Using the self-determination theory to understand Chinese adolescent leisure-time physical activity

Purposes: This study applies the self-determination theory (SDT) to test the hypothesized relationships among perceived autonomy support from parents, physical education (PE) teachers, and peers, the fulfilment of psychological needs (i.e., autonomy, competence, and relatedness), autonomous motivation, and leisure-time physical activity of Chinese adolescents. Method: There are 255 grade six to eight student participants from four middle schools around Shanghai, China included in this study. An accelerometer was used to measure the moderate-to-vigorous physical activity (MVPA). The participants completed the questionnaires regarding SDT variables. The structural equation modelling was applied to examine the hypothesized relationships among the study variables. Results: The model of hypothesized relationships demonstrated a good fit with the data [X²?=?20.84, df?=?9, P?=?.01; CFI?=?0.98; IFI?=?0.98; SRMR?=?0.04; RMSEA?=?0.05]. The findings revealed that autonomy support from parents, PE teachers, and peers foster social conditions in which the three basic psychological needs can be met. In turn, autonomy, competence, and relatedness are positively associated with autonomous motivation for MVPA. The autonomous motivation positively relates to the MVPA time of adolescents. The three psychological needs partially mediate the influence of autonomy support from parents (β?=?0.18, P?<?.01; Bootstrap 95% CI?=?0.06–0.33) and teachers (β?=?0.17, P?<?.01; Bootstrap 95% CI?=?0.03–0.26) in the autonomous motivation. Conclusion: In conclusion, these findings support the applicability of SDT in understanding and promoting physical activity of Chinese adolescents.     

Implicit intelligence beliefs of computer science students: Exploring change across the semester

This study investigated introductory computer science (CS1) students’ implicit beliefs of intelligence. Referencing Dweck and Leggett’s (1988) framework for implicit beliefs of intelligence, we examined how (1) students’ implicit beliefs changed over the course of a semester, (2) these changes differed as a function of course enrollment and students’ motivated self-regulated engagement profile, and (3) implicit beliefs predicted student learning based on standardized course grades and performance on a computational thinking knowledge test. For all students, there were significant increases in entity beliefs and significant decreases in incremental beliefs across the semester. However, examination of effect sizes suggests that significant findings for change across time were driven by changes in specific subpopulations of students. Moreover, results showed that students endorsed incremental belief more strongly than entity belief at both the beginning and end of the semester. Furthermore, the magnitude of changes differed based on students’ motivated self-regulated engagement profiles. Additionally, students’ achievement outcomes were weakly predicted by their implicit beliefs of intelligence. Finally, results showed that the relationship between changes in implicit intelligence beliefs and student achievement varied across different CS1 courses. Theoretical implications for implicit intelligence beliefs and recommendations for STEM educators are discussed.     

儿童身体锻炼的心理效应

儿童锻炼的心理效应的研究主要集中在身体锻炼的心理前因、身体锻炼与儿童体能、自尊、应激的关系等方面。大部分的研究表明 ,尽管儿童身体锻炼的动机存在着文化差异 ,但获得愉快感是儿童参加身体锻炼的主要动机之一 ,同时 ,内部动机是儿童坚持身体锻炼的重要因素 ;身体锻炼可能是造成儿童体能存在年龄与性别差异的重要原因 ;合理身体锻炼可以提高儿童的自尊或自尊的某一维度 ;儿童应激反应存在“过度反应模式” ,身体锻炼可以降低儿童不良的应激反应。     

浅谈对人的工作积极性的激励

激励是以综合的教育手段和方法为刺激诱因,根据个体积极的心理需要,激发个体的内驱力,促进其把外部刺激内化为个体自觉行为的过程。对人工作积极性的激励,首先要善于抓住人的优势需要,然后要激发人的内部动因,还要提出可行的动机目标,从而达到激励的可行效果。     

基于过程模型的高新技术企业创新型人才激励机制构建研究

在当今知识经济时代,高新技术企业作为科技发展的主要载体,对国家经济发展起着至关重要的作用。众所周知,创新型人才是高新技术企业关键性战略资源。然而,目前部分高新技术企业对创新型人才的有效激励机制尚不健全,还存在一些不足之处。本文基于过程模型视角,根据高新技术企业创新型人才的特性,探讨了激励机制存在问题的本质原因,构建了适用于高新技术企业创新型人才有效激励机制。本文的研究为人力资源管理领域中的相关问题提供了一种新的模型和视角,具有一定的理论与应用价值。     

“海本”项目学生英语学习动机不足及对策研究

本文针对江苏财经职业技术学院海本项目学生英语学习动机缺乏的现象,从学生生源、入学成绩、教学现状等方面分析学生英语学习动机不足的原因,并从教材、教师、评价体系等角度探索加强学生内在和深层学习动机的可行性方案.     

EFL teachers' behavior of using motivational strategies: The case of teaching in the Korean context

While studies have investigated the role of motivation in learning and teaching, research on teachers' motivational strategies remains scarce. This study examined the motivating behavior of in-service teachers of English in Korea (N = 12). Videotapes of the teachers' classes were analyzed based on Keller's ARCS model using NVivo, revealing that the teachers did not effectively utilize motivational strategies or tactics, except for attention. Additionally, teachers' motivational strategies were correlated positively with their language proficiency but negatively with teaching experience. Finally, teachers' motivational strategies were shown to be grounded in traditional teacher-centered approaches rather than the promotion of student ownership of learning.     

The roots of reading for pleasure: Recollections of reading and current habits

Children's early literacy experiences are critical, yet it remains unclear whether memories of early reading instruction continue to be associated with reading habits into adulthood. We examined the association between recollections of reading experiences and present-day reading habits in an adult population. University students responded in writing to three open-ended prompts asking about their memories of reading during early childhood, elementary school and high school. They also completed two questionnaires inquiring about reading enjoyment and frequency in elementary school and high school. For the concurrent measures of reading, participants described their current reading habits in an open-ended prompt and completed an author recognition test. Results showed positive links between favourable memories of reading during elementary and high school years and present-day reading habits. Conversely, unfavourable memories during high school were associated with unenthusiastic present-day reading habits. We found that reading instruction in school forms long-lasting memories, and these memories are linked in meaningful ways with print exposure during adulthood.     

Can you hear it? Toward conceptual clarity of emotional cost and negative emotions

Research on cost beliefs has surged over the past several years. Though many dimensions of cost have been identified, researchers have often conflated these dimensions with one another. Moreover, some dimensions of cost may actually refer to already established constructs. In the current study, we explore the potential jangle fallacy between emotional cost and negative emotions, including anger, frustration, anxiety, boredom, and confusion, with particular attention to the costs and emotions that students anticipated to be associated with a course, as well as the costs and emotions that students actually experienced during the course. Results of this study provide evidence that emotional cost and negative emotions are distinct constructs in both their anticipated and experienced forms, although some similarities between constructs were also identified. Future directions are discussed for providing more conceptual clarity of emotional cost.     

消费者参与虚拟品牌社区价值共创的动机分析

品牌企业热衷于创建虚拟品牌社区并对其规范管理,目的是为了进一步稳固忠实队伍和开发更多的潜在客户以获取更大的利润。越来越多消费者参与到虚拟品牌社区进行价值共创,其目的何在?本文将多角度对消费者参与虚拟品牌社区价值共创的动机进行分析。