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71.
72.
Wilson PM Rodgers WM Fraser SN Murray TC 《Research quarterly for exercise and sport》2004,75(1):81-91
The aim of this study was to examine propositions stemming from Self-Determination Theory (SDT) that contend motivational consequences vary as a function of different regulations in the exercise domain. Participants (N = 276; n = 98 men; n = 178 women) completed inventories assessing exercise regulations, current exercise behavior, and behavioral intentions to continue exercising for the next 4 months and the effort and importance associated with exercise participation. Bivariate analyses indicated autonomous exercise regulations (identified and intrinsic) were the strongest correlates of each motivational consequence across both sexes, and introjected regulation was positively associated with exercise consequences in women. Simultaneous multiple regression analyses indicated that exercise regulations accounted for a sizeable portion of the variance across each motivational consequence in both sexes (R2adj values ranged from .20 to .53). Both regression and structure coefficients revealed that introjected regulation was a stronger motivational force in women than men, and identified regulation was the most important predictor of all three motivational consequences in both sexes. Collectively, these findings suggest that exercise regulations differentially predict motivational consequences across sexes, and future research using this theoretical framework for examining motivational issues pertinent to the exercise domain appears warranted. 相似文献
73.
Abstract Over the last 30 years, the international zoo movement has gradually adopted conservation as its mantra. World‐class zoos have invested substantially in species conservation and animal research as part of their involvement in wildlife conservation. However, zoo exhibit interpretation, policy development, and strategic planning are yet to be organized around a well‐developed agenda with a clear set of conservation objectives. As museums increasingly redefine their role in society to speak about alternative futures for living with nature, zoos have the potential to become much more focused cultural change agents, potentially crafting a new vision for how society can live in a productive relationship with the world's remaining biodiversity. This article argues for an activist approach in which institutions with living collections would take on unique conservation tasks including scientifically grounded promotion of conservation values. 相似文献
74.
Jonas Forsman Maartje van den Bogaard Cedric Linder Duncan Fraser 《European Journal of Engineering Education》2015,40(3):235-255
This study uses multilayer minimum spanning tree analysis to develop a model for student retention from a complex system perspective, using data obtained from first-year engineering students at a large well-regarded institution in the European Union. The results show that the elements of the system of student retention are related to one another through a network of links and that some of these links were found to be strongly persistent across different scales (group sizes). The links were also seen to group together in different clusters of strongly related elements. Links between elements across a wide range of these clusters would have system-wide influence. It was found that there were no elements that are both persistent and have system-wide effects. This complex system view of student retention explains why actions to enhance student retention aimed at single elements in the system have had such limited impact. This study therefore points to the need for a more system-wide approach to enhancing student retention. 相似文献
75.
76.
77.
The purpose of this article is to describe the development, validation and use of the Constructivist Multimedia Learning Environment Survey (CMLES). This questionnaire assesses teachers' and students' perceptions of the learning environment when students use online
multimedia programs while teachers use constructivism as a referent for their teaching. The design of the questionnaire was
based on a constructivist approach to learning and focused on the process of learning with the multimedia program and on the
nature of that program. Before the use of the CMLES becomes widespread, it was important to determine whether it is valid
and reliable. Therefore, a study involving 221 students in 12 high school classrooms into statistical validation and interpretive
validation of the questionnaire was undertaken. For this sample of Grade 10 and 11 students who completed the actual and preferred
forms of the questionnaire, the CMLES scales demonstrated a high degree of internal consistency reliability (with alpha reliability
coefficients ranging from .73 to .82), as well as satisfactory factorial validity and discriminant validity. Therefore, the
study supports the reliability and validity of the CMLES for assessing students' and teachers' perceptions of one important
aspect in evaluating learning environments which promote the use of multimedia programs and constructivist learning approaches. 相似文献
78.
Associations between school-level environment and science classroom environment in secondary schools
Dr Jeffrey P. Dorman Barry J. Fraser Campbell J. McRobbie 《Research in Science Education》1995,25(3):333-351
This article describes a study of links between school environment and science classroom environment. Instruments to assess
seven dimensions of school environment (viz., Empowerment, Student Support, Affiliation, Professional Interest, Mission Consensus,
Resource Adequacy and Work Pressure) and seven dimensions of classroom environment (viz., Student Affiliation, Interactions,
Cooperation, Task Orientation, Order & Organisation, Individualisati n and Teacher Control) in secondary school science classrooms
were developed and validated. The study involved a sample of 1,318 students in 64 year 9 and year 12 science classes and 128
teachers of science in Australian secondary schools. Using the class mean as the unit of analysis for student data, associations
between school and classroom environment were investigated using simple, multiple and canonical correlational analyses. In
general, results indicated weak relationships between school and classroom environments and they reinforced the view that
characteristics of the school environment are not transmitted automatically into science classrooms. 相似文献
79.
Paula Myatt Deanne Gannaway Ivy Chia Kym Fraser Jacquelin McDonald 《International Journal for Academic Development》2018,23(2):147-160
This paper considers the support required to develop Scholarship of Teaching and Learning (SoTL) capability across institutions. Rather than developing a checklist or a standardised audit approach, this paper describes the reflective journey taken by a group of academic developers who used strategies and structures previously identified in the literature to develop a conceptual framework for academic professional development. The framework was refined through an iterative process, including reflection on its use within diverse institutional contexts, combined with evaluative feedback from recognised experts in the field. The resulting framework is designed to facilitate and guide conversations to support institutional decision-making related to SoTL capacity building. 相似文献
80.
Dr. Brian Jones Professor Kevin Collis Dr. Jane Watson Miss Kimberley Foster Dr. Sharon Fraser 《Research in Science Education》1994,24(1):191-200
Students' conceptions of how objects are seen directly, and in mirrors, were explored in an analysis of their written and
drawn responses to common visual phenomena depicted in cartoons with brief text. Students in Grades K-10 (n=214) completed
a questionnaire and some were interviewed. Evidence was sought to support an hypothesis for increasingly sophisticated responses
related to the concepts of sight, light, reflection and image. The developmental model used in this analysis was the updated
SOLO Taxonomy (Biggs & Collis, 1991; Collis & Biggs 1991). It appears from the results that different modes of functioning
can interfere to produce factually incorrect recollections of experience particularly in the age group 7 to 13 years approximately.
Also, this is associated with the common spurious conception that mirrors have a lateral inversion property. Explanations
involving light were extremely rare and its role related to the production of an image ‘in the mirror’ but not to the perception
of an image in the eyes.
Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts. 相似文献