动机的目标理论

章对动机的目标研究领域的发展脉络、研究方法以及所取得的新近成果进行综述,总结各种目标理论的共同点和分歧,并对这一领域的未来发展方向做出了展望。作认为,目标理论将导致行为的情感因素、动机力量与认知过程有机结合,这体现了一种整合趋势;同时,目标理论强调目标对于人格功能、情绪以及健康的重要性,使得该领域的研究与社会生活密切相联。而这一研究领域的未来方向则是,探查动机倾向与个人目标之间的联结。     

Brief Experimental Analysis of Written Letter Formation: Single-Case Demonstration

Many students experience difficulty in acquiring basic writing skills and educators need to efficiently address those deficits by implementing an intervention with a high likelihood for success. The current article demonstrates the utility of using a brief experimental analysis (BEA) to identify a letter-formation intervention for a second-grade student with handwriting difficulties. The results suggested that the BEA led to differentiated results for letter formation interventions, and the identified intervention was implemented for 8 weeks with moderate effectiveness. Suggestions for future research are included.     

Acquisition of the Linearization Process in Text Composition in Third to Ninth Graders: Effects of Textual Superstructure and Macrostructural Organization

Two complementary experiments analyzed the acquisition of text content linearization in writing, in French-speaking participants from third to ninth grades. In both experiments, a scrambled text paradigm was used: eleven ideas presented in random order had to be rearranged coherently so as to compose a text. Linearization was analyzed on the basis of the conceptual ordering of ideas and writing fluency. The first experiment focused on the effect of superstructural facilitation (in decreasing order: 1—instructional, 2—narrative, 3—argumentative), while the second experiment studied the effect of prewriting conditions: 1—scrambled presentation, 2—macrostructural facilitation, 3—ideas given in optimal order (control condition). As expected, scores in conceptual ordering and writing fluency improved through the grade levels. Students were most successful with respect to conceptual ordering in the instructional superstructure, followed by the narrative and finally the argumentative superstructures. The prewriting assignment also had the expected effect (control better than macrostructural presentation which, in turn, was better than the random order) but only with the argumentative superstructure. Contrary to conceptual ordering, writing fluency was not affected by the type of superstructure, although we did record an effect of the prewriting condition. The results are discussed in light of Bereiter and Scardamalia’s knowledge transforming strategy (1987) taking into account cognitive development and French language curriculum.     

Struggling with self: The personal projects of students seeking psychological counselling

Personal projects can be described as self-articulated goals and related sequences of actions. In order to investigate what kind of personal projects people with psychological problems have, and how they work on them, 28 counselling client students, 44 students of psychology, and 45 students of technology completed a Finnish version of Little's (1987) Personal Project Inventory. The results showed that the clients scored lower on project accomplishment than other groups. Their personal projects were frequently self-related, while those of the technology students were often task-related. The higher their sense of coherence, self-esteem, mental health and life satisfaction, the more subjects expected to accomplish their projects, the more frequently they described task-related projects, the less negative affect they reported, and the less frequently they described self-related projects. These results suggest that psychologically distressed individuals struggle with self-related projects and have problems in accomplishing their projects.     

Contemplating Tragedy Raises Gratifications and Fosters Self‐Acceptance

Despite the reflective nature of tragedy, little research has focused on reflection's impact on “pleasure” and personal growth. Drawing from entertainment, literary, and health research, this study assessed the degree to which contemplating tragedy increases gratifications and promotes self‐acceptance. The moderating effects of life events were also examined. In an experiment, participants (N = 120) were randomly instructed to either watch a Hollywood drama and reflect, or only watch the movie (control). Results showed significant main effects on appreciation and enjoyment. Reflection increased gratifications for participants with remote loss (≥2 years) but not recent loss, and it strengthened the link between self‐perceptual depth and a 4‐week change in self‐compassion. The benefits and drawbacks of reflecting on tragedy are discussed.     

Writing to Learn the Reformation: Or,Who Was Ulrich Zwingli And Why Should I Care?

This article describes the use of “Writing to Learn” assignments in a course on the Theology of the Protestant and Catholic Reformations. These short, informal assignments promote active learning by focusing on writing as a process for critical thinking and as a way to learn the content of the course. They help students creatively engage with the texts, thoughtfully reflect on them, and critically assess their significance. This article describes the theory behind these assignments, provides examples of different types of assignments as well as excerpts from student papers, and concludes with an evaluation of their effectiveness. The students in the course found the assignments helpful in learning the content of the course and their attitude toward writing in this course significantly improved.     

Fictioning authority: Writing experience in feminist teaching and learning

This paper explores connections and tensions between practices of feminist teaching and learning and psychotherapeutic work, in relation to three areas: issues of authority, the crafting of experience into narrative account, and the production of safe (enough) spaces for exploration of (students‘/clients’) personal meanings in relation to socially structured differences and inequalities. Drawing on examples from teaching, I discuss writing as a mode of representation of personal experience that both facilitates its expression and containment, and thereby supports individual and group processes. The paper ends on a cautionary note by highlighting limits to the parallels drawn between (feminist) therapy and teaching. Nevertheless, it is argued that the challenge within both arenas is to use the power with which we as practitioners are invested to foster conditions for transforming inequalities, while maintaining the structural ambivalence of our own institutional positions.     

Michel Henry's Phenomenology of Aesthetic Experience and Husserlian Intentionality

In his essay 'The Pit and the Pyramid: Introduction to Hegel's Semiology', Jacques Derrida claims that there is a privilege of speech over writing inherent in Hegel's theory of signs. In this paper, I examine Derrida's criticism. While it is to Derrida's credit that he focusses on an area of Hegel's philosophy that has hardly been analysed, his reading is problematic in several regards. After presenting Derrida's main arguments, I pose three questions, the first of which belongs to the realm of subjective spirit, the second to objective spirit, and the third to absolute spirit. I shall then show that Hegel makes several statements in favour of a privilege of writing over speech - statements that are not merely parenthetic or marginal. Moreover, those claims that Hegel makes toward any privilege of speech are in the wrong place, namely, subjective spirit, for them to represent his final point of view.