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1.
Education researchers have consistently linked students' perceptions of “fitting in” at school with patterns of motivation and positive emotions. This study proposes that “standing out” is also helpful for producing these outcomes, and that standing out works in concert with perceptions of fitting in. In a sample of 702 high school students nested within 33 classrooms, principal components analysis and confirmatory factor analysis were each conducted on half of the sample. Results support the proposed structure of measures of standing out and fitting in. Multilevel latent profile analysis was then used to classify students into four profiles of standing out while fitting in (SOFI): Unfulfilled, Somewhat Fulfilled, Nearly Fulfilled, and Fulfilled. A multinomial logistic regression revealed that students of color and those on who paid free/reduced prices lunch were overrepresented in the Unfulfilled and Somewhat Fulfilled profiles. A multilevel path analysis was then performed to assess the direct and indirect associations of profile membership with measures of task value and achievement emotions. Relative to the other profiles, students in the Fulfilled SOFI Profile express greater psychological membership in their classrooms and, in turn, express higher valuing of academic material (i.e., intrinsic value, utility value, and attainment value) and more positive achievement emotions (i.e., more enjoyment and pride; less boredom, hopelessness, and shame). This investigation provides critical insights on the potential benefits of structuring academic learning environments to foster feelings of distinctiveness among adolescents; and has implications for cultivating identities and achievement motivation in academic settings.  相似文献   

2.
This longitudinal paper draws on data from a larger ongoing project and examines how students conceive of their opportunities to influence their study environment and how this may be related to their self-efficacy beliefs and their study motivation. Interpretative Phenomenological Analysis (IPA) was used to analyze semi-structured in-depth interviews of 10 students of a Masters Program in Engineering. The results indicate that most students had confidence in their opportunities to influence their study environment and believed influencing could increase self-efficacy beliefs and study motivation. The high content of problem solving in courses was the principal motivator. Students that either perceived their opportunities to influence the study environment as not highly important or as satisfactory were more motivated and performed better than other students. Findings have implications for students’ motivation and performance if educators inform students of their formal and informal opportunities to influence their study environment.
Tomas JungertEmail:
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3.
Baumeister asks what a grand theory of motivation might look like, and he identifies the key problems, challenges, and opportunities that need to be considered in its pursuit. I address four of these challenges—how to define motivation, whether motivation is a state or a trait, the primacy of motivation in psychology, and the necessity to not only manage motivational conflict but also to vitalize motivational assets. I focus primarily, however, on the key obstacle that prevents a grand theory—our non-shared assumptions about the nature and dynamics of motivation. I suggest we capitalize on new advances in statistics, methodology, and technology to test what used to be untestable assumptions about motivation. Shared assumptions are necessary for a coherent science, and only a coherent science is capable of constructing a general theory.  相似文献   

4.
The opponent-process theory, a dynamic model of acquired motivation presented by Solomon and Corbit (1974), was applied to the process of breastfeeding. A modified form of the Nowlis Mood Adjective Checklist (MACL, Nowlis, 1965, 1970) and a discomfort measure were used in assessing through recall the affective course predicted by the theory. The data were analyzed using multivariate analysis of variance (MANOVA) and correlational procedures. Results were highly significant: Women who breastfed for relatively long periods recalled positive affective responses while the baby was at breast and a subsequent negative or dysphoric response. The additional characteristics of acquired motivation, habituation, and withdrawal, were also evidenced in the data. As a control for possible confounding demand characteristics inherent in the methodology, a sample of childless women was surveyed using an "as-if" form of the same questionnaire. Very little similarity to the breastfeeders was found in the pattern of responses yielded by this group. It was concluded that our major findings are quite likely free of influence from this source.  相似文献   

5.
The present study investigated whether employees are merely interested in hearing good news about themselves, as predicted by self‐enhancement theory, or are more interested in feedback that confirms their self‐concept, as predicted by self‐verification theory. We examined in a field study whether self‐view certainty serves as a moderator and strengthens the effect of congruence between individuals' self‐views and the performance feedback they receive about these self‐views on feedback reactions. Polynomial regression results revealed that people mainly reacted favourably to positive feedback. Prior self‐views did not play a key role in explaining feedback reactions. As feedback scores were the main determinant of feedback reactions, it seems that feedback reactions are dominated by self‐enhancement strivings and that self‐verification strivings are less prominent. Little support was found for the moderating role of self‐view certainty.  相似文献   

6.
Previous research has identified the role of perceived peer hierarchies, or organizational structures, in affecting students’ adjustment to school (Lease et al. 2003, Journal of Early Adolescence, 23, 194–217). The purpose of this study was to examine whether middle school classrooms can be described in terms of the perceived status individual students hold for who will and will not be ‘liked’ by the teacher. Specifically we examined: (1) Do students share a mutually agreed on representation, a perceived organizational structure, for describing relative status with their teacher? (2) Are teachers perceived as systematically favoring girls or boys? (3) Are peers’ perceptions of teacher liking associated with individual students’ social and academic motivation and relationship quality with teachers? (4) Are students identified by peers as ‘not liked’ at risk for long-term teacher rejection and underachievement? And, (5) What are the underlying criteria students use to judge teacher likeability? Data for this study were drawn from peer ratings from 516 (262 boys, 254 girls) middle school students in 20 classrooms. Findings indicate multidimensional scaling techniques can be used to map the ‘teacher-liking space,’ accounting for  > 90% of the variability in peers’ ratings of teacher likeability. Additionally, findings indicate perceived status in the teacher-liking space has consequences for students’ achievement and teacher relationship quality.  相似文献   

7.
8.
Medical semiotics in the 18th century was more than a premodern form of diagnosis. Its structure allowed for the combination of empirically proven rules of instruction with the theoretical knowledge of the new sciences, employing the relation between the sign and the signified.  相似文献   

9.
10.
The developmental sources of the link between stylistic externality and food-related externality found in the obese by Schacter and others were explored by testing whether the externality phenomena that have been found to differentiate obese and normal adults are also discriminators of obese and normal children. The results suggest that obese children as young as 7-12 years of age show an external responsiveness to salient food cues but not yet a generally external perceptual style. The implications of these findings for the development of obese externality are examined.  相似文献   

11.
A full account of the social production of knowledge requires an understanding of how schools of thought fail, as well as succeed. This paper offers a sociology of knowledge analysis of the collapse of neo-Freudianism as a separate school of psychoanalysis and influential intellectual current. While the existing literature stresses personal conflicts between Karen Horney, Erich Fromm and Harry Stack Sullivan as a major cause of the failure of cultural psychoanalysis, my analysis highlights the sect-like nature of Freudian institutes, the professionalizing dynamics of American psychoanalysis, the contribution of the celebrity-dominated book market and culture, and the highly controversial nature of Erich Fromm's writings and intellectual activity. Neo-Freudianism is conceptualized as a hybrid system that is a combination of a literary phenomena, intellectual movement, faction of a sect, theoretical innovation and therapy. This analysis of hybrid intellectual systems raises larger sociology of knowledge questions about schools of thought and intellectual movements. © 1998 John Wiley & Sons, Inc.  相似文献   

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13.
The main objectives were to determine (a) if physical fitness superiority of athletes over nonathletes increases as a function of age, and (b) if the magnitude of athlete-nonathlete fitness differences are the same in males as in females, and if these differences are consistent across ages. Approximately 3,000 students in grades 3, 7, and 11 (ages 9, 13, and 17 years) were tested on measures of static and explosive muscular strength, static and dynamic muscular endurance, cardiovascular endurance, and flexibility. MANOVA and follow-up univariate ANOVAs indicated that the higher the grade, the better the performance; males outperformed females on all measures except flexibility; and athletes were superior to nonathletes on all six test items. Furthermore, (a) there was no difference between athletes and nonathletes at grade 3, athletes were considerably better than nonathletes by grade 7, and the magnitude of the difference was virtually the same at grade 11, (b) the fitness superiority of athletes over nonathletes was essentially of the same magnitude for males as for females at each grade level.  相似文献   

14.
The experiment was designed to test differential predictions derived from dual-coding and depth-of-processing hypotheses. Subjects under incidental memory instructions free recalled a list of 36 test events, each presented twice. Within the list, an equal number of events were assigned to structural, phonemic, and semantic processing conditions. Separate groups of subjects were tested with a list of pictures, concrete words, or abstract words. Results indicated that retention of concrete words increased as a direct function of the processing-task variable (structural < phonemic 相似文献   

15.
Abstract.— Gibson has advocated a pure higher-order stimulus theory of perception. Johansson has agreed that the stimuli for perception are higher order variables of stimulation. However, unlike Gibson, Johansson assigns an important role to decoding principles in determining perception. Evidence is reviewed to show that percept-percept relations are involved in perception. On this ground it was argued that the prospects for a successful pure-stimulus theory are poor and that Johansson's views should be elaborated to include various types of decoding principles.  相似文献   

16.
Online reviews are critical in consumer decision-making regarding making online purchases. Given that reviews allow consumers to leave personal feedback about a product or service, it is unclear why some choose not to. This study is an examination of whether consumers tend to perceive no feedback as a sign of risk in online product listings along with the effects of no feedback on purchase intention. Regulatory focus theory is also applied to elucidate the differences in perceived risk between offerings with either high or low numbers of transactions accompanied by no feedback. Through online survey, data were gathered with 450 participants who had used any online marketplaces within 3 months. Consumers with a focus on both prevention and promotion perceive higher risk when there are many transactions with no feedback (high number of no-feedback condition), whereas consumers with a promotion focus perceive significantly lower risk when there are few transactions with no feedback (low number of no-feedback condition). From the analyses of regression and structural equation modeling, perceived risk negatively affected purchase intention in both the high and low number of no-feedback condition. Also in both the promotion and prevention focus groups, purchase intention is significantly higher in the low no feedback condition than the high no feedback. This study's findings confirm that consumers perceive offerings with high no feedback as high risk.  相似文献   

17.
In three experiments, we traced the development of the adult pattern of judgments of attractiveness for faces that have been altered to have internal features in low, average, or high positions. Twelve-year-olds and adults demonstrated identical patterns of results: they rated faces with features in an average location as significantly more attractive than faces with either low or high features. Although both 4-year-olds and 9-year-olds rated faces with high features as least attractive, unlike adults and 12-year-olds, they rated faces with low and average features as equally attractive. Three-year-olds with high levels of peer interaction, but not those with low levels of peer interaction, chose faces with low features as significantly more attractive than those with high-placed features, possibly as a result of their increased experience with the proportions of the faces of peers. Overall, the pattern of results is consistent with the hypothesis that experience influences perceptions of attractiveness, with the proportions of the faces participants see in their everyday lives influencing their perceptions of attractiveness.  相似文献   

18.
Objectives: To investigate whether the perceptions of different domains of the learning environment in physical education, such as perceived teacher feedback, perceived challenge, perceived competitiveness and perceived threat to sense of self, are related to intrinsic motivation.Method: School children (N=783; n=375 boys, n=408 girls) aged 12–15 yrs completed three questionnaires. The physical education learning environment scale (PELES) was used to investigate the perceived threat to sense of self, perceived challenge and perceived competitiveness. The perceptions of the teacher’s feedback (PTF) questionnaire was developed for this study. The construct validity of factor structure of the instrument was confirmed by confirmatory factor analysis (CFA). Students’ intrinsic motivation was assessed by the intrinsic motivation inventory (IMI).Results: For middle school students, the most important predictors of intrinsic motivation were the perceived threat to sense of self, perceived challenge and perceived positive general feedback. Exploratory factor analyses (EFA) and CFA provided evidence of the adequate construct validity for the PTF and confirmed the construct validity for the PELES.Conclusion: Teachers need to create a learning environment that leads students to perceive it as non-threatening and challenging. They should seek to provide positive general feedback to create a more stimulating learning environment.  相似文献   

19.
What are the implications of seeing others as they see themselves? That is, does viewing others accurately have consequences, positive or negative, to relationship evaluations (e.g., liking)? To address this, the current article provides a comprehensive review of the personality accuracy literature and discusses related work from the self-verification and empathic accuracy domains. We specifically explore whether the consequences of accurate perceptions could be influenced by two key categories of moderators: the context of the impression (e.g., high vs. low stakes) and content of the impression (e.g., desirability of traits). Lastly, we discuss future directions to aid our understanding of this question.  相似文献   

20.
The "principle of linguistic relativity" holds that, by way of grammatical categorization, language affects the conceptual representations of its speakers. Formal gender systems are a case in point, albeit a particularly controversial one: Previous studies obtained broadly diverging data, thus giving rise to conflicting conclusions. To a large extent, this incoherence is related to task differences and methodological problems. Here, a priming design is presented that avoids previous problems, as it prevents participants from employing gender information in a strategic manner. Four experiments with German native speakers show priming effects of the prime's grammatical gender on animate and nonanimate targets, an effect for the prime's biological gender on animate targets, but no effect for the prime's biological gender on nonanimate targets, and thus speak against an effect of language on thought for German gender.  相似文献   

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