The question of subject-specificity of achievement motivations is important, both for educational psychology, as well as for educational policy. This study contributes to the investigation of the heterogeneity in achievement motivations in the context of the expectancy-value model. Whereas existing research deals with middle and high school students and their motivations for a range of broad domains, this article focuses on university students (n = 264) and subject domains that are more congruent. We adopt an affect-extended version of the expectancy-value model. Using structural equation methods, we are able to decompose achievement motivations in generic and subject-specific components. 相似文献
Interest in science, technology, engineering and mathematics (STEM) has lately received attention in research due to a gap between the number of STEM students and the needs of the labour market. As interest seems to be one of the most important factors in deciding what to study, we focus in the present study on how STEM-interested students weigh multiple interests in making educational choices. A questionnaire with both open-ended and closed-ended items was administered to 91 STEM-interested students enrolled in a STEM programme of a Dutch University for secondary school students. Results indicate that students find it important that a study programme allows them to pursue multiple interests. Some students pursued multiple interests by choosing to enrol in two programmes at the same time. Most students chose one programme that enabled them to combine multiple interests. Combinations of pursued interests were dependent on the disciplinary range of interests of students. Students who were interested in diverse domains combined interests in an educational programme across academic and non-academic domains, whilst students who were mainly interested in STEM combined only STEM-focused interests. Together these findings stress the importance of taking a multiple interest perspective on interest development and educational choice. 相似文献
In this article, we investigate changes in public opinion inthe Netherlands toward two controversial issues: homosexualsand euthanasia. We find that a rapid decrease in oppositionto both issues in the seventies and early eighties was followedby a period of a stable minority opposition. We identify relevantperiod and cohort indicators to test which characteristics areassociated with the changes in the attitudes. We collected periodand cohort characteristics that are applicable to both of theattitudes, but specific attitude-related circumstantial conditionsas well. For both attitudes, it turns out that the changingcomposition of Dutch society with regard to religiousness accountsfor the largest changes in public opinion. Furthermore, we findthat the influence of religion on both the attitude towardseuthanasia and the attitude towards homosexuals became strongerover time, whereas the influence of educational attainment weakenedover time. Received for publication April 13, 2006. Accepted for publication April 23, 2007. 相似文献
The aim of the current study was to investigate to what extent children’s potential for learning is related to their level of cognitive flexibility. Potential for learning was measured through a dynamic testing procedure that aimed to measure how much a child can profit from a training procedure integrated into the testing process, including the amount and type of feedback the children required during this training procedure. The study followed a pre-test–training–post-test control group design. Participants were 153 6–7-year-old children. Half of this group of children were provided with a standardised graduated prompts procedure. The other half of the participants performed a non-inductive cognitive task. Children’s cognitive flexibility was measured through a card sorting test and a test of verbal fluency. Results show that cognitive flexibility was positively related to children’s performance, but only for children in the practice-only condition who received no training. These outcomes suggest that dynamic testing, and more in particular, the graduated prompting procedure, supports children’s cognitive flexibility, thereby giving children with weaker flexibility the opportunity to show more of their cognitive potential as measured through inductive reasoning.
Two research questions are answered: how did teacher instructional skills develop during a whole school year? What is the
influence of this development on the interactions between students during the co-operative learning moments? From the analysis,
it appeared that the teachers’ instruction changed from direct instruction to a more process and group-oriented coaching style,
and that students started to work collaboratively, using the graphic calculator in an exploratory and investigative manner.
This more process and group-oriented coaching style may have supported the change in the interaction pattern during this school
year. The analysis showed that students gradually developed a more exploratory way of collaborating, confirming improved collaborative
learning. At the commencement of the school year, students were focused on each other and did not argue much, while at the
end, they were discussing with one another. 相似文献
Do ICT skills of freshmen change in 6 months at the university? What is the contribution of learning styles (or patterns)
to the explanation of the variance in self-perceived ICT skills and the possible change in these skills? And what is the contribution
of learning styles and of gender, social class, and ICT course attendance to the explanation of the variance in these skills?
To answer these questions, data were collected in a panel research project that recruited 714 freshmen at a large Belgian
university. The data show that the ability of the students to maintain a computer and to develop a website improves at the
university but not the ability to use the Internet or to apply basic ICT skills. The analyses show that there is a link, albeit
weak, between learning styles and self-perceived ICT skills. Learning styles can partially explain differences between groups
of students with different characteristics. The data show that having a certain learning style might influence the perception
of students of their ICT skill, but learning styles do not allow one to predict the change in the self-perceived ICT skills
of the students. 相似文献
The aim of this study was to delineate the minimal conditions for extinction of Pavlovian modulation in humans. Previous experiments at our lab showed that, after X ? A+/A?C acquisition training, X?C trials did not extinguish differential X ? A+/A?C responding, while X ? A?C trials did. Additionally, X ? A?C extinction training seemed only to extinguish differential X ? A+/A?C responding, while leaving differential responding on a concurrently trained Y ? B+/B?C discrimination intact. It thus seemed that the X ? A+/A?C discrimination can only be extinguished by X ? A?C extinction trials. (Rescorla, Journal of Experimental Psychology: Animal Behavior Processes 12, 16?C24, 1986), on the other hand, found that the minimal conditions for extinction were broader in pigeons: Namely, he found that an acquired X ? A+/A?C discrimination could be extinguished by presenting the original feature X in combination with a different target (B) that was minimally trained as an exciter. We thus wanted to examine whether this was also the case in humans. We found that nonreinforced X ? B?C presentations did not abolish discriminative X ? A/A responding when target B was a nonreinforced stimulus. Nonreinforced X ? B?C trials did extinguish the X ? A+/A?C discrimination when target B had previously been trained as a target for modulation (X ? B+/B?C or Y ? B+/B?C training) or as a reinforced exciter (B+). Our results thusf parallel and extend those in nonhuman animals (Rescorla, Journal of Experimental Psychology: Animal Behavior Processes 12, 16?C24, 1986). 相似文献
This paper introduces the MAPLET framework that was developed to map and link teaching aims, learning processes, learner expertise and technologies. An experimental study with 65 participants is reported to test the effectiveness of the framework as a guide to the design of lessons embedded within larger units of study. The findings indicate the potential of the MAPLET framework and reinforces the need to take a fresh approach to the design and development of curriculum that makes more effective use of the diminishing time available. It provides a conceptual model and working procedure that places the learner and the process of learning at the forefront of decisions. 相似文献