Effects of locus of control on behavioral intention and learning performance of energy knowledge in game-based learning

Game-based learning has been gradually adopted in energy education as an effective learning tool because digital games have the potential to increase energy literacy and encourage behavior change. However, not every learner can benefit from this support. There is a need to examine how human factors affect learners’ reactions to digital games for supporting learning. This study addresses this issue by developing a digital educational game and examining the effects of locus of control on behavioral intention and learning performance of energy knowledge in game-based learning. The results demonstrated that learners with internal locus of control (ILC) outperformed external locus of control (ELC) learners in energy knowledge after interacting with the game. Moreover, the proposed game can reasonably reduce the differences in the behavioral intention of the ILC and ELC learners, indicating that ELC learners significantly improved their behavioral intention after playing the game, especially their external behavioral intention in the aspects of persuasion, legal action, and political action. The findings of this study are discussed to enhance the understanding of locus of control on behavioral intention and energy knowledge in the context of digital games.     

购房过程的行为金融学分析

在购房者购房过程中,心理因素起到很大的作用。用行为金融学理论分别对购房过程中购房者购前、购中和购后的行为进行分析,展示心理因素影响购房者行为的过程。     

Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom

The present study compares the structure, the longitudinal relation, and the predictive roles of emotions in-class and emotions while watching online video lectures outside of class. Participants (N = 269) reported their emotions, attentional control, and behavioral engagement associated with in-class activities and online lecture viewing at two time points in a large “flipped” undergraduate anatomy course. Overall, the longitudinal and cross-contextual relations among emotions, from emotions to learning behaviors, and from emotions to achievement were similar, whereas distinct patterns of relations were found for learning behaviors, and from learning behaviors to academic achievement. These findings are discussed within the Control-Value Theory and provide implications for supporting adaptive emotions and learning in flipped classrooms.     

消费时代中国文学的新趋向

目前,消费时代的特征日益折射在文学上。在强大的消费法则的操纵下,当代中国文学呈现出种种新的趋向:文学重心由乡村逐步向城市转移;文学书写方式发生巨大变化,网络文学蓬勃发展;文学价值取向发生新的转变,"欲望化写作"风靡一时;文学创作队伍日益年轻化,"80后"崭露头角;文学与影视的联姻成为当代文学新气象。各种趋向交织在一起,构成了消费时代中国文学的洋洋大观。     

NCAA football television viewership: Product quality and consumer preference relative to market expectations

The authors estimate the determinants of college football television viewership across the full quality spectrum of contests and test whether consumer preferences vary based on changes in the attributes of the core product. They utilize national television viewership data at the individual game level over a three season period and estimate numerous consumer demand models using zero-truncated negative binomial regression. The results indicate a lack of support for anticipated outcome uncertainty, but support for contests where actual outcomes are closer than market expectations. Consumer preferences are not consistent across game qualities, which may indicate that game type is linked to variation in the consumer base and reference-dependent preferences. The findings may also explain why the uncertainty of outcome hypothesis is supported in some contexts, but not others. Preference for absolute quality also dominates preference for relative quality. This finding has important implications for contest scheduling. Given the common practice of advance scheduling creates sub-optimal conference and network television schedules, stakeholders could be leaving television revenues on the table.     

Ecological momentary assessment of contextual variables,satisfaction, and emotional and behavioral states of adolescents by level of victimization

The harmful effects of victimization on mental health have been demonstrated in several age groups, cultures, and populations, but there is wide variability in the resulting psychopathology. Ecological momentary assessment (EMA) allows the expression of an emotional state to be recorded at any given time and linked to a situation or context.This study aimed to analyze the contextual variables (where, with whom, and what), momentary satisfaction, and perception of momentary emotional and behavioral symptoms in a cohort of adolescents by the level of victimization, using EMA. We explored the everyday symptom profiles and the contexts in which events took place among 100 adolescents over a one-week period. Sociodemographic data were collected and assessment was done using the EMA (as a smartphone application) and the Juvenile Victimization Questionnaire (to assess childhood and adolescent victimization). In this study, regarding contextual variables, the group with the highest level of victimization (top 10%) showed a significant relationship with being away from home and being with friends other than classmates, and not being with parents or relatives. There was also an unexpectedly higher frequency of sporting engagement in this group. A relationship existed between emotional and behavioral problems and higher levels of victimization. In conclusion, the different groups of victimized subjects present a relatively high level of satisfaction in relation to the daily contexts and show low levels of emotional and behavioral symptomatology.     

Effects of Instructional Physical Activity Courses on Overall Physical Activity and Mood in University Students

Purpose: The aim of this research was to assess the association between university-based instructional physical activity (PA) courses and changes in overall PA levels and negative mood and their interrelations. The study also sought to determine the amount of change in PA required to significantly improve mood in course enrollees. Method: Participants were university students initially completing PA below the level recommended for health who were either presently enrolled in an elective instructional PA course (treatment group, n = 52, 69% female) or not presently enrolled in such a course (comparison group, n = 32, 69% female). Validated surveys assessed volumes of PA completed per week and overall negative mood from baseline to course end. Mediation analyses assessed group effects on mood through PA changes and reciprocal relations between PA and mood changes. Results: There was a significantly greater increase in PA and significantly more reduction in negative mood in the treatment group. Change in PA completely mediated the relationship between group and change in negative mood, and change in mood completely mediated the relationship between group and PA. These findings indicated a reciprocal, mutually reinforcing relationship between changes in PA and mood. An increase in PA of at least 2 days/week was associated with a significant reduction in negative mood, with no greater effect for more increase. Conclusions: Results provided an improved understanding of the effects of university-based instructional PA courses and how they might be leveraged to improve students’ mental health and possibly contribute to their academic success.     

高校体育文化建设中信息环境的构建与变迁

高校体育文化,作为一种带有明确范围限定和内容限定的亚文化形态,其建设和发展的实质,是内涵中体育信息环境的构建过程。随着高校体育文化中体育信息环境的内容、来源与群体层面都发生了变迁,高校体育文化在文化循环的过程中,出现了文化表征方式从行为向非行为的分化,并表现为高校体育文化信息环境变迁对体育活动参与者的行为阻滞作用。     

中国毛茛科植物小志(廿二)

 (1)揭示了铁线莲属以下演化趋势:萼片由开展到直立;雄蕊由无毛到有毛;雄蕊花丝由条形演 化到披针状条形或倒披针状条形;花药由长圆形演化到条形或狭条形;药隔不突出到在顶端突出;在雄 蕊被毛时,毛由少而短到多而长;此外花序由具花序梗和苞片到花序梗和苞片消失,以及由自当年生枝 叶腋生出转变到自老枝腋芽中生出。主要根据上述演化趋势,本文将我国铁线莲属各组及组下分类群做出新的排列。(2)描述了6新亚组,6新系,2新种,4新变种,给出了5新组合,4新等级和2新名。     

Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context

The study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparation for an exam would display greater engagement and better integration regardless of reading medium. Results showed interaction effects of reading medium with reading purpose on the behavioral engagement indicators of reading time and the length of the post-reading written products. For reading time, the interaction involved that students used longer time when reading digital and mixed texts for an exam, compared to reading for pleasure, whereas there were no difference between exam and pleasure oriented reading when reading printed texts. For the length of the written responses, students produced more text when reading printed texts for an exam than when reading printed texts for pleasure, whereas there were no differences in text production between reading for an exam and reading for pleasure when reading digital or mixed texts. Finally, there was an indirect effect of reading purpose on textual integration via text production when students read printed texts: students who read printed texts in preparation for an exam produced longer written responses compared to those who read for pleasure and, in turn, gained a more integrated understanding of the issue in question. These results are discussed in terms of the implications they offer and the avenues they suggest for future research.