The present study explores the effect of perceived teacher support on three forms of thinking related to creativity. Tests of convergent thinking (by means of the Remote Associates Test), insight thinking (explored through a brain‐teaser test), and divergent thinking (by means of a verbal creativity test) were given to 512 middle school students in China, along with assessments of their perceived teacher support and creative self‐efficacy. The results of this study indicate that perceived teacher support positively predicts convergent thinking and insight thinking, with creative self‐efficacy playing a partial mediating role between perceived teacher support and convergent thinking. However, no significant relationships were found between perceived teacher support and divergent thinking. The findings partly lend support to the expectancy–value model of achievement motivation that teacher’s behavior influences student performance through self‐belief pathway. 相似文献
Prolonged quiet eye (QE) duration is associated with greater performance in various types of targeting and interceptive tasks. However, the mechanism by which QE affects performance remains debatable. This study aimed to test the validity of the pre-programming and online control hypotheses using electromyography (EMG), electrooculography (EOG) and electroencephalography (EEG) during a golf putting task. Twenty-one college students were recruited for this study. Each participant performed 100 golf putting trials during which the putting performance, EMG, EOG, and EEG signals were recorded. The QE duration including the pre- and post-movement initiation components, and movement-related cortical potentials (MRCPs) were analyzed off-line. We found that successful putts were associated with longer QEtotal (the total QE duration from QE onset to QE offset), QEpre (QE occurring before movement initiation), and QEpost (QE occurring after movement initiation) durations than failed putts. Greater cortical activation in the MRCPs was observed within the prefrontal, premotor, and parietal cortices during successful putts compared with failed putts. These findings suggest that QE serves both pre-programming and online control roles in supporting golf putting performance.
Metastable-state alloy powders are usually synthesised by milling and occur as products of mechanical alloying (MA), but they are rarely used as starting materials for other MA processes. In this work, metastable-state alloy powders, including supersaturated solid-solution Cr(Mo)s and amorphous Cr(Mo)a were prepared in advance. Then, the Cr(Mo)s/Cr(Mo)a powder mixture was mechanically alloyed with elemental Cu to form Cu–Mo–Cr alloy. The effects of the metastable-state powder Cr(Mo)s/Cr(Mo)a on MA of the immiscible Cu–Mo–Cr system were evaluated. Phases and microstructures of the milled powders were analysed by XRD and TEM, respectively. The results show that amorphous Cu-60wt.%Cr(Mo) and supersaturated solid-solution Cu-20wt.%Cr(Mo) alloy powders can be synthesised by MA. It is concluded that MA of the Cu–Mo–Cr ternary alloy system is significantly promoted when elemental Cu powder is milled with metastable-state alloy powder Cr(Mo)s/Cr(Mo)a. Furthermore, the promoting effect of amorphous Cr(Mo)a on MA the Cu–Mo–Cr alloy system is much greater than that of supersaturated solid-solution Cr(Mo)s, during the milling process. 相似文献