心理—道德教育模式的建构策略

建构心理—道德教育模式,要秉承人性哲学、行动哲学、价值哲学等实践哲学。建构心理—道德教育模式,要坚持整合理念,科学把握目标设计、课程改革、队伍优化、行动研究和特色创新等操作策略。     

简论教师的心理挫折及其管理学意义

目的性行动的结果,一是目标实现,一是目标受阻。后一种结果,客观上的挫折往往要造成主观上的挫折感,这就是心理挫折。处理好教师的心理挫折,是调动教师积极性的重要方面。一、心理挫折与心理冲突(一)心理挫折概述心理挫折是人在通向目标的路上遇到自感不能克服的阻碍时所产生的一种沮丧、失意、焦虑、紧张或愤懑的心理状态。它是一     

心理学视野中的德国职教行动导向教学范式

行动导向教学是职业教育教学的一种新范式.从心理学视野对德国职教行动导向教学范式的心理基础与目标、心理过程与角色、心理特征与原则等进行解读,以进一步汲取其理论精髓.建立适合中国职教改革需要的行动导向教学范式,需要树立实施积极职业教育的新理念,树立现代职教教学设计的新概念,树立促进职校生心理发展的新观念,树立开展校本行动研究的新思维.     

大学生自我激励策略探析

大学生正处于生理、心理日趋成熟的关键阶段,这一时期的教育激励应重在加强世界观、人生观、价值观的教育。自我激励是大学生前进的不竭动力,要积极引导大学生进行自我激励:正确认识自我,具备积极心态;明确目标,制定职业生涯发展规划;树立自信心,强化成功的意识;持续行动,养成自我激励习惯;培养自我控制能力。     

大学生意志行动的初步研究

对意志行动的分析表明,意志行动具有目的性、控制性以及困难性的特点,由此构成了意志行动结构的理论依据。结合个人计划及个人计划分析的理论和方法,对732个被试的意志行动进行了初步探索,探索性因素分析发现意志行动由目标、调控能力和困苦三个因素构成,其中目标由重要性、可行性、明确性、价值性构成;调控能力由坚持性、果断性、拼搏性和控制力构成;困苦由挑战、难度和压力构成。经信效度检验符合心理测量学的基本要求,初步证明了意志行动结构的有效性。     

当代大学生的心理需求特点与成才的有效激励

当代大学生的心理需求特点与成才的有效激励刘玉玲张殿玉按照心理学揭示的规律，需要引起动机，动机支配行动，行动又指向一定的目标。这就是说，需要是人的一切行动的原动力，动机是推动和维持人的某种活动以满足一定需要的内驱力。高校教育工作者，要有效地激发大学生成...     

正确决策是前提——我的教学管理与心得

决策本是管理者为实现某目标而做出的决定,决定的对错直接影响到目标实现的结果。因此,决策必须做到正确、可行。多年的教学管理表明,校长在做出每一项决策前要做好心理、行动和语言的准备。要反复认真地考虑决策的可行性,     

隐形的翅膀

学生在成长的过程中,心理会出现一些波动,教师要及时发现、及时疏导,从语言和行动上去关心他们,引导他们树立正确的目标,用自己的行动去打造自己的未来,通过努力,让每个人的隐形翅膀,带自己飞得更高更远,实现自己的人生价值。     

励志型心理级会的实践探索

当前的高中生,学习是主题,学习心理辅导是高中心理健康教育的重要内容。高中生最大的心理困惑是学习目标与行动的不同步,他们一方面顶着巨大的学习压力,另一方面又缺乏明确志向,处于一种“无目标状态”,或者“不稳定目标状态”,     

例谈专业培训的开展

专业培训内容确定要基于需求调研,培训目标要指向三维目标,理念与行动的关系要做到＂知行合一＂,评估要体现多元视角。     

Achievement Goals and Student Well-Being

This study is concerned with the role that achievement goals may play in facilitating the psychological well-being of students. Specifically, we build on “goal theory” analysis of adaptive behavior in examining the relationship between task and ego goals, perceptions of school emphases on task and ego goals, and indices of well-being and disruptive behavior. Generally, task goals and perception of the school as emphasizing task goals were related to positive psychological well-being, and ego goals and perceiving the school as emphasizing ego goals were related to negative psychological well-being. This pattern was found for both African American and Euro-American students. However, path analyses pointed to possible different processes as operating for the African Americans and the Euro-Americans in the sample.     

高职院校创业教育目标体系构建

引入非营利性组织营销理念,构建高职院校创业教育目标体系.遵循围绕总体目标,全员参与；建立阶段性目标,全程实施；区分共性与个性化目标,分层施教；确立反馈评价目标,全程跟踪四项原则,以受教育者的创新创业素质为总目标,结合学生群体、社会市场的需求,建立多元评价主体的创业教育目标体系.     

核心素养理念下的课程目标嬗变研究

新中国成立以来,我国基础教育的课程目标主要经历了从双基到三维目标再到核心素养的变化.本文论述了这三种目标提出的时代背景、内涵特征、价值取向以及相互的关系,并以中学化学教学为例,从目标设计、内容呈现以及方式选择等方面,阐述不同取向的目标对教学实践的影响,旨在通过梳理课程改革中目标的走向,进一步深化素养导向下的课程改革.     

Are teachers’ psychological control,autonomy support and autonomy suppression associated with students’ goals?☆

This study investigated associations between student-perceived teacher behaviours and students’ personal goal orientations. Thus, the study applied theoretical concepts from self-determination theory and parenting style in an attempt to enhance understanding of additional environmental characteristics possibly affecting personal goal orientation. Moreover, it examined psychological control in a classroom context, whereas it was previously investigated mainly within parent–child relationships. Junior-high school students (n?=?191) completed questionnaires to reveal their perceptions of teacher practices and their own personal goals. The distinction between teachers’ psychological control and autonomy suppression was supported by confirmatory factor analysis; however, they were highly correlated. When regarded as two dimensions of teachers’ compelling behaviours, they associated positively with performance-approach and performance-avoidance goals and negatively with mastery goals. Teachers are advised to avoid various compelling practices.     

Multiple influences on curriculum decisions in a supercomplex world

This article extends currently reported theory and practice in the use of learning goals or targets with students in secondary and further education. Goal-setting and action-planning constructs are employed in personal development plans (PDPs) and personal learning plans (PLPs) and are advocated as practice within the English national policy agenda with its focus on personalisation. The article argues that frameworks widely used for goal setting and action planning by UK educational practitioners, in particular SMART targets or goals, have yet to be rigorously examined in the light of relevant theory and practice. Doing so is important given contemporary emphasis on the dimensions of the learner experience regarded by ‘learning to learn’ practitioners as underpinning effective learning in the modern classroom. The article draws from social cognitive theory and achievement goal theory, including Zimmerman's criteria for appropriate goals, to suggest an alternative framework for goal or target setting – ‘well-formed outcomes’, a construct from the field of neuro-linguistic programming (NLP). In comparison with SMART targets, the authors argue that well-formed outcomes offer a more rigorous and holistic approach, by taking greater account of the learner's identity, affective dimensions (feelings and emotions), social relations and values, as well as encouraging mental rehearsal.     

Goal Theory Is Not Dead—Not Yet, Anyway: A Reflection on the Special Issue

The author suggests how these papers converge in portraying the nature of motivation, learning, and achievement. That portrayal proceeds from a social—cognitive framework that stresses the centrality of goals in framing whether, when, and how students are likely to approach or avoid academic tasks. He points out, however, that approach and avoidance, although an important aspect of motivation, do not fully encompass a domain that is and has been considered the fitting purview of motivation theory and research. Especially in the realm of education, the quality of engagement that eventuates is of equal if not greater importance relative to choice and direction. However, a primary question raised in these comments relates to the nature of goals and how they operate in framing action, thought, and feelings. Some of the work reflected in the wider goal theory literature as well as in some of these papers, suggests that goals are closely linked to a varying role of self in determining the nature and direction of action, feelings, and thought. Some of the work seems to limit goals to a specific kind of objective under limited circumstances. Finally, questions are raised about whether or how the work presented would define the role of context in determining motivation. Clearly, although work reflected in these papers is truly impressive, it is impressive not just for conclusions reached but also for new questions prompted.     

Exploring the relationships among mirror neurons, theory of mind, and achievement goals: Towards a model of achievement goal contagion in educational settings

This article aimed to examine the relationship between mirror neuron and theory of mind functions and to explore their possible roles in the emergence of an achievement goal contagion in educational settings such as classrooms. Based on the evidence from different lines of research such as neurobiology, neuropsychology, social psychology, and educational psychology, a multilevel model of achievement goal contagion was suggested in order to clarify the role of the goal contagion effect in achievement-related settings such as classrooms. In the model, it was assumed that the well-known effects of perceived classroom goal structures on students’ achievement goals were mediated by students’ theory of mind and mirroring abilities while the interaction between them was examined. Finally, it was concluded that the hypothesized model of achievement goal contagion may provide a solid neurobiological and psychological basis for the effects of perceived classroom goal structures on students’ achievement goals. Educational implications and directions for future research were also discussed.     

Students’ goals and self-regulation in the classroom

This chapter argues for an understanding of action regulation as inextricably related to the motivational process of goal setting and planning. Within this conceptual framework our research has explored students’ action patterns, both in normal ongoing classroom situations and in stressful circumstances. Goals are emphasized as essential aspects of the motivational quality of activities, namely through the role they play in the regulation of action. In this study the detection of students’ behavioral goals is addressed. Several achievement and social goals are described and ways to assess students’ goal setting and planning processes are proposed. Strategies that students use to handle classroom stressors are explored. These include strategic flexible action, strategic rigid action, passive behavior, and disorganized behavior. These strategies represent distinct forms of action regulation. Relations between students’ strategies, which are viewed as indications of their control, and agency beliefs are also examined. Finally, classroom features, which might help or hinder students’ self-regulation are discussed, including teachers’ goals and students’ perceptions of teachers’ goals for classroom activities.     

Relationships among perceived competence,intrinsic value and mastery goal orientation in English and maths

A large and burgeoning literature has established that mastery goal orientations yield positive cognitive and behavioural educational outcomes. Less research has focused on the psychological antecedents of adopting mastery goals. The present study draws upon prominent psychological theories of ac motivation, specifically the expectancy-value theory of Eccles, Wigfield and colleagues (Wigfield and Eccles 2002), to explore possible antecedents of students’ mastery goals. Based on this theoretical framework, our study focused on children’s perceptions of their competencies in English and maths and how these related to intrinsic value and mastery goals for English and maths. Questionnaires were used to gather data about Year 6 (N=60) participants’ perceived competence, intrinsic value and mastery goal orientation, and correlational analyses established the direction and strength of the relationships between the perceptions. Participants were targeted for follow-up interviews (n=17) according to a matrix of low and high competence perceptions and mastery goals, with students selected from within each of six focal groups. Interview responses were reported according to emergent themes, from which we describe how the constructs under consideration relate to one another and highlight implications for educational practice.     

Raymond: A Case Study Illustrative of the Diagnostic Limitations of a Quantitative Score

ABSTRACT

The author attempted to explore potential antecedents of achievement goals and relations of teacher and parental autonomy support versus psychological control to Taiwanese adolescents’ perfectionistic tendencies. A total of 512 eighth-grade students completed self-reported questionnaires assessing variables of interest. Results indicated that perceived autonomy support versus psychological control together with perfectionistic tendencies play a role in predicting Taiwanese adolescents’ achievement goal orientations. In addition, the present findings replicated effects of autonomy-supportive versus controlling social environment consistently found in Western cultures. The author also documented profiles of adolescents with different perfectionistic tendencies. Adaptive perfectionists reported higher levels of teachers’ autonomy support and lower levels of parental psychological control than did maladaptive perfectionists. Also, adaptive perfectionists were more likely to adopt approach-oriented goals.