奥苏贝尔成就动机理论对五年制高职物理教学的启示

奥苏贝尔成就动机理论从认知驱力、自我一增强驱力、附属驱力三方面阐述了学生的学习动机。文章针对五年制高职学生的现状,根据奥苏贝尔成就动机理论,提出教师要从如下三方面入手切实培养学生的学习动机：1．展现物理的趣和美,激发和维持学生的认知驱力;2．让学生在学习过程中不断取得成功经验,促进学生自我一增强驱力的发展;3．形成教育合力,推动学生在学习上的附属驱力。     

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, however, most research either focused on knowledge or motivation (both on the students’ as well as the teachers’ side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi‐method approach in combining data obtained from test‐instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi‐level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students’ achievement; the effect was mediated by cognitive activation. Teachers’ motivation predicted students’ interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students’ interest, nor teacher motivation students’ achievement. This implies that in order to improve students’ cognitive as well as affective outcomes, both teachers’ knowledge but also their motivation need to be considered. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017     

From reading strategy instruction to student reading achievement: The mediating role of student motivational factors

This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement.     

Low (linear) teacher effect on student achievement in pre‐academic physics education

This study investigates the effect of physics education on students' achievement in a large‐scale quantitative study of pre‐academic high school students throughout the Netherlands. Two aspects of teacher characteristics as perceived by their students are included: their “pleasantness” principally defined by their perceived friendliness and positive feedback and their “centeredness” principally defined by the perceived teacher centeredness in the lessons. Furthermore, this study includes four student aspects: their “general capability,” their “quantity of work,” their “quality of work,” and their “interest in the lessons.” Structural Equation Modeling is used in order to cluster the different variables defining the perceived pleasantness and the perceived centeredness of the teacher and the general capability, interest, and learning attitudes of the students. Furthermore, interrelations among these components and students' achievement are analyzed. Eventually, a very large effect of the students' general capability (61–72%) and a remarkably smaller effect of the remaining parameters (<3%) on achievement are detected. However, one should not yet conclude that teacher effect on high‐achieving‐students' achievement is consistently low. To the contrary, these results should be seen as an incentive to consider nonlinear effects, to vary ones viewpoint and to include more/other variables. In spite of the almost negligible correlation between the measured aspects of the physics teachers and achievement, the correlations between the teacher variables and the remaining student variables are quite significant. Both the perceived pleasantness and the centeredness of the teachers have a significant effect on the interest of their students. Furthermore, the pleasantness of the teacher correlates with the quality of the students' work and the centeredness of the teacher with their quantity of work. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 465–488, 2012     

The relationship of freshmen's physics achievement and their related affective characteristics

The purpose of this study was to determine the best‐fitting structural equation model between the freshmen's physics achievement and selected affective characteristics related to physics. These characteristics are students' situational interest in physics, personal interest in physics, aspiring extra activities related to physics, importance of physics, importance of electricity, physics course anxiety, physics test anxiety, physics achievement motivation, student motivation in physics, self‐efficacy in physics, self‐concept in physics, and locus of control. The researchers developed the affective characteristics questionnaire that consisted of 12 subdimensions, and has 53 items related to these subdimensions. The questionnaire was applied to 890 freshmen physics students at the universities in Ankara. Two models were tested: a unidimensional model and a multidimensional model. However, a third model, which is more similar to the multidimensional model, exhibited the best fit for the freshmen. Moreover, the results revealed that achievement motivation was the most influential affective characteristic on physics achievement. On the other hand, motivation in physics had a negative influence on physics achievement in the model, and the influence of the students' attitudes towards physics was not statistically significant. Thus, one should especially pay attention to the students' achievement motivation in physics if the aim is to increase students' physics achievement. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1036–1056, 2007     

英语专业学生自我效能和成就动机的相关性研究

采用定量研究中的问卷调查方法对学生自我效能的含义、特征及其在学习环境中的作用和意义进行探讨,对大学英语专业学生的自我效能感与他们的成就动机之间的关系进行实证研究,结果表明学生的自我效能和成就动机存在显著相关,因此有必要制定出提高英语专业学生自我效能和维持成就动机的策略。     

Innovative learning and developments in motivation and achievement in upper primary school

Although previous research has shown the potential of innovative learning for enhancing motivation and learning outcomes, further understanding is needed on which aspects of IL are most effective and whether these are equally motivating for different types of students. The present study investigated how developments in students’ motivation and achievement related to different aspects of innovative learning (i.e. authentic learning, collaborative learning and focusing on self-regulation), and whether these relations varied by students’ background characteristics. A sample of 722 grade five students from the Netherlands (average age 11?years old) and their teachers completed questionnaires during four measurements from grade five to grade six. Autoregression analyses were performed. Results showed both positive and negative relations between IL and developments in students’ motivation and achievement, indicating that IL is not a unidimensional construct. Furthermore, the effectiveness of different aspects of IL depended on students’ gender, and social and ethnic background characteristics.     

ARCS动机模型在物理教学中的应用

在教育领域越来越重视如何教学生学会学习的今天,学习动机、学习兴趣等因素对学习的影响日益引起教育界的普遍关注。教师在日常教学中遇到的各种问题,都可以归结为学生的学习动机问题。本文结合物理教学探讨了ARCS动机模型的应用。     

Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement

The present study addressed two research questions: (a) the extent to which students who were exposed to meta-cognitive instruction are able to implement meta-cognitive processes in a delayed, stressful situation, in our case—being examined on the matriculation exam; and (b) whether students preparing themselves for the matriculation exam in mathematics, attain a higher level of mathematics achievement and meta-cognitive awareness (knowledge about cognition and regulation of cognition) as a result of being exposed to meta-cognitive instruction. Participants were 61 Israeli high school students who studied mathematics for four-point credit on the matriculation exam (middle level). About half of the students (N = 31) were assigned to meta-cognitive instruction, called IMPROVE, and the others (N = 30) studied with no explicit meta-cognitive guidance (control group). Analyses included both quantitative and qualitative methods. The later was based on students’ interviews, conducted about a couple of months after the end of the intervention, immediately after students completed the matriculation exam in mathematics. Results indicated that IMPROVE students outperformed their counterparts on mathematics achievement and regulation of cognition, but not on knowledge about cognition. Furthermore, during the matriculation exam, IMPROVE students executed different kinds of cognitive regulation processes than the control students. The theoretical and practical implications of the study are discussed.     

Approach–avoidance motivation and metacognitive self-regulation: The role of need for achievement and fear of failure

Previous research has indicated that approach–avoidance motivation at the achievement goal level influences the quality of self-regulated learning. Additionally, research indicates that approach–avoidance motivation at the dispositional level is associated with cognitive self-regulated learning strategy use. The present investigation sought to extend this research by examining the relationship between approach–avoidance motivation at the dispositional level and metacognitive self-regulation, as well as the mediational potential of approach–avoidance achievement goals among a sample of undergraduate students (N = 145). Results indicated that need for achievement was significantly related to metacognitive self-regulation and mastery-approach goals partially mediated this relationship. Fear of failure was negatively associated with metacognitive self-regulation; however, performance-avoidance goals did not mediate this relationship. The significance of such individual differences in metacognitive self-regulation is discussed.     

师范类女大学生成就动机的调查研究

该研究以师范类女大学生作为研究对象,采用叶仁敏和Hegtvet,K.A.合作译制的中文版本成就动机量表(AMS),对236名在校女大学生进行问卷调查。结果表明:大学生成就动机没有显著的学科差异和年级差异。进而针对研究结果进行分析,阐明了作者对出现这一结果的原因的看法。在此基础上,提出培养和提高师范大学女大学生成就动机的建议,分别从帮助师范大学女大学生树立正确目标和形成正确的自我认识等多个维度来提高师范大学女大学生成就动机水平,以期能够寻求一条适合师范大学女大学生提升成就动机水平的途径,为其以后的发展创造有利的条件。     

Impact of simulator-based instruction on diagramming in geometrical optics by introductory physics students

We examine the conceptual development resulting from an instructional experiment with an interactive learning environment in geometrical optics for introductory high school physics. How did teaching-learning processes come to change the ways in which students depicted various everyday optical situations in paper and pencil graphical representations? We view conceptual development as a process resulting in part from increasingly aligning one's practices to a target community by means of participating in a community of practice that uses the target concepts. For formal science learning, this participation requires changes in concepts, epistemological attitude, and in the development and use of representational tools, including diagrams and technical language, as a means of communication. Results of our instructional experiment indicated that students went through major conceptual developments as reflected in the diagrams they constructed and supported by other representational tools and as judged in terms of several perspectives: in identifying the formation of shadows and images, in recognizing the eye as a participating factpr in the optical system, and in changing the types of justifications they provided in their optical reasoning from presuppositional to causal.     

普通高校体育教育专业大学生成就动机与自我效能感的关系研究

采用《社会自我效能感量表》和《成就倾向个体差异问卷》,对随机抽取的284名体育教育专业学生进行测量,探讨成就动机与自我效能感的关系．结果发现自我效能与成就动机呈显著正相关;成就动机中追求成功变量与自我效能感存在显著相关;成就动机中避免失败变量与自我效能感存在显著负相关．本研究所调查的自我效能感在性别、学历以及生源地上差异无统计学意义．     

高中生生物学习动机与成绩的关系研究

通过调查高中生生物学习动机的现状,将其与学生的生物成绩作相关性分析,得出二者相关系数为R=0.228,同时发现此系数在不同成绩段的学生之间具有差异性;学生的内部学习动机对成绩的影响起主要作用,最后根据调查结果提出三条建议来培养与激发学生的生物学学习动机。     

Using conceptual questions to promote motivation and learning in physics lectures

In the last years, science courses in higher education (HE) have been facing some problems, namely the lack of students’ motivation, the number of students’ failures and drop outs, particular in physics courses. The most probable reason, which has been mentioned in current science education research in HE, is that the level of interaction between teachers and learners in formal instructional settings is very low. In this paper, we describe changes that were introduced in lectures towards the promotion of active learning and analyse its effects in the classroom environment. The introduction of conceptual questions and peer instruction seems to motivate students in the class and help them engage in the learning process. These strategies have been used in the first year of an introductory physics course for engineering students in two different Portuguese HE institutions. The data were collected through questionnaires and student interviews.     

根据学习者的需求激发其外语学习动机

学习动机与外语教学效果有密切的联系,在讨论Williams M.和R.L.Burdan及Dornyei的学习动机理论的基础上发现:学习动机的激发与学习者需求关系紧密。本文结合教学实例,阐述了在教学活动中如何利用学习者的需求激发其学习动机。     

Mathematically gifted students and high achievement: the role of motivation and classroom structure

One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don’t. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current study investigates differences in the non-cognitive construct motivation (achievement goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted high achievers (n = 66) and mathematically gifted students with non-high achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than non-high achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy.     

Adolescents' declining motivation to learn science: A follow‐up study

This is a mix methods follow‐up study in which we reconfirm the findings from an earlier study [Vedder‐Weiss & Fortus [ 2011 ] Journal of Research in Science Teaching, 48(2), 199–216]. The findings indicate that adolescents' declining motivation to learn science, which was found in many previous studies [Galton [ 2009 ] Moving to secondary school: Initial encounters and their effects. Perspectives on Education, 2(Primary‐secondary Transfer in Science), 5–21. Retrieved from www.wellcome.ac.uk/perspectives ; Osborne, Simon, & Collins, [2003] International Journal of Science Education 25(9), 1049–1079], is not an inevitable phenomenon since it appears not to occur in Israeli democratic schools. In addition to reinforcing previous results in a different sample, new results show that the differences between the two school types are also apparent in terms of students' self‐efficacy in science learning, students' perceptions of their teachers' goals emphases, and students' perception of their peers' goals orientation. Quantitative results are accompanied by rich verbal examples of ways in which students view and articulate their own and their teachers' goal emphases. Content analysis of students' interviews showed that students in traditional schools are directed more towards goals that are external and related to the outcome of learning in comparison to democratic school students who are motivated more by goals that are internal and related to the process of learning. Structure analysis of these interviews suggests that democratic school students experience a greater sense of autonomy in their science learning than traditional school students do. Implications for research on students' motivation are discussed, such as considering not only the teacher and the classroom but also the school culture. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1057–1095, 2012     

近代物理实验学生成绩量化评分的实践与效果分析

探讨了近代物理实验传统的教学与成绩评分模式,提出了量化评分体系的完善与细化问题,分析了该体系实施后的效果,对指导学生实验成绩评定及提高实验教学水平有一定帮助。