and examined in this study can be valuable ingredients for continuing learning pathways internationally as well. 相似文献
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Cindy L. Poortman Marloes Reenalda Wim J. Nijhof Loek F. M. Nieuwenhuis 《Vocations and Learning》2014,7(2):167-190
Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In this study we explore workplace learning in dual training programs in Dutch higher professional education. To gain an understanding of these learning environments and processes, a qualitative multiple case study was conducted in seven sectors. The findings show substantial differences in learning environments between and within sectors. However, cooperation between school and practice is minimal in all of the cases. Although students develop personal and job-related competencies that are useful for daily work routines, they acquire hardly any profound theoretical knowledge at the workplace. School fails to direct workplace learning. Given the considerable share of workplace learning in dual training programs, and the demands to higher professional education graduates in terms of being able to solve complex problems and develop new knowledge during their career as reflective practitioners, it is important that these shortcomings are resolved. More promising alternatives for workplace learning environments and questions for further research to improve workplace learning in higher professional education are discussed. 相似文献
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Patricia M. Gielen Aimée Hoeve Loek F.M. Nieuwenhuis 《The Journal of Agricultural Education and Extension》2013,19(3):103-116
This paper concerns agricultural entrepreneurs involved in organizing their learning towards developing innovative and learning enterprises. In high-tech sectors, such as Dutch agriculture, this learning and innovative capacity is particularly essential for economic survival. Reviewing the literature we concluded that innovation can be seen as informal learning processes, in which social networks play an important role. Workers learn by sharing knowledge in the working team, and employers learn by creating networks of colleagues and advisors. The results of three research projects teach us that interactive learning and innovation should be analyzed from a perspective of uncertainty. Learning skills for interactive innovation, as part of the entrepreneurial craft, should comprise the capability of selecting impulses and combining newly selected impulses with existing skills and routines. Paradoxically, entrepreneurs need new impulses from weak, unknown networks to be continuously innovative. Innovative learning involves balancing the chaos of uncertainty and the old grooves of experience. Knowing how to escape this paradox forms the core competence of innovative entrepreneurship. In short, we conclude that agricultural entrepreneurs have to develop flexible expertise, based on a complex worldview to meet the demands of innovation in a changing world. Entrepreneurs should particularly be able to detect the irregularities in the world around them and to balance stability and flexibility. 相似文献
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Patricia Brouwer Mieke Brekelmans Loek Nieuwenhuis Robert-Jan Simons 《Learning Environments Research》2012,15(3):319-344
To deal with recent reforms and the accompanying complexity of work in secondary education, ongoing collaboration between teachers has become more important. A community is seen as a promising learning environment to support and embed collaboration into the culture of the school. However, community theory for the design of teacher communities seems underdeveloped. Therefore, this study aims to formulate a set of design principles to foster the development of teacher communities in secondary education. The set of design principles is based on a review of literature, as well as on a best-practice case. The case study was used to validate design principles from the literature in the target context. The resulting design principles were based on context-intervention-mechanism-outcome logic that takes into account the context-dependency of interventions as well as the mechanisms that help with understanding of how interventions produce certain outcomes. Implications for practice relate to ownership and co-design of the arrangement. The set of design principles provides a practical basis for teachers and administrators aiming to facilitate community building in their school. Future research is recommended on testing the effectiveness of the arrangement in the target context by means of a multiple case study. 相似文献
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