Are athletes burning out with passion?

Abstract

Passion is a strong motivational force towards an activity considered very important, possibly to the extent that the activity forms a part of an individual's identity. Two forms of passion, harmonious and obsessive, are thought to lead to different cognitive and affective responses. Although being passionate about sport appears to be important from a motivational perspective, it possibly also increases the risk for burnout, which is a negative consequence blamed partly on too much training and inadequate recovery. The question voiced in this study is whether harmonious passion and obsessive passion pose equal risks for burnout. Participants were 94 female and 164 male competitive athletes from 21 sports. The results, analysed using partial correlation and multivariate analyses of variance, showed that athletes with an obsessive passion scored higher on a burnout inventory than did harmoniously passionate athletes. Obsessively passionate athletes also scored higher on perceived stress and negative affect, and lower on positive affect. These findings support the assumption that even though the two forms of passion may be an integral part of elite sports, athletes scoring high on obsessive passion may be at greater risk of developing burnout than more harmoniously passionate athletes. Burning bright and burning out can thus be seen as two potential consequences for athletes driven by passion. Athletes and coaches who are aware of this may be better equipped to avoid the potential negative consequences associated with too much stress and too little recovery.     

The importance of affects,self-regulation and relationships in the writing of a master's thesis

While the number of postgraduate students is increasing, the writing of a master's dissertation still poses numerous challenges to them. The outcome of this work depends just as much on technical and methodological skills as on affects, self-regulation, and the relationship to the supervisor. In order to test a comprehensive model including all these dimensions for this specific task, we sent a questionnaire to students who had recently completed their master's thesis. The collected answers highlight the importance of the self-regulation of both cognition and affects in such an endeavor. The quality of the relationship with the supervisor is also essential. In light of these results, changes regarding the training of students and the coaching methods of supervisors seem necessary.     

Affect and counter-conduct: cultivating action for social change in human rights education

This paper explores the entanglement between two partially connected concerns that offer the potential to animate current discussions on human rights teaching and learning: ‘affect’ and ‘counter-conduct’. Both terms are at the heart of human rights education (HRE) approaches that aim at cultivating resistance in children and youth so that they respond in critically affective and action-oriented ways to human rights violations and social injustices in ‘the everyday’. These concepts are used to explore: first, how to encourage children and youth to enact forms of counter-conduct that are critical in human rights struggles, rather than responses which are sedimented through the governing technologies of declarational approaches of HRE; and second, how these counter-conduct practices may constitute ethical and political practices that critique liberal and sentimental forms of affect about human rights violations. It is argued that theoretical insights that pay attention to counter-conduct and affect offer possibilities for reconsidering normalized ideas in HRE.     

通信系统中抗干扰技术的研究

本文首先说明了通信系统中抗干扰技术问题。为提高抗干扰能力，在电路设计中，要考虑布线及元件安装方式；在系统设计中，可以采用有效的传输和编码方法。     

Affect and engagement during small group instruction

Two studies (Study 1: n = 137; Study 2: n = 192) were conducted to investigate how upper-elementary students’ affect during small group instruction related to their social-behavioral engagement during group work. A circumplex model of affect consisting of valence (positive, negative) and activation (high, low) was used to examine the relation of affect to social loafing and quality of group interactions. Across both studies, negative affect (feeling tired or tense) was associated with higher rates of social loafing. Neutral to deactivated positive affect, such as feeling happy or calm, was positively related to positive group interactions, while deactivated negative affect (tired) was negatively associated with positive group interactions. Follow-up cross-lagged analyses to examine reciprocal relations suggested that positive group interactions altered affect on subsequent group tasks, but affect was not related to changes in positive group interactions. These quantitative findings were supplemented with a qualitative analysis of six small groups from Study 2. The qualitative analyses highlighted the reciprocal and cyclical relations between affect and social-behavioral engagement in small groups.     

基于产业集群理论的高新园区发展研究——中国光谷的发展思考

本介绍光谷的概况，从增长极理论和产业集群理论角度对光谷进行理论探讨，提出了光谷的发展模式，深入分析影响光谷发展的因素，最后提出相应对策。     

Feeling obliged to “Do Well” or “Not to Fail”? The distinction between approach and avoidance dimensions of oughts

The present studies examined the proposition that there are approach and avoidance dimensions in feelings of obligations, that are associated with a specific network of behaviors, affect, and cognitions in achievement situations. Across 4 studies, results indicated that being motivated by ought-approach was associated with significantly higher positive affect and persistence compared with being motivated by ought-avoidance. Also, arousal and affect could be explained by one's disposition for approach- or avoidance-based oughts. Being motivated by ought-approach was significantly more adaptive compared with avoidance and multiple-ought terms. It was concluded that obligations based on approach or avoidance tendencies represent diverse motivational systems with different cognitions and affective responses.     

I’ve got this: Fostering topic and technology-related emotional engagement and queer history knowledge with a mobile app

Little research has been conducted to differentiate between multiple, and frequently simultaneously available, discrete object foci in academic achievement situations that emotions can be generated from, including technology and academic topics. Using R. Pekrun’s control-value theory of achievement emotions and Sharples and colleagues’ Mobile Learning Theory, we examined whether appraisals of control over technology and task value predicted emotions directed toward using a mobile app (technology-related emotions) and queer history content (topic emotions). In turn, we examined whether technology-related and topic emotions predicted objective and subjective knowledge outcomes. The main results of this study that examined 57 undergraduate students at a Canadian University were the following: (1) Learners reported high mean levels of technological control over the app. (2) Relatively high mean levels of task value. (3) High mean levels of enjoyment and low mean levels of boredom across both technology-related and topic emotions. (4) Learners’ appraisals of task value contributed to multiple regression models that statistically significantly predicted all emotions; appraisals of control over technology contributed to the multiple regression model (along with task value) that statistically significantly predicted technology-related enjoyment. And (5) technology-related enjoyment and topic boredom contributed to multiple regression models that statistically significantly predicted perceived success of learning. Findings and implications are discussed from a critical-analytical perspective.     

Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments

Understanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that were published between 1965 and 2018. We extracted effect sizes quantifying relations between emotions (enjoyment, curiosity/interest, anxiety, anger/frustration, confusion, boredom) and their antecedents (control-value appraisals, prior knowledge, gender, TBLE characteristics) and outcomes (engagement, learning strategies, achievement). Mean effects largely supported hypotheses (e.g., positive relations between enjoyment and appraisals, achievement, and cognitive support) and remained relatively stable across moderators. These findings imply that levels of emotions differ across TBLEs, but that their functional relations with appraisals and learning are equivalent across environments. Implications for research and designing emotionally sound TBLEs are discussed.     

The Dark Side of Instruction: Teacher Anger as Classroom Norm Violations

Based on norm violation theory, we examined students' reactions to teachers' normative and nonnormative expressions of anger. College students ( N = 301 ) judged the appropriateness and intensity of teachers' anger in the classroom for four modes of expression: Distributive Aggression, Passive Aggression, Integrative Assertion, and Nonassertive Denial. Students rated both types of aggressive expressions as highly intense and inappropriate (or nonnormative), but assertive displays as appropriate and less intense. Additionally, aggressive expressions were negatively related to students' affect, whereas assertive expressions were positively related to affect. Findings extend norm violation theory by identifying how teacher anger should be expressed and when during the semester anger is more likely to be perceived as inappropriate. Moreover, this study illustrates how normative violations of anger are associated with negative evaluations of the teacher and course.