The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education     

Luis García-González  Javier Sevil-Serrano  Angel Abós  Nathalie Aelterman  Leen Haerens 《Physical Education & Sport Pedagogy》2019,24(4):344-358

Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration.

Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively.

Research design: Cross-sectional study.

Method: A sample of 524 secondary school students (51.1% boys, M_age?=?14.51; SD?=?1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective.

Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction.

Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed.  相似文献   

石膏/蚯蚓粪肥对赤泥团聚体结构稳定性的影响     

王琼丽  叶羽真  薛生国  江钧  朱锋  田桃 《中国科学院大学学报》2019,36(4):530-536

赤泥是氧化铝工业生产过程中排放的高碱性固体废弃物，迄今尚无经济有效的处置方法。以华中地区某堆场赤泥为研究对象，通过土培实验研究改良剂（石膏、蚯蚓粪肥、石膏+蚯蚓粪肥）对赤泥团聚体稳定性的影响。结果表明：石膏的添加能显著降低赤泥pH，而蚯蚓粪肥能显著增加赤泥有机碳含量。土培60 d时，石膏添加后赤泥pH由10.54降到8.75，蚯蚓粪肥添加后赤泥有机碳含量由3.54 g·kg^-1增加至14.31 g·kg^-1。土培180 d时，石膏、蚯蚓粪肥、石膏+蚯蚓粪肥添加后赤泥水稳性团聚体含量由12.04%分别增加到23.49%、29.24%、33.94%；团聚体平均重量直径由0.15 mm分别增加到0.26、0.30、0.34 mm；可蚀性因子由0.36分别降低到0.31、0.30、0.29。石膏和蚯蚓粪肥的添加促进水稳性团聚体形成，提高赤泥团聚体稳定性。基质改良对赤泥团聚体稳定性的影响效果依次为：石膏+蚯蚓粪肥 > 蚯蚓粪肥 > 石膏。研究结果对赤泥土壤化处置和规模化消纳研究有科学参考意义。  相似文献   

“互联网+”背景下大学生心理健康教育的“心”路径     

刘路  张远芝  何国珍  向阳  胡庆政 《包头职业技术学院学报》2020,(1):84-88

文章针对高校心理健康教育课程教学设置学时少,无法满足大学生心理健康持续发展的“心”需要的问题,讨论了如何充分发挥新媒体的功能与特性,使新媒体能够成为大学生心理健康教育的“心”出路,开启网络心理健康教育的“心”时代。  相似文献   

Postural balance and rifle stability in a standing shooting position after specific physical effort in biathletes     

Dorota Sadowska  Justyna Krzepota  Andrzej Klusiewicz 《Journal of sports sciences》2019,37(16):1892-1898

The aim of the study was to evaluate the effect of maximal specific physical effort on postural balance and rifle stability in biathletes in a standing shooting position. The study included 10 junior elite biathletes. The measurements were taken with the Vicon system and AMTI force platform. Postural balance and rifle stability characteristics were determined at rest as well as 1 and 5 min post maximal specific physical effort which was performed on a ski ergometer and continued until exhaustion. Maximal physical effort exerted a significant effect on all examined postural sway and rifle sway characteristics. The duration of the post-exercise changes was longer than 5 minutes. Higher post-effort rifle sway was observed in the vertical direction than in the across the shooting line direction. Post-effort postural balance impairment in the shooting line was much greater than in the across the shooting line direction. Moreover, a strong correlation was found between postural balance and rifle stability. Maximal physical effort influenced postural balance and rifle stability during aiming. Rifle sway during aiming in a standing shooting position seems to be coordinated with the postural sway of the biathlete’s body. Thus, an increase in postural sway contributes to greater sway and lesser stability of the rifle.  相似文献   

Performative technologies and teacher subjectivities: A conceptual framework     

Hans Englund  Jonas Gerdin 《British Educational Research Journal》2019,45(3):502-517

Critical educational literature suggests that an increased reliance upon performative technologies is currently transforming the very foundations from which teacher subjectivities are constructed. Arguably though, the number of studies pointing to this risk or tendency is considerably larger than the ones theorising why this should be the case. Further, in those cases where the relationship between performative technologies and teacher subjectivities is theorised, the psychological mechanisms that the technologies appeal to are seldom brought to the fore. Based on this, the purpose of this article is to theorise the psychological mechanisms that performative technologies appeal to and work through, by means of identifying, systematising and elaborating extant understandings of such mechanisms in the critical educational literature. The results are presented in the form of a conceptual framework (referred to as the CMIS-framework) which suggests that one and the same performative technology may play many different roles, where each such role appeals to and works through a particular psychological mechanism. Importantly, depending on the type of psychological mechanism that is appealed to, the CMIS-framework suggests that this will lead to teachers (un)consciously conducting particular forms of subjectivising work upon themselves, here referred to as compliance, mirroring, identification and self-realisation (CMIS).  相似文献   

心理距离视角下网络舆情传播意愿影响因素研究   总被引：1，自引：1，他引：0  

张晓君  黄微  李瑞 《图书情报工作》2019,63(12):86-93

[目的/意义]网络舆情传播意愿的形成是网民的一种心理活动，与心理距离密不可分。了解影响网络舆情传播意愿的主要因素，有助于监督管控部门更加卓有成效地对网络舆情进行预警和治理。[方法/过程]通过对心理距离理论的深层次剖析，对其构成进行阐述，并从时间距离、空间距离、社会距离、概率4个维度出发，做出系列理论假设，利用调查问卷法和最优尺度回归分析法，识别出主要影响因素及其重要程度。[结果/结论]最终归纳出7个影响网民改变其自身传播意愿的主要因素，即报道时间、家乡相关、向往地相关、生活相关、亲戚朋友发布、媒体官方发布、企业官方发布，从这7个影响因素出发监控舆情，可以帮助舆情管控部门更有针对性地掌控舆情的传播方向。  相似文献   

警察院校武术课程防卫控制技术训练与心理干预探析     

杨飞  董艳芳 《体育科技文献通报》2020,(5):60-61,72

社会治安问题的加剧,警察院校学生的实战技能逐渐在加强,大力开展防卫控制技能是很多警察院校重点培养后备人民警察的重要举措,通过课程的开展达到强健体魄,防身自卫,安全执法的目的。本文通过文献资料法、社会调查法,专家访谈法,对几所警察院校《防卫控制技术》课程开设情况以及学生的心理情况进行调查,分析并指出了当前防卫控制技能教学存在的主要问题,为以后更好地开展这门课程,培养更多的优秀学生提供一点参考。  相似文献   

竞技太极拳中32系列难度动作单脚支撑落地稳定性训练探析     

易鹏  王飞  夏成才  于君玲 《武汉体育学院学报》2019,53(8):76-81

基于运动人体科学与运动训练学的相关理论，采用文献分析法、参与观察法、专家访谈法、问卷调查法等研究方法，对竞技太极拳中32系列难度动作落地单脚支撑技术特征进行理论分析和规律探讨。旨在从整体上系统地理解竞技太极拳中32系列难度动作各阶段间的关系，进而准确把握此类动作训练方法设计的理论基础，从而设计科学合理的训练方法，以提高运动员32系列难度动作落地单脚支撑的稳定性。研究得出，可通过SWISS球上俯卧转体等训练提高核心肌群的协调控制能力，BOSU球上单双腿直立或半蹲等练习增强髋关节肌群的离心收缩能力和协调控制能力，仰卧屈膝足跟夹SWISS球、手法松解等方式增强膝关节不同肌群的等长收缩、向心收缩、神经协调控制能力；通过踝关节PNF拉伸、跖趾关节PNF拉伸等增强足底非固有肌离心收缩能力和柔韧性，提高足底固有肌的神经协调能力。  相似文献   

依托心理情景剧——拓展大学生心理健康教育第二课堂     

袁淑 《广东轻工职业技术学院学报》2011,10(2):59-61,67

本文探索了在大学生心理健康教育中依托心理情景剧为“第二课堂”的教育模式,从心理情景剧在我国的兴趣与发展入手,深入分析了心理情景剧的特征及应用模式,并对应用过程中的问题进行了思考。  相似文献   

职业院校新生心理问题产生原因及疏导对策     

彭敏  尹红丽 《青岛职业技术学院学报》2011,24(3):41-43

新生入学教育往往忽视对新生进行必要的心理疏导,造成一部分学生还没有真正地进入正常的学校生活就迷失了方向,产生了不良的后果。作为职业院校应根据新生心理健康问题产生的原因,做好心理疏导工作,将心理疏导融入职业院校学生素质拓展活动、教学活动、日常交流、教师队伍建设及学校的管理机制等各个方面。  相似文献