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Willy Lens Marlies Lacante Maarten Vansteenkiste Dora Herrera 《European Journal of Psychology of Education - EJPE》2005,20(3):275-287
In order to understand and predict students’ achievement and persistence at learning activities, many contemporary motivational
models consider how much students are motivated for their school work. However, students’ achievement and persistence might
not only be affected by their amount of study motivation, but also by the motivation to engage in competing alternative activities,
as suggested three decades ago by Atkinson and Birch in their “Dynamics of Action” (1970). Building on this line of theorizing,
the present contribution indicates that it is not only instructive to consider the level of students’ motivation for these
competing activities, but also the type of activities they engage in, that is leisure vs. working activities. Two studies
demonstrated that whereas time spent on working activities is inversely related to study motivation, attitude, persistence
and academic achievement, such relationships were not found for leisure time engagement. Spending some time on leisure time
activities does not interfere with optimal learning. 相似文献
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Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas a motivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings. 相似文献
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The purpose of this study was to examine the effects of step length and foot strike pattern along with their interaction on tibiofemoral joint (TFJ) and medial compartment TFJ kinetics during running. Nineteen participants ran with a rear foot strike pattern at their preferred speed using a short (?10%), preferred, and long (+10%) step length. These step length conditions were then repeated using a forefoot strike pattern. Regardless of foot strike pattern, a 10% shorter step length resulted in decreased peak contact force, force impulse per step, force impulse per kilometre, and average loading rate at the TFJ and medial compartment, while a 10% increased step length had the opposite effects (all P < 0.05). A forefoot strike pattern significantly lowered TFJ and medial compartment TFJ average loading rates compared with a rear foot strike pattern (both <0.05) but did not change TFJ or medial compartment peak force, force impulse per step, or force impulse per km. The combination of a shorter step length and forefoot strike pattern produced the greatest reduction in peak medial compartment contact force (P < 0.05). Knowledge of these running modification effects may be relevant to the management or prevention of TFJ injury or pathology among runners. 相似文献
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Joke Simons Maarten Vansteenkiste Willy Lens Marlies Lacante 《Educational Psychology Review》2004,16(2):121-139
An overview of the conceptual development of future time perspective theory [Nuttin, J. R. (1984). Motivation, Planning and Action: A Relational Theory of Behavior, Erlbaum, Hillsdale, NJ; Nuttin, J., and Lens, W. (1985). Future Time Perspective and Motivation: Theory and Research Method, Leuven University Press and Erlbaum, Leuven, Belgium and Hillsdale, NJ] is provided. It is demonstrated that having a deep future time perspective and increasing the instrumentality of one's present behavior are associated with enhanced motivation, deep conceptual learning, better performance, and more intensive persistence. Moreover, recent research indicates that it is important to consider the degree of specificity of the provided future goal, the content of the given future goal, and the context in which the instrumentality of the present behavior is made clear. Practical implications and suggestions for future research are discussed. 相似文献
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A plausible explanation for the ancient long jump records from Greek antiquity is sought on the basis of pictorial and written sources, and corroborated with practical tests. Ancient sources report that athletes jumped more than 15?m with weights in their hands, which enabled them to jump further than without these weights. It is proposed that the ancient Greek long jump was a continuous succession of five standing broad jumps, in which the landing phase of one jump was also the countermovement for the next jump. Four trained athletes jumped further with (14.64?±?0.76?m, range 13.64?–?15.63?m) than without weights (13.88?±?0.70?m, range 12.60?–?14.75?m; P = 0.001). These results show that this technique is executable, fits with ancient written and pictorial sources, and allows trained modern athletes to jump distances well over 15?m. The extra distance jumped when using weights may be due to changes in the position of the jumper's centre of mass at take-off and at landing, and an increase in take-off velocity stemming from several biomechanical mechanisms. 相似文献
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Bouton S Bertoncini J Serniclaes W Colé P 《Journal of deaf studies and deaf education》2011,16(4):458-473
We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed respectively through a phonemic similarity judgment task and through a word span task measuring phonological similarity effects. To assess the use of sublexical and lexical reading procedures, children read pseudowords and irregular words aloud. Results showed that cued speech improved performance on both the phonemic awareness and the reading tasks but not on the phonological short-term memory task. In phonemic awareness and reading, CS+ children obtained accuracy and rapidity scores similar to CA controls, whereas CS- children obtained lower scores than hearing controls. Nevertheless, in phonological short-term memory task, the phonological similarity effect of both CI groups was similar. Overall, these results support the use of cued speech to improve phonemic awareness and reading skills in CI children. 相似文献
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