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11.
Recognizing inconsistencies between the extant fear appeal theories and emotion literature, this research integrated cognitive appraisal theory and functional emotion theory into a fear appeal literature and proposed a model that describes a process through which both fear and anxiety can contribute to adaptive responses. Findings from an experiment (N = 927) supported the predictions. Fear and anxiety emerged as distinct constructs. Perceived susceptibility was a stronger predictor of anxiety than fear, while perceived severity was a stronger predictor of fear than anxiety. In addition, greater fear and anxiety led to greater response efficacy through increased motivation to obtain protection-related information and heightened attention to such information, thus mediating the threat and coping appraisal processes. The SEM model testing the predictions showed that perceived susceptibility had the strongest total effects on protection intention, followed by anxiety, perceived severity, and fear. 相似文献
12.
对课堂教学设计中教学目标阐明的思考 总被引:5,自引:0,他引:5
教学目标阐明在整个课堂教学设计中占据着很重要的地位。该文在概述教学目标阐明的已有研究后,反思了新的时代背景下教学目标阐明中存在的主要问题,并对此提出了个人的思考。 相似文献
13.
Nicolas Milazzo Damian Farrow Alexis Ruffault Jean F. Fournier 《Journal of sports sciences》2016,34(16):1547-1556
This study examined the contribution of situational probability information to the perceptual and cognitive processes underlying decision-making behaviour during in situ Karate performance. Experts and novices were required to make decisions about various attacks in different fight scenarios. The order in which the fight situations were presented was modified in order to provide advanced probability information and identify whether fighters were able to use the latter information to make better decisions. Specifically, one of the attacks was repeated every four actions. Results revealed that experts were more accurate and faster than their less skilled counterparts to block and counterattack the opponent. The experts picked up the occurrence of the attack pattern after the fifth repetition whereas novices did not. This enabled experts to improve decision time and decision accuracy. Findings suggest that such superiority could stem from the perceptual and cognitive skills possessed by the experts, thus giving them the opportunity to recognise a situation more easily. This was reinforced by gaze behaviour which demonstrated that experts used a more efficient search strategy involving fewer fixations of longer duration on a lesser number of areas relative to the novices. Moreover, experts generated more refined karate-specific knowledge structures compared with the novices. 相似文献
14.
Maamer Slimani Nicola Luigi Bragazzi David Tod Alexandre Dellal Olivier Hue Foued Cheour 《Journal of sports sciences》2016,34(24):2338-2349
ABSTRACTSoccer players are required to have well-developed physical, technical and cognitive abilities. The present systematic review, adhering to Preferred Reporting Items for Systematic reviews and Meta-Analysis guidelines, examined the effects of cognitive training strategies on motor and positive psychological skills development in soccer performance and identified the potential moderators of the “cognitive training–soccer performance” relationship. Thirteen databases were systematically searched using keywords related to psychological or cognitive training in soccer players. The review is based on 18 studies, employing 584 soccer players aged 7–39 years. Cognitive strategies, particularly imagery, appear to improve sports performance in soccer players. Regarding imagery, the combination of two different types of cognitive imagery training (i.e., cognitive general and cognitive specific) has a positive influence on soccer performance during training, whereas motivational imagery (i.e., motivational general-arousal, motivational general-mastery and motivational specific) enhance competition performance. Younger soccer players employ cognitive general and cognitive specific imagery techniques to a greater extent than older soccer players. Combined cognitive training strategies were more beneficial than a single cognitive strategy relative to motor skills enhancement in elite (particularly midfielders) and amateur (i.e., when practising complex and specific soccer skills in precompetitive period) soccer players. In conclusion, it appears that there are differences in cognitive/psychological training interventions, and their efficacy, according to whether they are directed towards training or competition, and the age, standard and playing position of the players. 相似文献
15.
“I Heard it through the Grapevine”: Doctoral Student Socialization in Chemistry and History 总被引:2,自引:0,他引:2
Susan K. Gardner 《Higher Education》2007,54(5):723-740
Twenty doctoral students in the disciplines of chemistry and history were interviewed to better understand the socialization
processes that influence their success and how these processes differ by year in the degree program and disciplinary culture.
Five major themes emerged describing these socialization processes and how they facilitate or impede degree success, including
Ambiguity, describing the programmatic guidelines and expectations that surrounded much of the students’ experience; Balance,
pointing to the students’ need to balance graduate school responsibilities along with external relationships and demands;
Independence, describing the students’ desire to find equilibrium as they transitioned to the role of independent scholar;
Development, highlighting the significant cognitive, personal, and professional development that occurs in these students’
graduate experience; and Support, describing the faculty, peer, and financial support needed for the students’ success in
their degree programs. Suggestions for policy, practice, and further research are discussed. 相似文献
16.
Lyn D. English 《Educational Studies in Mathematics》2006,63(3):303-323
This paper examines 6th grade children's local conceptual development and mathematization processes as they worked a comprehensive
mathematical modeling problem (creating a consumer guide for deciding the best snack chip) over several class periods. The
children and their teachers were participating in a 3-year longitudinal teaching experiment in which sequences of mathematical
modeling problems were implemented from the 5th grade (10 years of age) though to the 7th grade. In contrast to traditional
problem solving, mathematical modeling requires children to generate and develop their own mathematical ideas and processes,
and to form systems of relationships that are generalizable and reusable. Reported here is a detailed analysis of the iterative
cycles of development of one group of children as they worked the problem, followed by a summary of the mathematization processes
displayed by all groups. Children's critical reflections on their models are also reported. The results show how children
can independently develop constructs and processes through meaningful problem solving. Children's development included creating
systems for operationally defining constructs; selecting, categorizing, and ranking factors; quantifying quantitative and
qualitative data; and transforming quantities. 相似文献
17.
18.
司建国 《深圳职业技术学院学报》2005,4(1):74-78
美国非虚构小说在上世纪中期的繁荣具有深厚的科学技术和思想意识根源。科技创新在提升人类认识水平和改善生存环境的同时,也革新了作家的认知观念和创作思想。认识危机的弥漫,怀疑意识的扩散,使作家放弃了虚构、解释和说教的传统,代之以真实事件来表达主题。而对这一段历史的回顾具有双重意义:不但可加深对美国这一重要的学现象的研究,而且给我们提供了洋为中用,以史为鉴的依据,有助于我们探讨国内目前纪实性学的繁荣。 相似文献
19.
解自忠 《中国教育技术装备》2003,(11):17-18
科学地阐述了新的信息技术的不断出现并得到运用,《语文新课程标准》的正式出台,引发了语文教学的新变革。 相似文献
20.
以参加第六届全国农运会田径项目的150名运动员作为研究对象,采用"运动竞赛状态焦虑量表"(简称CSAI-2问卷)为测试工具进行调查.结果表明:(1)不同性别的运动员竞赛焦虑状态各维度上不存在显著差异,但女运动员竞赛焦虑状态各因素得分略高于男运动员;(2)不同运动年限的运动员竞赛焦虑状态各维度上存在显著差异,运动年限越长竞赛焦虑状态各因素得分越高;(3)不同专项的运动员竞赛焦虑状态各维度不存在显著差异. 相似文献