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51.
Attitude has been shown to be an important antecedent of physical activity intentions and behaviour. It is unclear whether the attitude-intention relationship is stable over time. The aim of the present study was to examine the stability of the attitude-intention relationship over a 6 week period. A panel study of 65 males and 81 females aged 20.6+/-0.8 years was conducted, in which measures of attitudes, intentions, self-reported physical activity and perceived behavioural control were assessed at the beginning and end of the 6 weeks. The data were analysed using path analysis. Results indicated that the attitude-intention relationship was stable over time. In addition, the behaviour-intention relationship was undermined over time. It is recommended that interventions can facilitate adherence to physical activity by reinforcing attitude change during initial and later stages of treatment. 相似文献
52.
In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate x task orientation and for ego orientation x perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education. 相似文献
53.
The development of educational broadcasting in Greece experiences disproportional delays in comparison to information and entertainment broadcasting. This paper underlines the reasons that cause this delay. Specifically, this paper (a) provides an overall view of the present state of educational broadcasting in Greece, (b) discusses the main reasons that hinder its development, and (c) proposes pertinent solutions for improvement. It is suggested that the development of Greek broadcasting programming in general, and educational broadcasting in particular, could be successful once free from government control and the direct imitation of foreign broadcasting programming. 相似文献
54.
The starting point of this article is the relation between teaching quality and expectations by different governance actors in higher education. Managing a department in a public university is, to a large extent, about the coordination of governance actors, involving government authorities as well as the university and the faculty. Internally, the departmental management has to act strategically to achieve this coordination, especially in relation to teachers who expect resource allocation to ensure teaching quality, expressed in terms of academic requirements. To explore this, the concept of proximity is introduced. The study points out the importance of organizing teaching activities to create proximity, as well as that the context and conditions for creating proximity are important for teaching quality, thus achieving coordination with governance actors. 相似文献
55.
Nikos Metallinos 《Educational technology research and development : ETR & D》1979,27(3):205-214
This article examines the structure of television pictures as based on the theory of field forces and suggests a series of
hypotheses, experimental designs, and statistical treatments to be used in empirical investigations. Various theoretical concepts
of composition (field forces) — asymmetry of the screen, main direction, magnetism of the frame, attraction of mass, figure/ground
relationships, psychological closure, and vectors — are discussed. The author hopes to encourage future research on the structure
of TV pictures that will enhance our understanding of the effects of visual communication media on viewers. 相似文献
56.
Maria Limniou Nikos Papadopoulos David Roberts 《Education and Information Technologies》2007,12(4):229-244
In a chemistry instrumentation course, the teachers explain to students how instruments function and which their basic technical
principles are. We integrated an interactive UV-Visible spectrophotometer simulator into a chemical instrumentation course
in an attempt to improve the teaching procedure. The students were divided into two groups, the experimental group (EG) and
the control group (CG). The students of EG participated in an instrumentation course in which we distributed to them the components
of an old spectrophotometer and presented them with figures and animations about the component’s functions using Power-Point
presentation. During the presentation a discussion took place and we posed questions to the students in order to make them
think about the technical principles of the UV-Visible spectrophotometer. After the presentation, the students performed virtual
experiments using UV-Vis spectrophotometer simulator on personal Computers and they shared measurements, observations and
conclusions about their experiments using the LAN (local area network). In the students of CG we presented the spectrophotometer
and its components following the traditional way, drawing the components’ function and the structure of instrument on the
blackboard. Comparison of the two groups showed that the EG students valued the opportunity to collaborate with other peers
during the lecture and also they found this teaching procedure useful. As a result they felt more confident to manipulate
a real instrument and the EG students better understood the function and the technical principles of the instrument than the
CG students.
相似文献
David RobertsEmail: |
57.
A review of motivational climate in physical activity. 总被引:1,自引:0,他引:1
Here we provide, within a social-cognitive framework, a critical review of research on the motivational impact of different psychological climates in physical activity. Motivational, cognitive, affective and behavioural outcomes are considered in sport, school physical education and exercise. We first review laboratory and field studies that tried to manipulate the perceived structures of motivational environments and to examine the subsequent outcomes on participants' cognitive and affective responses. Then we discuss studies influenced by the work of Ames in classroom settings and involving questionnaires to measure individuals' perceptions of 'motivational climates'. The impact of mastery and performance climates on various indices of motivation is narratively reviewed, and statistically estimated effect sizes from 14 studies (n = 4484) are presented as supporting evidence. We conclude that a mastery motivational climate is associated with more adaptive motivational patterns, while a performance climate is linked with less adaptive or maladaptive motivational and affective responses. Future research should determine the personal and situational variables that can moderate the impact of such relationships. Furthermore, a broader perspective is proposed, to understand the creation of perceived motivational climates, which is based on the integration of political, cultural, coaching and parental influences. 相似文献
58.
There has been very limited research on the use of self-worth protection strategies in the achievement context of school physical education (PE). Thus the aim of the present study was to examine some antecedents and consequences of defensive pessimism and self-handicapping. The sample comprised 534 British pupils (275 females, 259 males) recruited from two schools who responded to established questionnaires. Results of structural equation modelling analysis indicated that self-handicapping and defensive pessimism were positively predicted by fear of failure and negatively predicted by competence valuation. In addition, defensive pessimism was negatively predicted by physical self-concept. In turn, defensive pessimism negatively predicted enjoyment in PE and intentions to participate in future optional PE programmes. Self-handicapping did not predict enjoyment or intentions. Results from multi-sample structural equation modelling showed the specified model to be largely invariant across males and females. The findings indicate that although both strategies aim to protect one's self-worth, some of their antecedents and consequences in PE may differ. 相似文献
59.
Alexander T. Latinjak Miquel Torregrossa Nikos Comoutos Cristina Hernando-Gimeno Yago Ramis 《Journal of sports sciences》2019,37(12):1429-1433
This study examined how goal-directed self-talk may help basketball players to self-regulate in stereotypical competitive situations: seconds before a challenging game, while clearly winning or clearly losing, and at the close of a tight game. Participants were recruited in groups of three to four, until preliminary inspection of the data indicated that data saturation was reached. In the end, 34 basketball players voluntarily took part in individual interviews, writing up to three self-instructions they had used in each of the four competitive situations to self-regulate. Content analyses revealed that self-talk in competitive basketball situations serves cognitive functions (e.g., regulating cognition and behaviour), motivational functions (e.g., promoting mastery goals) and emotion and activation-regulating functions (e.g., creating activated states). More specifically, the results also indicated that athletes’ self-talk may serve functions specific to the psychological demands experienced in each situation. It is argued that knowing how athletes counsel themselves, could prove important for applied sport psychologists to design psychological skill training. 相似文献
60.
Grounded in self-determination theory (Deci & Ryan, 1985) and the self-concordance model (Sheldon & Elliot, 1999), this study examined the motivational processes underlying goal striving in sport as well as the role of perceived coach autonomy support in the goal process. Structural equation modeling with a sample of 210 British athletes showed that autonomous goal motives positively predicted effort, which, in turn, predicted goal attainment. Goal attainment was positively linked to need satisfaction, which, in turn, predicted psychological well-being. Effort and need satisfaction were found to mediate the associations between autonomous motives and goal attainment and between attainment and well-being, respectively. Controlled motives negatively predicted well-being, and coach autonomy support positively predicted both autonomous motives and need satisfaction. Associations of autonomous motives with effort were not reducible to goal difficulty, goal specificity, or goal efficacy. These findings support the self-concordance model as a framework for further research on goal setting in sport. 相似文献