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41.
Oliver Dickhäuser Marc-André Reinhard 《European Journal of Psychology of Education - EJPE》2010,25(3):399-409
Individual differences in need for cognition (NFC) have been found to correspond with differences in information processing.
Individuals with lower NFC process information using a peripheral route compared to individuals higher in NFC. These differences
may effect the formation of performance expectancies. Based on previous work demonstrating that the formation of performance
expectancies can be understood as an information-processing event and that inferring expectancies from the specific self-concept
requires cognitive motivation, we tested whether students with higher NFC had performance expectancies in a specific subject
that more strongly depended on their specific self-concept. Three hundred seventy-five students from grade 8 and 9 reported
their NFC, their performance expectancies for the final report card in Mathematics and German, the general self-concept, and
specific self-concepts in Mathematics and German. Multiple linear regressions supported the interaction hypothesis concerning
performance expectancies in Mathematics and German. The higher the students’ NFC, the stronger performance expectancies were
related to the corresponding specific self-concept. Individual differences in NFC influence motivational processes and should
be included in models describing the relation between self-concepts and students’ beliefs like expectancies. 相似文献
42.
Oliver Dickhäuser Marc-André Reinhard Claudia Diener Alex Bertrams 《Learning and individual differences》2009,19(2):283-287
The present article analyzed, how need for cognition (NFC) influences the formation of performance expectancies. When processing information, individuals with lower NFC often rely on salient information and shortcuts compared to individuals higher in NFC. We assume that these preferences of processing will also make individuals low in NFC more responsive to salient achievement-related cues because the processing of salient cues is cognitively less demanding than the processing of non-salient cues. Therefore, individuals lower in NFC should tend to draw wider ranging inferences from salient achievement-related information. In a sample of N = 197 secondary school students, achievement-related feedback (grade on an English examination) affected changes in expectancies in non-corresponding academic subjects (e.g., expectation of final grade in mathematics or history) when NFC was lower, whereas for students with higher NFC, changes in expectancies in non-corresponding academic subjects were not affected. 相似文献
43.
The responses of fatty acid-binding protein and creatine kinase to acute and chronic exercise in junior rowers 总被引:1,自引:0,他引:1
Yuan Y Kwong AW Kaptein WA Fong C Tse M Glatz JF Chan C Renneberg R 《Research quarterly for exercise and sport》2003,74(3):277-283
The responses of fatty acid-binding protein (FABP) and creatine kinase (CK) were compared in a group of junior rowers during 5 weeks of training. Acute exercise induced a larger increase in FABP (70-362%) than in CK (24-156%). When the chronic effect of exercise was studied, the baseline FABP levels were independent of previous training. However, the baseline CK level was dependent on the training that took place during 1 day before (F = 4.362, p < .01) and on the combined training on the previous 2 days (F = 4.606, p < .005). The present results suggest that FABP and CK could be used to monitor acute exercise and chronic exercise, respectively. 相似文献
44.
Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment 总被引:6,自引:0,他引:6
Raymond?P.?PerryEmail author Steven?Hladkyj Reinhard?H.?Pekrun Rodney?A.?Clifton Judith?G.?Chipperfield 《Research in higher education》2005,46(5):535-569
Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory. 相似文献
45.
Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics 总被引:2,自引:0,他引:2
Anne C. Frenzel Reinhard Pekrun Thomas Goetz 《European Journal of Psychology of Education - EJPE》2007,22(4):497-514
This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun’s (2000, 2006)
controlvalue theory of achievement emotions, we hypothesized that there are gender differences in mathematics emotions due
to the students’ different levels of control and value beliefs in mathematics, even when controlling for prior achievement.
The structural relationships between prior achievement, control and value beliefs, and emotions were assumed to be invariant
across girls and boys in spite of hypothesized mean level differences of beliefs and emotions across genders. The emotions
and beliefs of 1,036 male and 1,017 female 5th grade students were assessed by self-report measures, and their prior mathematics
achievement was assessed by academic grades. Even though girls and boys had received similar grades in mathematics, girls
reported significantly less enjoyment and pride than boys, but more anxiety, hopelessness and shame. Findings suggested that
the female emotional pattern was due to the girls’ low competence beliefs and domain value of mathematics, combined with their
high subjective values of achievement in mathematics. Multiple-group comparisons confirmed that the structural relationships
between variables were largely invariant across the genders. 相似文献
46.
Reinhard Pekrun Stephanie Lichtenfeld Herbert W. Marsh Kou Murayama Thomas Goetz 《Child development》2017,88(5):1653-1670
A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents’ development in mathematics (Grades 5–9; N = 3,425 German students; mean starting age = 11.7 years; representative sample). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achievement (math end‐of‐the‐year grades and test scores), and that achievement positively predicted these emotions, controlling for students’ gender, intelligence, and family socioeconomic status. Negative emotions (anger, anxiety, shame, boredom, hopelessness) negatively predicted achievement, and achievement negatively predicted these emotions. The findings were robust across waves, achievement indicators, and school tracks, highlighting the importance of emotions for students’ achievement and of achievement for the development of emotions. 相似文献
47.
48.
Reinhard Pekrun Thomas Goetz Anne C. FrenzelPetra Barchfeld Raymond P. Perry 《Contemporary educational psychology》2011,36(1):36-48
Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. This article reports on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings. The instrument contains 24 scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class, while studying, and when taking tests and exams. Scale construction used a rational-empirical strategy based on Pekrun’s (2006) control-value theory of achievement emotions and prior exploratory research. The instrument was tested in a study using a sample of university students (N = 389). Findings indicate that the scales are reliable, internally valid as demonstrated by confirmatory factor analysis, and externally valid in terms of relationships with students’ control-value appraisals, learning, and academic performance. The results provide further support for the control-value theory and help to elucidate the structure and role of emotions in educational settings. Directions for future research and implications for educational practice are discussed. 相似文献
49.
Simulations with Elaborated Worked Example Modeling: Beneficial Effects on Schema Acquisition 总被引:3,自引:3,他引:0
Debra K. Meier Karl J. Reinhard David O. Carter David W. Brooks 《Journal of Science Education and Technology》2008,17(3):262-273
Worked examples have been effective in enhancing learning outcomes, especially with novice learners. Most of this research
has been conducted in laboratory settings. This study examined the impact of embedding elaborated worked example modeling
in a computer simulation practice activity on learning achievement among 39 undergraduate students within a classroom environment.
The students from one introductory forensic science course were randomly assigned to one of two groups that worked through
computer-based simulations containing worked example modeling conditions presented in varied order. The computer software
administered the modeled simulations, prior knowledge test, pretest, posttests, and a second domain test. Findings from this
study suggest that embedded worked example modeling within practice simulations can be an effective method for transfer of
learning with novice learners.
This article describes the dissertation study completed by Debra K. Meier under the guidance of David W. Brooks at the University
of Nebraska, Lincoln. 相似文献
50.