Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model

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Avelino G. Ignacio Jr.

2017-02-01

Full Text Available This research work is an exploration of causality connection of learning styles to mathematics achievement goals. The objectives of the study are as follows: (1 to identify the mathematics achievement goal of students when grouped according to preferred learning style (2 to identify the learning style of students when grouped according to preferred mathematics achievement goal and (3 to determine if there is a significant difference in each mathematics achievement goal when grouped according to learning style. The researcher used explanatory cross-sectional design. The Revised Achievement Goal Questionnaire and Kolb’s Learning Style Inventory 3.1 were utilized to collect data. Results show that respondents hold mastery-approach achievement goals regardless of learning styles. Also, students with approach type of mathematics achievement goals hold assimilative learning style which operates on reflective observation and abstract conceptualization; and students with avoidance type of mathematics achievement goals hold accommodative learning style which operates on active experimentation and concrete experimentation. Furthermore, findings show that there is no significant difference in the mathematics achievement goals based on learning style. Exploratory research is recommended to understand why students with approach type of mathematics achievement goals hold assimilative learning style and why students with avoidance type of mathematics achievement goals hold accommodative learning style.

Resident Self-Assessment and Learning Goal Development: Evaluation of Resident-Reported Competence and Future Goals.

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Li, Su-Ting T; Paterniti, Debora A; Tancredi, Daniel J; Burke, Ann E; Trimm, R Franklin; Guillot, Ann; Guralnick, Susan; Mahan, John D

2015-01-01

To determine incidence of learning goals by competency area and to assess which goals fall into competency areas with lower self-assessment scores. Cross-sectional analysis of existing deidentified American Academy of Pediatrics' PediaLink individualized learning plan data for the academic year 2009-2010. Residents self-assessed competencies in the 6 Accreditation Council for Graduate Medical Education (ACGME) competency areas and wrote learning goals. Textual responses for goals were mapped to 6 ACGME competency areas, future practice, or personal attributes. Adjusted mean differences and associations were estimated using multiple linear and logistic regression. A total of 2254 residents reported 6078 goals. Residents self-assessed their systems-based practice (51.8) and medical knowledge (53.0) competencies lowest and professionalism (68.9) and interpersonal and communication skills (62.2) highest. Residents were most likely to identify goals involving medical knowledge (70.5%) and patient care (50.5%) and least likely to write goals on systems-based practice (11.0%) and professionalism (6.9%). In logistic regression analysis adjusting for postgraduate year (PGY), gender, and degree type (MD/DO), resident-reported goal area showed no association with the learner's relative self-assessment score for that competency area. In the conditional logistic regression analysis, with each learner serving as his or her own control, senior residents (PGY2/3+s) who rated themselves relatively lower in a competency area were more likely to write a learning goal in that area than were PGY1s. Senior residents appear to develop better skills and/or motivation to explicitly turn self-assessed learning gaps into learning goals, suggesting that individualized learning plans may help improve self-regulated learning during residency. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Goal-Setting Learning Principles: A Lesson From Practitioner

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Zainudin bin Abu Bakar

2014-02-01

Full Text Available One of the prominent theory was the goal-setting theory which was widely been used in educational setting. It is an approach than can enhance the teaching and learning activities in the classroom. This is a report paper about a simple study of the implementation of the goal-setting principle in the classroom. A clinical data of the teaching and learning session was then analysed to address several issues highlighted. It is found that the goal-setting principles if understood clearly by the teachers can enhance the teaching and learning activities. Failed to see the needs of the session will revoke the students learning interest. It is suggested that goal-setting learning principles could become a powerful aid for the teachers in the classroom.

Academic goals and learning quality in higher education students.

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Valle, Antonio; Núñez, José C; Cabanach, Ramón G; González-Pienda, Julio A; Rodríguez, Susana; Rosário, Pedro; Muñoz-Cadavid, María A; Cerezo, Rebeca

2009-05-01

In this paper, the relations between academic goals and various indicators that define the quality of the learning process are analyzed. The purpose was to determine to what extent high, moderate, or low levels of academic goals were positively or negatively related to effort regulation, the value assigned to academic tasks, meta-cognitive self-regulation, self-efficacy, beliefs about learning control, and management of time and study environment. The investigation was carried out with a sample of 632 university students (70% female and 30% male) and mean age of 21.22 (SD=2.2).The results show that learning goals, or task orientation, are positively related to all the indictors of learning quality considered herein. Although for other kinds of goals-work-avoidance goals, performance-approach goals, and performance-avoidance goals-significant relations were not found with all the indicators, there was a similar tendency of significant results in all cases; the higher the levels of these goals, the lower the levels of the indicators of learning quality.

Clinical skills-related learning goals of senior medical students after performance feedback.

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Chang, Anna; Chou, Calvin L; Teherani, Arianne; Hauer, Karen E

2011-09-01

Lifelong learning is essential for doctors to maintain competence in clinical skills. With performance feedback, learners should be able to formulate specific and achievable learning goals in areas of need. We aimed to determine: (i) the type and specificity of medical student learning goals after a required clinical performance examination; (ii) differences in goal setting among low, average and high performers, and (iii) whether low performers articulate learning goals that are concordant with their learning needs. We conducted a single-site, multi-year, descriptive comparison study. Senior medical students were given performance benchmarks, individual feedback and guidelines on learning goals; each student was subsequently instructed to write two clinical skills learning goals. Investigators coded the learning goals for specificity, categorised the goals, and performed statistical analyses to determine their concordance with student performance level (low, average or high) in data gathering (history taking and physical examination) or communication skills. All 208 students each wrote two learning goals and most (n=200, 96%) wrote two specific learning goals. Nearly two-thirds of low performers in data gathering wrote at least one learning goal that referred to history taking or physical examination; one-third wrote learning goals pertaining to the organisation of the encounter. High performers in data gathering wrote significantly more patient education goals and significantly fewer history-taking goals than average or low performers. Only 50% of low performers in communication wrote learning goals related to communication skills. Low performers in communication were significantly more likely than average or high performers to identify learning goals related to improving performance in future examinations. The provision of performance benchmarking, individual feedback and brief written guidelines helped most senior medical students in our study to write specific

Learning Science, Learning about Science, Doing Science: Different Goals Demand Different Learning Methods

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Hodson, Derek

2014-01-01

This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that…

Preoperative learning goals set by surgical residents and faculty.

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Pernar, Luise I M; Breen, Elizabeth; Ashley, Stanley W; Peyre, Sarah E

2011-09-01

The operating room (OR) remains the main teaching venue for surgical trainees. The OR is considered a pure-discovery learning environment; the downsides of this can be putatively overcome when faculty and trainee arrive at a shared understanding of learning. This study aimed to better understand preoperative learning goals to identify areas of commonalities and potential barrier to intraoperative teaching. Brief, structured preoperative interviews were conducted outside the OR with the resident and faculty member who were scheduled to operate together. Answers were analyzed and grouped using grounded theory. Twenty-seven resident-faculty pairs were interviewed. Nine residents (33.3%) were junior (PGY 1 and 2) and 18 (66.7%) were senior (PGY 3 through 5). Learning goal categories that emerged from the response analysis were anatomy, basic and advanced surgical skills, general and specific procedural tasks, technical autonomy, and pre-, intra-, and postoperative considerations. Residents articulated fewer learning goals than faculty (1.5 versus 2.4; P = 0.024). The most frequently identified learning goal by both groups was one classifiable under general procedural tasks; the greatest divergence was seen regarding perioperative considerations, which were identified frequently by faculty members but rarely by residents. Faculty articulate significantly more learning goals for the residents they will operate with than residents articulate for themselves. Our data suggest that residents and faculty align on some learning goals for the OR but residents tend to be more limited, focusing predominantly on technical aspects of the operation. Faculty members tend to hold a broader view of the learning potential of the OR. These discrepancies may present barriers to effective intraoperative teaching. Copyright © 2011 Elsevier Inc. All rights reserved.

Participation in adult learning

DEFF Research Database (Denmark)

Desjardins, Richard

2010-01-01

This entry presents an internationally comparative overview of adult learning patterns. Emphasis is placed on who is participating in adult learning and the observed unequal chances to participate. The entry covers three overarching questions that are central to participation research: a) What...

Environmental Identity: A New Approach to Understanding Students' Participation in Environmental Learning Programs

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Jaksha, Amanda P.

2013-01-01

The goal of this study is to develop an understanding of how participants express their environmental identities during an environmental learning program. Past research on the outcomes of environmental learning programs has focused primarily on changes in knowledge and attitudes. However, even if knowledge or attitudes can be accurately measured,…

A Bayesian Developmental Approach to Robotic Goal-Based Imitation Learning.

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Michael Jae-Yoon Chung

Full Text Available A fundamental challenge in robotics today is building robots that can learn new skills by observing humans and imitating human actions. We propose a new Bayesian approach to robotic learning by imitation inspired by the developmental hypothesis that children use self-experience to bootstrap the process of intention recognition and goal-based imitation. Our approach allows an autonomous agent to: (i learn probabilistic models of actions through self-discovery and experience, (ii utilize these learned models for inferring the goals of human actions, and (iii perform goal-based imitation for robotic learning and human-robot collaboration. Such an approach allows a robot to leverage its increasing repertoire of learned behaviors to interpret increasingly complex human actions and use the inferred goals for imitation, even when the robot has very different actuators from humans. We demonstrate our approach using two different scenarios: (i a simulated robot that learns human-like gaze following behavior, and (ii a robot that learns to imitate human actions in a tabletop organization task. In both cases, the agent learns a probabilistic model of its own actions, and uses this model for goal inference and goal-based imitation. We also show that the robotic agent can use its probabilistic model to seek human assistance when it recognizes that its inferred actions are too uncertain, risky, or impossible to perform, thereby opening the door to human-robot collaboration.

Goal-Setting Learning Principles: A Lesson From Practitioner

OpenAIRE

Zainudin bin Abu Bakar; Lee Mei Yun; NG Siew Keow; Tan Hui Li

2014-01-01

One of the prominent theory was the goal-setting theory which was widely been used in educational setting. It is an approach than can enhance the teaching and learning activities in the classroom. This is a report paper about a simple study of the implementation of the goal-setting principle in the classroom. A clinical data of the teaching and learning session was then analysed to address several issues highlighted. It is found that the goal-setting principles if understood clearly by the te...

Learned Helplessness and Learning Goals: Role played in School Refusal. A Study on Italian Students.

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Luana Sorrenti

2016-08-01

Full Text Available Literature on school refusal has shown a link between school refusal and poor school performance. However, there has been little investigation into the individual underlying factors, and specifically factors directly related to the learning process, such as the learning goals of students and their expectations of success and/or failure. The main purpose of the present study is to investigate the influence of Learned Helplessness (LH and learning goals on school refusal. We hypothesized that LH and learning goals exert a unique role in predicting school refusal above and beyond the roles of academic achievement, age, and gender. The sample consisted of 201 Italian students with an average age of 11.93, with both low (57.2 % of students and high (42.8 % academic achievement. School refusal, LH, and learning goals were measured by means of questionnaires. The results confirm the hypothesis of this study; in fact, we found that learning goals and, above all, LH play a more predictive role of school refusal than academic achievement. These results extend previous studies on school refusal and, for the first time, they provide additional knowledge about this problem, analyzing the relationship between school refusal, learning goals, and LH, still neglected in the literature. Implications on the psychological well-being of students are discussed.

Explicit goal-driven attention, unlike implicitly learned attention, spreads to secondary tasks.

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Addleman, Douglas A; Tao, Jinyi; Remington, Roger W; Jiang, Yuhong V

2018-03-01

To what degree does spatial attention for one task spread to all stimuli in the attended region, regardless of task relevance? Most models imply that spatial attention acts through a unitary priority map in a task-general manner. We show that implicit learning, unlike endogenous spatial cuing, can bias spatial attention within one task without biasing attention to a spatially overlapping secondary task. Participants completed a visual search task superimposed on a background containing scenes, which they were told to encode for a later memory task. Experiments 1 and 2 used explicit instructions to bias spatial attention to one region for visual search; Experiment 3 used location probability cuing to implicitly bias spatial attention. In location probability cuing, a target appeared in one region more than others despite participants not being told of this. In all experiments, search performance was better in the cued region than in uncued regions. However, scene memory was better in the cued region only following endogenous guidance, not after implicit biasing of attention. These data support a dual-system view of top-down attention that dissociates goal-driven and implicitly learned attention. Goal-driven attention is task general, amplifying processing of a cued region across tasks, whereas implicit statistical learning is task-specific. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

A Convergent Participation Model for Evaluation of Learning Objects

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John Nesbit

2002-10-01

Full Text Available The properties that distinguish learning objects from other forms of educational software - global accessibility, metadata standards, finer granularity and reusability - have implications for evaluation. This article proposes a convergent participation model for learning object evaluation in which representatives from stakeholder groups (e.g., students, instructors, subject matter experts, instructional designers, and media developers converge toward more similar descriptions and ratings through a two-stage process supported by online collaboration tools. The article reviews evaluation models that have been applied to educational software and media, considers models for gathering and meta-evaluating individual user reviews that have recently emerged on the Web, and describes the peer review model adopted for the MERLOT repository. The convergent participation model is assessed in relation to other models and with respect to its support for eight goals of learning object evaluation: (1 aid for searching and selecting, (2 guidance for use, (3 formative evaluation, (4 influence on design practices, (5 professional development and student learning, (6 community building, (7 social recognition, and (8 economic exchange.

Self-Regulated Learning and Perceived Health among Students Participating in University Physical Activity Classes

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McBride, Ron E.; Xiang, Ping

2013-01-01

Three hundred and sixty-one students participating in university physical activity classes completed questionnaires assessing perceived health and self-regulated learning. In addition, 20 students (11 men; 9 women) were interviewed about their reasons for enrolling, participation and goals in the class. Results indicated the students endorsed…

Users' participation in nursing care: an element of the Theory of Goal Attainment.

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da Silva, Rodrigo Nogueira; Ferreira, Márcia de Assunção

2016-02-01

Users' participation in care has been acknowledged as a key factor to improve health services. To analyze the Theory of Goal Attainment and to discuss the explicit and implicit relations between the Theory and the phenomenon of users' participation in nursing care. Theoretical analysis of the Theory of Goal Attainment. The analysis phase of the Framework for Analysis and Evaluation of Nursing Theories was applied. Then, the explicit and implicit relations between the Theory and the phenomenon of users' participation were analyzed. Users' participation in nursing care is an element of the Theory of Goal Attainment, although limited to the goal setting and the means to achieve them. The choice for users' participation in care is a right defended in health policies around the world. The Theory of Goal Attainment is an appropriate guide to nurses in defense of users' participation in nursing care.

The Predictiveness of Achievement Goals

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Huy P. Phan

2013-11-01

Full Text Available Using the Revised Achievement Goal Questionnaire (AGQ-R (Elliot & Murayama, 2008, we explored first-year university students’ achievement goal orientations on the premise of the 2 × 2 model. Similar to recent studies (Elliot & Murayama, 2008; Elliot & Thrash, 2010, we conceptualized a model that included both antecedent (i.e., enactive learning experience and consequence (i.e., intrinsic motivation and academic achievement of achievement goals. Two hundred seventy-seven university students (151 women, 126 men participated in the study. Structural equation modeling procedures yielded evidence that showed the predictive effects of enactive learning experience and mastery goals on intrinsic motivation. Academic achievement was influenced intrinsic motivation, performance-approach goals, and enactive learning experience. Enactive learning experience also served as an antecedent of the four achievement goal types. On the whole, evidence obtained supports the AGQ-R and contributes, theoretically, to 2 × 2 model.

Comparison of participatively set and assigned goals in the reduction of alcohol use.

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Lozano, Brian E; Stephens, Robert S

2010-12-01

The effects of setting goals on goal commitment, self-efficacy for goal achievement, and goal achievement in the context of an alcohol use intervention were examined using an experimental design in which participants were randomized to participatively set goals, assigned goals, and no goal conditions. One hundred and twenty-six heavy-drinking college students received a single cognitive-behavioral assessment/intervention session and completed measures of goal commitment, self-efficacy for goal achievement, and alcohol use. Results were consistent with, and expanded upon, previous research by demonstrating that having a goal for limiting alcohol consumption was predictive of lower quantity and frequency of alcohol use relative to not having a goal. Participation in goal setting yielded greater goal commitment and self-efficacy for goal achievement than assigned goals, but did not result in significantly greater reductions in alcohol use relative to assigned goals. Goal commitment and self-efficacy explained unique variance in the prediction of alcohol use at follow-up. Findings support the importance of goal setting in alcohol interventions and suggest areas for further research. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Self-Regulated Learning in the Museum: Understanding the Relationship of Visitor's Goals, Learning Strategies, and Appraisals

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Zhou, Ji; Urhahne, Detlef

2017-01-01

Self-regulated learning (SRL) in the museum was explored by 2 investigations. The first one investigated 233 visitors on their goals and intended learning strategies by questionnaire before they visited the science museum. Results indicated visitors' learning goals can predict their intended deep-learning strategy. Moreover, visitors can be…

An empirical examination of negotiated goals and performance-to-goal following the introduction of an incentive bonus plan with participative goal setting

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Anderson, S.W.; Dekker, H.C.; Sedatole, K.L.

2010-01-01

Prior research documents performance improvements following the implementation of pay-for-performance (PFP) bonus plans. However, bonus plans typically pay for performance relative to a goal, and the manager whose performance is to be evaluated often participates in setting the goal. In these

Do quality improvement collaboratives' educational components match the dominant learning style preferences of the participants?

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Weggelaar-Jansen, Anne Marie; van Wijngaarden, Jeroen; Slaghuis, Sarah-Sue

2015-06-20

Quality improvement collaboratives are used to improve healthcare by various organizations. Despite their popularity literature shows mixed results on their effectiveness. A quality improvement collaborative can be seen as a temporary learning organization in which knowledge about improvement themes and methods is exchanged. In this research we studied: Does the learning approach of a quality improvement collaborative match the learning styles preferences of the individual participants and how does that affect the learning process of participants? This research used a mixed methods design combining a validated learning style questionnaire with data collected in the tradition of action research methodology to study two Dutch quality improvement collaboratives. The questionnaire is based on the learning style model of Ruijters and Simons, distinguishing five learning style preferences: Acquisition of knowledge, Apperception from others, Discovery of new insights, Exercising in fictitious situations and Participation with others. The most preferred learning styles of the participants were Discovery and Participation. The learning style Acquisition was moderately preferred and Apperception and Exercising were least preferred. The educational components of the quality improvement collaboratives studied (national conferences, half-day learning sessions, faculty site visits and use of an online tool) were predominantly associated with the learning styles Acquisition and Apperception. We observed a decrease in attendance to the learning activities and non-conformance with the standardized set goals and approaches. We conclude that the participants' satisfaction with the offered learning approach changed over time. The lacking match between these learning style preferences and the learning approach in the educational components of the quality improvement collaboratives studied might be the reason why the participants felt they did not gain new insights and therefore ceased

Consensus standards for introductory e-learning courses in human participants research ethics.

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Williams, John R; Sprumont, Dominique; Hirtle, Marie; Adebamowo, Clement; Braunschweiger, Paul; Bull, Susan; Burri, Christian; Czarkowski, Marek; Fan, Chien Te; Franck, Caroline; Gefenas, Eugenjius; Geissbuhler, Antoine; Klingmann, Ingrid; Kouyaté, Bocar; Kraehenbhul, Jean-Pierre; Kruger, Mariana; Moodley, Keymanthri; Ntoumi, Francine; Nyirenda, Thomas; Pym, Alexander; Silverman, Henry; Tenorio, Sara

2014-06-01

This paper reports the results of a workshop held in January 2013 to begin the process of establishing standards for e-learning programmes in the ethics of research involving human participants that could serve as the basis of their evaluation by individuals and groups who want to use, recommend or accredit such programmes. The standards that were drafted at the workshop cover the following topics: designer/provider qualifications, learning goals, learning objectives, content, methods, assessment of participants and assessment of the course. The authors invite comments on the draft standards and eventual endorsement of a final version by all stakeholders. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The Relationship between Self-Determination, Achievement Goal Orientation and Satisfaction with the Learning Experience: Working with Adult Lifelong Learners

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Rodd, Jane

2013-01-01

This exploratory study investigated how self-perceptions of self-determination and of achievement goal orientation were related to self-perceptions of satisfaction with the learning experience in a population of 495 adults engaged in non-formal lifelong learning through participation as amateur members of the United States Dressage Association.…

Blocking of Goal-Location Learning Based on Shape

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Alexander, Tim; Wilson, Stuart P.; Wilson, Paul N.

2009-01-01

Using desktop, computer-simulated virtual environments (VEs), the authors conducted 5 experiments to investigate blocking of learning about a goal location based on Shape B as a consequence of preliminary training to locate that goal using Shape A. The shapes were large 2-dimensional horizontal figures on the ground. Blocking of spatial learning…

Modulation of spatial attention by goals, statistical learning, and monetary reward.

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Jiang, Yuhong V; Sha, Li Z; Remington, Roger W

2015-10-01

This study documented the relative strength of task goals, visual statistical learning, and monetary reward in guiding spatial attention. Using a difficult T-among-L search task, we cued spatial attention to one visual quadrant by (i) instructing people to prioritize it (goal-driven attention), (ii) placing the target frequently there (location probability learning), or (iii) associating that quadrant with greater monetary gain (reward-based attention). Results showed that successful goal-driven attention exerted the strongest influence on search RT. Incidental location probability learning yielded a smaller though still robust effect. Incidental reward learning produced negligible guidance for spatial attention. The 95 % confidence intervals of the three effects were largely nonoverlapping. To understand these results, we simulated the role of location repetition priming in probability cuing and reward learning. Repetition priming underestimated the strength of location probability cuing, suggesting that probability cuing involved long-term statistical learning of how to shift attention. Repetition priming provided a reasonable account for the negligible effect of reward on spatial attention. We propose a multiple-systems view of spatial attention that includes task goals, search habit, and priming as primary drivers of top-down attention.

Self-Regulation and Problem Solving Ability in 7E-Learning Cycle Based Goal Orientation

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Mulyono; Noor, N. L.

2017-04-01

Goal orientation differences between mastery goals and performance goals can be a cause of high and low self-regulation and problem-solving abilities. To overcome these problems applied 7E-learning cycle in which students learn and develop ways to optimise the power of reason through the learning phase elicit, engage, explore, explain, elaborate, evaluate, and extend. This study aimed to test the effectiveness of learning by 7E-learning cycle and describe self-regulation and mathematics problem solving based on goal-orientation after the implementation 7E-learning cycle. This study used mix method design with research subject is graders XII sciences MA NU Nurul Ulum Jekulo Kudus which divided into goal orientation is mastery goal and performance goal. The independent variable of this research is learning model, while the dependent variable is problem solving and self-regulation. Then, collecting data using scale, interviews and tests. The data processed with the proportion of test, t-test, paired samples t-test, and Normality-gain. The results show problem-solving abilities of students through 7E-learning cycle the average of mathematical problem-solving capability class, self-regulation at 7E-learning cycle is better than the traditional model study. The problem-solving skills at 7E-learning cycle are better than the traditional model study, there is an increase in self-regulation through 7E-learning cycle of 0.4 (medium), and there is an increased problem-solving ability through 7E-learning cycle by 0.79 (high). Based on the qualitative analysis, self-regulation and problem-solving ability after the implementation of 7E-learning cycle students of a mastery goal group are better than the performance goal team. It is suggested to implement 7E-learning cycle to improve self-regulation and problem-solving ability as well as directing and fostering mastery goal on the student in the learning process.

To master or perform? Exploring relations between achievement goals and conceptual change learning.

Science.gov (United States)

Ranellucci, John; Muis, Krista R; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M

2013-09-01

Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think-aloud protocols while reading Newtonian physics texts. A mastery-approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance-approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance-avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery-approach goals and conceptual change. Results provide some support for Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change. © 2012 The British Psychological Society.

Does extrinsic goal framing enhance extrinsic goal-oriented individuals' learning and performance? An experimental test of the match perspective versus self-determination theory

OpenAIRE

Vansteenkiste, Maarten; Timmermans, Tinneke; Lens, Willy; Soenens, Bart; Van den Broeck, Anja

2008-01-01

Previous work within self-determination theory has shown that experimentally framing a learning activity in terms of extrinsic rather than intrinsic goals results in poorer conceptual learning and performance, presumably because extrinsic goal framing detracts attention from the learning activity and is less directly satisfying of basic psychological needs. According to the match perspective, experimental extrinsic, compared to intrinsic, goal framing should enhance learning and performance f...

Citizen science on a smartphone: Participants' motivations and learning.

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Land-Zandstra, Anne M; Devilee, Jeroen L A; Snik, Frans; Buurmeijer, Franka; van den Broek, Jos M

2016-01-01

Citizen science provides researchers means to gather or analyse large datasets. At the same time, citizen science projects offer an opportunity for non-scientists to be part of and learn from the scientific process. In the Dutch iSPEX project, a large number of citizens turned their smartphones into actual measurement devices to measure aerosols. This study examined participants' motivation and perceived learning impacts of this unique project. Most respondents joined iSPEX because they wanted to contribute to the scientific goals of the project or because they were interested in the project topics (health and environmental impact of aerosols). In terms of learning impact, respondents reported a gain in knowledge about citizen science and the topics of the project. However, many respondents had an incomplete understanding of the science behind the project, possibly caused by the complexity of the measurements. © The Author(s) 2015.

Goal Orientation, Deep Learning, and Sustainable Feedback in Higher Business Education

Science.gov (United States)

Geitz, Gerry; Brinke, Desirée Joosten-ten; Kirschner, Paul A.

2015-01-01

Relations between and changeability of goal orientation and learning behavior have been studied in several domains and contexts. To alter the adopted goal orientation into a mastery orientation and increase a concomitant deep learning in international business students, a sustainable feedback intervention study was carried out. Sustainable…

Where's the Learning in Lifelong Participation?

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Williams, Joanna

2012-01-01

This article provides a retrospective review and analysis of New Labour's policies in relation to lifelong learning. New Labour's plans to promote social inclusion through lifelong learning resulted in a focus upon participation in terms of increasing the numbers of students involved in formal learning and increasing their participation in…

Students’ goal orientations and learning strategies in a powerful learning environment : a case study

NARCIS (Netherlands)

Koopman, M.; Bakx, A.W.E.A.; Beijaard, D.

2014-01-01

In Dutch secondary education, experiments with powerful social constructivist learning environments are conducted that aim to appeal to students’ intrinsic goal orientations, use of deep cognitive learning strategies, and self-direction of meta-cognitive learning strategies. The aim of this study is

Effects of psychosocial stress on the goal-directed and habit memory systems during learning and later execution.

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Fournier, Marion; d'Arripe-Longueville, Fabienne; Radel, Rémi

2017-03-01

Instrumental learning occurs through both goal-directed and habit memory systems, which are supported by anatomically distinct brain systems. Interestingly, stress may promote habits at the expense of goal-directed performance, since stress before training in an instrumental task was found to cause individuals to carry on with the learned association in spite of a devalued outcome. These findings nevertheless left pending questions, and it has been difficult to determine which system is primarily affected by stress (an improved habit system, an impaired goal-directed system, or both) and at what point the stress acts (at the moment of learning by making more resistant habits, or after devaluation by making individuals less sensitive to change in the outcome value). The present study (N=72 participants, 63 males and 9 females) aimed to answer these questions with (i) an instrumental task that dissociates the two memory systems and (ii) three conditions of psychosocial stress exposure (Trier Social Stress Test): stress induced before learning, before devaluation, and not induced for the control group. The study confirms that exposure to psychosocial stress leads to habitual performance. Moreover, it provides new insight into this effect by locating its origin as an impairment in the capacity of the goal-directed system rather than a reinforcement in habit learning. These results are discussed in light of recent neurobiological models of stress and memory. Copyright © 2016 Elsevier Ltd. All rights reserved.

The impact of goal-oriented task design on neurofeedback learning for brain-computer interface control.

Science.gov (United States)

McWhinney, S R; Tremblay, A; Boe, S G; Bardouille, T

2018-02-01

Neurofeedback training teaches individuals to modulate brain activity by providing real-time feedback and can be used for brain-computer interface control. The present study aimed to optimize training by maximizing engagement through goal-oriented task design. Participants were shown either a visual display or a robot, where each was manipulated using motor imagery (MI)-related electroencephalography signals. Those with the robot were instructed to quickly navigate grid spaces, as the potential for goal-oriented design to strengthen learning was central to our investigation. Both groups were hypothesized to show increased magnitude of these signals across 10 sessions, with the greatest gains being seen in those navigating the robot due to increased engagement. Participants demonstrated the predicted increase in magnitude, with no differentiation between hemispheres. Participants navigating the robot showed stronger left-hand MI increases than those with the computer display. This is likely due to success being reliant on maintaining strong MI-related signals. While older participants showed stronger signals in early sessions, this trend later reversed, suggesting greater natural proficiency but reduced flexibility. These results demonstrate capacity for modulating neurofeedback using MI over a series of training sessions, using tasks of varied design. Importantly, the more goal-oriented robot control task resulted in greater improvements.

The Effects of Goal-Oriented Instructions in Digital Game-Based Learning

Science.gov (United States)

Erhel, Séverine; Jamet, Eric

2016-01-01

Few studies have investigated the effects of the instructions provided in educational computer games on cognitive processing and learning outcomes. In our experiment, we sought to compare the effects on learning outcomes of two different types of goal-oriented instructions: "mastery-goal" instructions, which prompt learners to develop…

Distinguishing the desire to learn from the desire to perform: The social value of achievement goals.

Science.gov (United States)

Cohen, Joanna; Darnon, Céline; Mollaret, Patrick

2017-01-01

We sought to distinguish mastery goals (i.e., desire to learn) from performance goals (i.e., desire to achieve more positive evaluations than others) in the light of social judgment research. In a pilot study, we made a conceptual distinction between three types of traits (agency, competence, and effort) that are often undifferentiated. We then tested the relevance of this distinction for understanding how people pursuing either mastery or performance goals are judged. On self-perception, results revealed that effort was predicted by the adoption of mastery goals and agency by performance goals (Study 1). On judgments, results showed that (a) the target pursuing mastery goals was perceived as oriented toward effort, and (b) the target pursuing performance goals was oriented toward agency (Study 2). Finally, these links were shown again by participants who inferred a target's goals from his traits (Study 3). Results are discussed in terms of the social value of achievement goals at school.

Do people's goals for mass participation sporting events matter? A self-determination theory perspective.

Science.gov (United States)

Coleman, S J; Sebire, S J

2017-12-01

Non-elite mass participation sports events (MPSEs) may hold potential as a physical activity promotion tool. Research into why people participate in these events and what goals they are pursuing is lacking. Grounded in self-determination theory, this study examined the associations between MPSE participants' goals, event experiences and physical activity. A prospective cohort study was conducted; pre-event, participants reported their goals for the event. Four weeks post-event, participants reported their motivation for exercise, perceptions of their event achievement and moderate-to-vigorous intensity physical activity (MVPA). Bivariate correlations and path analysis were performed on data from 114 adults. Intrinsic goals (e.g. health, skill and social affiliation) for the event were positively associated with perceptions of event achievement, whereas extrinsic goals (e.g. appearance or social recognition) were not. Event achievement was positively associated with post-event autonomous motivation, which in turn was positively associated with MVPA. Pursuing intrinsic but not extrinsic goals for MPSEs is associated with greater perceptions of event achievement, which in turn is associated with post-event autonomous motivation and MVPA. © The Author 2016. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

49 CFR 26.55 - How is DBE participation counted toward goals?

Science.gov (United States)

2010-10-01

... performance of the work, and other relevant factors. (2) A DBE does not perform a commercially useful function... DISADVANTAGED BUSINESS ENTERPRISES IN DEPARTMENT OF TRANSPORTATION FINANCIAL ASSISTANCE PROGRAMS Goals, Good... participates in a contract, you count only the value of the work actually performed by the DBE toward DBE goals...

Where's the learning in lifelong participation?

OpenAIRE

Williams, Joanna

2012-01-01

This article provides a retrospective review and analysis of New Labour’s policies in relation to lifelong learning. New Labour’s plans to promote social inclusion through lifelong learning resulted in a focus upon participation in terms of increasing the numbers of students involved in formal learning and increasing their participation in classroom activities. Engaging in lifelong learning is considered to have broader social benefits for individuals and society, above and beyond purely acad...

The effect of motivation profile and participative budgeting on budget goal commitment

DEFF Research Database (Denmark)

Sandalgaard, Niels; Bukh, Per Nikolaj; Poulsen, Carsten Stig

2009-01-01

The effect of participative budgeting on motivation is often considered in management accounting research. In this study we focus on dispositional factors of motivation rooted in personality that affect budgeting. Especially we focus on the effect of personality traits in the form of achievement......, power and affiliation motives on budget goal commitment in interaction with participative budgeting. The study is based on a survey among bank managers at different organizational levels of a Scandinavian regional bank and the results indicate that the effect of participative budgeting on budget goal...... commitment is moderated by the implicit power motivation of the bank manager....

Learning Goals in Didactics and Education, Inclusion and Social Mobility

DEFF Research Database (Denmark)

Bruun, Mette; Braüner, Ninna

2017-01-01

Abstract NERA 2016 Learning Goals in Didactics and Education, Inclusion, Social Mobility Ninna V. Braüner, master in general pedagogy, University College Sjælland, nvb@ucsj.dk Mette Bruun, master in general pedagogy, University College Sjælland, meb@ucsj.dk During the last 5-10 years teaching...... with centralized learning goals in didactics and education together with inclusion of children with special needs have been focus areas both nationally and internationally. In Denmark the Inclusion Act was passed in 2012 and a new school act in 2014. Several pupils with special needs are included in the school...... pupils. Even the social mobility will increase. In our project we want to discuss the hypothesis mentioned above. Which advantages and disadvantages have effective learning goals of inclusion? How can practice be developed within these frames? Teachers, educators, directors of education etc. find...

Achievement goals in the classroom and their possible influence on motivational patterns for chemistry learning in two Brazilian high schools

Directory of Open Access Journals (Sweden)

Denilson Mendes de Oliveira

2017-07-01

Full Text Available Classroom structures constitute motivational aspects to learn, which can be easily manipulated by teachers during mediation of scientific knowledge to ensure students’ engagement. Organization of learning activities, evaluation and autonomy are some examples of such structures. Two types of goals may be developed in classrooms due to different instructional strategies: performance goals and mastery goals. This work’s objectives were to compare instructional strategies of two high school chemistry teachers (Teacher A and Teacher B from two public schools located in Viçosa (Brazil and infer possible motivational patterns found among students. The comparison was based on the achievement goal theory and organized within the three classroom structures. Data were gathered through field notes from participant observation in two Chemistry classes and semi-structured interviews with both of the teachers. It was verified that Teacher A utilized strategies aligned with mastery goals, while Teacher B utilized instructional strategies that were consistent with the two types of goals. It is concluded that this can influence student engagement during Chemistry classes, considering that teachers have an important role in the orchestration of classroom structures, articulating instructional strategies that favor learning and mediation of the scientific knowledge.

CoCoRaHS (The Community Collaborative Rain, Hail and Snow Network): Analysis of Participant Survey Data to Uncover Learning through Participation

Science.gov (United States)

Holzer, M. A.; Zimmerman, T.; Doesken, N. J.; Reges, H. W.; Newman, N.; Turner, J.; Schwalbe, Z.

2010-12-01

CoCoRaHS (The Community Collaborative Rain, Hail and Snow network) is based out of Fort Collins Colorado and is an extremely successful citizen science project with over 15,000 volunteers collecting valuable precipitation data. Forecasters and scientists use data from this dense network to illuminate and illustrate the high small-scale variability of precipitation across the nation. This presentation will discuss the results of a survey of CoCoRaHS participants as related to 1) citizen scientists’ motivation and learning; 2) the challenges of identifying how people learn science in citizen science projects; and 3) a potential research-based framework for how people learn through engaging in the data collection within in a citizen science project. A comprehensive survey of 14,500 CoCoRaHS observers was recently conducted to uncover participant perceptions of numerous aspects of the CoCoRaHS program, including its goal of increasing climate literacy. The survey yielded a response rate of over 50%, and included measures of motivation, engagement and learning. In relationship to motivation and learning, the survey revealed that most (57.1%) observers would make precipitation observations regardless of being a CoCoRaHS volunteer, therefore their motivation is related to their inherent level of interest in weather. Others are motivated by their desire to learn more about weather and climate, they want to contribute to a scientific project, they think its fun, and/or it provides a sense of community. Because so many respondents already had knowledge and interest in weather and climate, identifying how and what people learn through participating was a challenge. However, the narrow project focus of collecting and reporting of local precipitation assisted in identifying aspects of learning. For instance, most (46.4%) observers said they increased their knowledge about the local variability in precipitation even though they had been collecting precipitation data for many

Effects of Persuasion and Discussion Goals on Writing, Cognitive Load, and Learning in Science

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Klein, Perry D.; Ehrhardt, Jacqueline S.

2015-01-01

Argumentation can contribute significantly to content area learning. Recent research has raised questions about the effects of discussion (deliberation) goals versus persuasion (disputation) goals on reasoning and learning. This is the first study to compare the effects of these writing goals on individual writing to learn. Grade 7 and 8 students…

Mirroring "meaningful" actions: sensorimotor learning modulates imitation of goal-directed actions.

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Catmur, Caroline; Heyes, Cecilia

2017-06-19

Imitation is important in the development of social and technological skills throughout the lifespan. Experiments investigating the acquisition and modulation of imitation (and of its proposed neural substrate, the mirror neuron system) have produced evidence that the capacity for imitation depends on associative learning in which connections are formed between sensory and motor representations of actions. However, evidence that the development of imitation depends on associative learning has been found only for non-goal-directed actions. One reason for the lack of research on goal-directed actions is that imitation of such actions is commonly confounded with the tendency to respond in a spatially compatible manner. However, since the most prominent account of mirror neuron function, and hence of imitation, suggests that these cells encode goal-directed actions, it is important to establish whether sensorimotor learning can also modulate imitation of goal-directed actions. Experiment 1 demonstrated that imitation of goal-directed grasping can be measured while controlling for spatial compatibility, and Experiment 2 showed that this imitation effect can be modulated by sensorimotor training. Together these data support the hypothesis that the capacity for behavioural imitation, and the properties of the mirror neuron system, are constructed in the course of development through associative learning.

Personality Types, Learning Styles, and Educational Goals.

Science.gov (United States)

Miller, Alan

1991-01-01

Outlines a new personality typology that provides a coherent system for construing and conducting research on learning styles. Discusses analytic, holistic, objective, and subjective styles as the affect versatility. Presents implications for educational goals, such as determining which students can benefit from stylistic versatility and which…

Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

Science.gov (United States)

Gardner, Christina M.

Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these

Achieving Service-Learning Goals in a Financial Accounting Class Project

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Yu, Darwin D.

2011-01-01

Background: A financial accounting class in a Philippine university has a service-learning group project that involves setting up a simple accounting system for microenterprises. Aims: This paper examines the extent to which service-learning goals such as course learning, teamwork, civic responsibility, and impact on the client organization are…

Achievement goals affect metacognitive judgments

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Ikeda, Kenji; Yue, Carole L.; Murayama, Kou; Castel, Alan D.

2017-01-01

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance. PMID:28983496

Does Extrinsic Goal Framing Enhance Extrinsic Goal-Oriented Individuals' Learning and Performance? An Experimental Test of the Match Perspective versus Self-Determination Theory

Science.gov (United States)

Vansteenkiste, Maarten; Timmermans, Tinneke; Lens, Willy; Soenens, Bart; Van den Broeck, Anja

2008-01-01

Previous work within self-determination theory has shown that experimentally framing a learning activity in terms of extrinsic rather than intrinsic goals results in poorer conceptual learning and performance, presumably because extrinsic goal framing detracts attention from the learning activity and is less directly satisfying of basic…

Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers' Self-Efficacy for Technology Integration: A Pilot Study.

Science.gov (United States)

Wang, Ling; Ertmer, Peggy A.

This pilot study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers' self-efficacy for integrating technology into the classroom. Twenty undergraduate students who were enrolled in an introductory educational technology course at a large midwestern university participated and were assigned…

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

NARCIS (Netherlands)

Andriessen, I.; Lens, W.; Phalet, K.

2004-01-01

This review examines the impact of future goals on motivation and learning in multicultural classrooms. Across cultures, schooling is a future-oriented investment. Studies of minority students’ school achievement have advanced future goals as a crucial protective factor in the face of frequent

Motivation, learning strategies, participation and medical school performance.

Science.gov (United States)

Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

2012-07-01

Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation in scheduled learning activities, have been found to relate to student performance. Although participation may be a form of SRL, little is known about the relationships among motivational beliefs, learning strategies, participation and medical school performance. This study aimed to test and cross-validate a hypothesised model of relationships among motivational beliefs (value and self-efficacy), learning strategies (deep learning and resource management), participation (lecture attendance, skills training attendance and completion of optional study assignments) and Year 1 performance at medical school. Year 1 medical students in the cohorts of 2008 (n = 303) and 2009 (n = 369) completed a questionnaire on motivational beliefs and learning strategies (sourced from the Motivated Strategies for Learning Questionnaire) and participation. Year 1 performance was operationalised as students' average Year 1 course examination grades. Structural equation modelling was used to analyse the data. Participation and self-efficacy beliefs were positively associated with Year 1 performance (β = 0.78 and β = 0.19, respectively). Deep learning strategies were negatively associated with Year 1 performance (β =- 0.31), but positively related to resource management strategies (β = 0.77), which, in turn, were positively related to participation (β = 0.79). Value beliefs were positively related to deep learning strategies only (β = 0.71). The overall structural model for the 2008 cohort accounted for 47% of the variance in Year 1 grade point average and was cross-validated in the 2009 cohort. This study suggests that participation mediates the relationships between motivation and learning strategies, and medical school

The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education

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Jansen, Amanda; Bartell, Tonya; Berk, Dawn

2009-01-01

In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building…

Difficulties experienced in setting and achieving goals by participants of a falls prevention programme: a mixed-methods evaluation.

Science.gov (United States)

Haas, Romi; Mason, Wendy; Haines, Terry P

2014-01-01

To evaluate the ability of participants of a falls prevention programme to set and achieve goals. The study used a prospective longitudinal design and a mixed-methods approach to data collection. Study participants were (1) 220 older adults participating in a 15-week combined exercise and education falls prevention programme and (2) 9 practitioners (3 home-care nurses, 5 community workers, and an exercise physiologist) involved in delivering the programme. Data from goal-setting forms were analyzed, and descriptive statistics were used to determine the number of appropriate goals set and achieved. Data were analyzed according to programme setting (home- or group-based) and whether or not participants were classified as being from a Culturally and Linguistically Diverse (CALD) background in the Australian context. Semi-structured interviews with programme practitioners were thematically analyzed. A total of 144 respondents (n=75 CALD group, n=41 non-CALD group, n=6 CALD home, n=22 non-CALD home) set 178 goals. Only 101 (57%) goals could be evaluated according to achievement, because participants set goals that focused on health state instead of behaviour, set goals not relevant to falls prevention, used inappropriate constructs to measure goal achievement, and either did not review their goals or dropped out of the programme before goal review. Of these 101 goals, 64 were achieved. Practitioners described their own difficulties in understanding the process of setting health behaviour goals along with communication, cultural, and logistic difficulties. Both CALD and non-CALD participants and those participating in both group- and home-based programmes experienced difficulty in setting and achieving goals to facilitate behaviour change for falls prevention. Data suggest that home-based participants had more difficulty in setting goals than their group-based counterparts and, to a lesser extent, that CALD participants experienced more difficulty in setting goals than

Family participation during intensive care unit rounds: goals and expectations of parents and health care providers in a tertiary pediatric intensive care unit.

Science.gov (United States)

Stickney, Carolyn A; Ziniel, Sonja I; Brett, Molly S; Truog, Robert D

2014-12-01

To compare perceptions, goals, and expectations of health care providers and parents regarding parental participation in morning rounds and target specific areas of opportunity for educational interventions. Semistructured interviews of parents and focus groups of health care providers to learn about their experiences in, goals for, and perceived barriers to successful parental participation in morning rounds. Qualitative methods were used to analyze interview and focus group transcripts. Parents (n = 21) and health care providers (n = 24) participated in interviews and focus groups, respectively. Analyses revealed key areas of agreement between providers and parents regarding goals for rounds when parents are present, including helping parents achieve an understanding of the child's current status and plan of care. Providers and parents disagreed, however, about the nature of opportunities to ask questions. Parents additionally reported a strong desire to provide expert advice about their children and expected transparency from their care team, while providers stated that parental presence sometimes hindered frank discussions and education. Some agreement in goals for parent participation in morning rounds exists, although there are opportunities to calibrate expectations for both parents and health care providers. Solutions may involve a protocol for orienting parents to morning rounds, focusing on improving communication with parents outside of morning rounds, and the preservation of a forum for providers to have private discussions as a team. Copyright © 2014 Elsevier Inc. All rights reserved.

The Goal Specificity Effect on Strategy Use and Instructional Efficiency during Computer-Based Scientific Discovery Learning

Science.gov (United States)

Kunsting, Josef; Wirth, Joachim; Paas, Fred

2011-01-01

Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the "effects of goal specificity" (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on "strategy use" and "instructional efficiency". Our empirical findings close an important research gap,…

The impact of goal setting and goal orientation on performance during a clerkship surgical skills training program.

Science.gov (United States)

Gardner, Aimee K; Diesen, Diana L; Hogg, Deborah; Huerta, Sergio

2016-02-01

The purpose of this study was to integrate relevant goal-setting theory and to identify if trainees' goal orientations have an impact on the assigned goals-performance relationship. Trainees attended 1 of the 3 goal-training activities (do your best, performance, or learning goals) for knot tying (KT) and camera navigation (CN) during the 3rd-year clerkship rotation. Questionnaires and pretests and/or post-tests were completed. One twenty-seven 3rd-year medical students (age: 25 ± 2.6; 54% women) participated in the training program. Pretraining to post-training performance changes were significant for all groups on both tasks (P goals group (do your best: KTΔ = 2.14, CNΔ = 1.69; performance: KTΔ = 2.49, CNΔ = 2.24; learning: KTΔ = 3.04 CNΔ = 2.76). Correlations between goal orientations and improvement were examined, revealing a unique role of goal orientation for performance improvement. These data indicate that consideration of goal type and trainee goal orientation must be considered during curriculum development to maximize educational value. Copyright © 2016 Elsevier Inc. All rights reserved.

The impact of Game-based learning on the achievement of learning goals and motivation for learning mathematics - literature review

Directory of Open Access Journals (Sweden)

Blaženka Divjak

2011-06-01

Full Text Available Normal 0 21 false false false SH X-NONE X-NONE Information technologies are an integral part of a contemporary society which bases its progress on knowledge being one goal of education. Beside acquiring knowledge, skills and routines, the goal of education is to create a complete individual who can rationally and timely make decisions, purposefully react in new situations and be trained for life-long learning. In order to accomplish all this, it is necessary to make educational process more creative, contemporary and adjusted to new generations of computer literate pupils who demand quicker and more frequent interactions, a lot of information at the same time, generations who quickly acquire rules of computer games. Computer games meeting pedagogical criteria should become an integral part of learning. Teaching with mathematical computer games, which fulfil pedagogical criteria, influences pupils’ motivation, learning, retention and forgetting. This paper provides a review of literature in this field and determines whether the use of mathematical computer games contributes to more efficient realisation of educational goals at all level of education. Furthermore, considering prior research we have attempted to establish whether the use of mathematical games for teaching has an impact on the formation of a positive attitude of pupils of different ages toward the subject of mathematics, their motivation and knowledge acquisition when compared to learning without computer games. Finally, we have analysed different research methods concerning this issue and assessed the impact of pedagogically designed mathematical computer games on the realisation of educational goals and quality improvement of teaching and learning.

Indonesian pre-service teachers learning motivations and goal achievements: A qualitative study

Science.gov (United States)

Aziz, Tian Abdul; Purnomo, Yoppy Wahyu; Pramudiani, Puri

2017-08-01

The purpose of the present study was to investigate Indonesian pre-service teachers' motivation and achievement goal who studied abroad. The participants of the study were two Indonesian students who enrolled at Secondary Science and Mathematics Education Department on one public university in Ankara, Turkey. Semi structured interview and classroom observation were conducted to understand participants' motivation, achievement goal and the ways to develop it. Findings of the study indicated that by considering Self-Determination Theory participants demonstrated various types of motivation, to wit: amotivation, intrinsic and extrinsic motivation to study. In addition, in compliance with the 3 x 2 achievement goal model, they held multiple types of achievement goals. Different types of motivations and achievement goals led them to exhibit different means in developing their motivations and achievement goals. Implications of the study are discussed.

Classroom Displays as a Tool for Evaluating Young Learners’ Goal-Attainment

DEFF Research Database (Denmark)

aus der Wieschen, Maria Vanessa

In Danish primary schools, each class has their own classroom in which they have (almost) all of their classes, making the walls ideal learning spaces. However, this also means that English as a Foreign Language (EFL) teachers have to share the classroom walls with their colleagues who teach other...... subjects in the same classroom, which limits the available EFL learning space. The present study examines in what way English teachers and young learners do (not) make meaningful use of EFL material on classroom walls as part of goal-oriented teaching and learning (læringsmålstyret undervisning. Using...... displays can be used as a tool in goal- oriented teaching and learning, in that they (1) work as a documentation of achieved and current goals for learning (læringsmål), (2) help students who have not fully achieved the past goals for learning to participate in current learning activities...

Researching Lifelong Learning Participation through an Interdisciplinary Lens

Science.gov (United States)

Boeren, Ellen

2017-01-01

This paper explores the interdisciplinary nature of studies in the field of lifelong learning participation. Until recently, participation studies have been presented in a rather fragmented way, often drawing on insights from separate disciplines such as sociology or psychology. The complex nature of lifelong learning participation, however, urges…

Deep Learning in Distance Education: Are We Achieving the Goal?

Science.gov (United States)

Shearer, Rick L.; Gregg, Andrea; Joo, K. P.

2015-01-01

As educators, one of our goals is to help students arrive at deeper levels of learning. However, how is this accomplished, especially in online courses? This design-based research study explored the concept of deep learning through a series of design changes in a graduate education course. A key question that emerged was through what learning…

Creating Learning at Conferences Through Participant Involvement

DEFF Research Database (Denmark)

Ravn, Ib; Elsborg, Steen

as a forum for learning, mutual inspiration and "human co-flourishing." We offer five design principles that specify how conferences may involve participants more and hence increase their learning. In the research and development effort reported here, our team collaborated with conference organizers......The typical conference is brimming with PowerPoint presentations that leave very little time for participant involvement. Students of learning have long abandoned the transfer model that underlies this massive show of one-way communication. We propose an alternative theory of the conference...... in Denmark to introduce a variety of simple learning techniques related to the design principles at thirty real conferences of some 100-200 participants each. We present twelve of these techniques and the data evaluating them and conclude that by spending a fraction of the time at a conference on involving...

Public participation in and learning through SEA in Kenya

Energy Technology Data Exchange (ETDEWEB)

Walker, Heidi, E-mail: heidi.mwalker@yahoo.ca [Natural Resources Institute, University of Manitoba, 303-70 Dysart Road, Winnipeg R3T 2M6 (Canada); Sinclair, A. John, E-mail: john.sinclair@ad.umanitoba.ca [Natural Resources Institute, University of Manitoba, 303-70 Dysart Road, Winnipeg R3T 2M6 (Canada); Spaling, Harry, E-mail: harry.spaling@kingsu.ca [Department of Geography and Environmental Studies, The King' s University College, 9125-50 Street, Edmonton, Alberta T6B 2H3 (Canada)

2014-02-15

Meaningful public engagement is a challenging, but promising, feature of strategic environmental assessment (SEA) due to its potential for integrating sustainability principles into policies, plans and programs in developing countries such as Kenya. This research examined two selected SEA case studies to identify the extent of participation, learning outcomes attributable to participation, and if any learning outcomes led to social action for sustainability at the community level. Strengths across the two cases were the inclusion of marginalized populations and consideration of socio-economic concerns. Consistent weaknesses included inadequate notice, document inaccessibility, lack of feedback and communication, and late analysis of alternatives. Despite some learning conditions being unfulfilled, examples of instrumental, communicative, and transformative learning were identified through a focus group and semi-structured interviews with community participants and public officials. Some of these learning outcomes led to individual and social actions that contribute to sustainability. -- Highlights: • The strengths and weaknesses of Kenyan SEA public participation processes were identified. • Multiple deficiencies in the SEA process likely frustrate meaningful public engagement. • Participant learning was observed despite process weaknesses. • Participant learning can lead to action for sustainability at the community level.

Public participation in and learning through SEA in Kenya

International Nuclear Information System (INIS)

Walker, Heidi; Sinclair, A. John; Spaling, Harry

2014-01-01

Meaningful public engagement is a challenging, but promising, feature of strategic environmental assessment (SEA) due to its potential for integrating sustainability principles into policies, plans and programs in developing countries such as Kenya. This research examined two selected SEA case studies to identify the extent of participation, learning outcomes attributable to participation, and if any learning outcomes led to social action for sustainability at the community level. Strengths across the two cases were the inclusion of marginalized populations and consideration of socio-economic concerns. Consistent weaknesses included inadequate notice, document inaccessibility, lack of feedback and communication, and late analysis of alternatives. Despite some learning conditions being unfulfilled, examples of instrumental, communicative, and transformative learning were identified through a focus group and semi-structured interviews with community participants and public officials. Some of these learning outcomes led to individual and social actions that contribute to sustainability. -- Highlights: • The strengths and weaknesses of Kenyan SEA public participation processes were identified. • Multiple deficiencies in the SEA process likely frustrate meaningful public engagement. • Participant learning was observed despite process weaknesses. • Participant learning can lead to action for sustainability at the community level

University Learning Systems for Participative Courses.

Science.gov (United States)

Billingham, Carol J.; Harper, William W.

1980-01-01

Describes the instructional development of a course for advanced finance students on the use of data files and/or databases for solving complex finance problems. Areas covered include course goals and the design. The course class schedule and sample learning assessment assignments are provided. (JD)

An Examination of Achievement Goals in Learning: A Quasi-Quantitative Approach

Science.gov (United States)

Phan, Huy P.

2012-01-01

Introduction: The achievement goals framework has been researched and used to explain and account for individuals' learning and academic achievements. Over the past three decades, progress has been made in the conceptualizations and research development of different possible theoretical models of achievement goals. Notably, in this study, we…

Using Achievement Goals and Interest to Predict Learning in Physical Education

Science.gov (United States)

Shen, Bo; Chen, Ang; Guan, Jianmin

2007-01-01

On the basis of an integrated theoretical approach to achievement motivation, the authors designed this study to investigate the potential influence of mastery goal, performance-approach and avoidance-approach goals, individual interest, and situational interest on students' learning in a physical education softball unit. The authors collected and…

"So Often They Do Not Get Recruited": Exploring Service User and Staff Perspectives on Participation in Learning Disability Research and the Barriers That Inhibit It

Science.gov (United States)

Crook, Bradley; Tomlins, Rose; Bancroft, Ann; Ogi, Laura

2016-01-01

The importance of making research participation accessible for people with learning disabilities is emphasised in government and NHS research strategies. This evaluation explored the realities of this goal from the perceptions of people with learning disabilities and clinicians within an NHS learning disability service. People with learning…

Chinese Students' Goal Orientation in English Learning: A Study Based on Autonomous Inquiry Model

Science.gov (United States)

Zhang, Jianfeng

2014-01-01

Goal orientation is a kind of theory of learning motivation, which helps learners to develop their capability by emphasis on new techniques acquiring and environment adapting. In this study, based on the autonomous inquiry model, the construction of Chinese students' goal orientations in English learning are summarized according to the data…

A Millennium Learning Goal for Education Post-2015: A Question of Outcomes or Processes

Science.gov (United States)

Barrett, Angeline M.

2011-01-01

As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights-based…

Lifelong learning and participation

DEFF Research Database (Denmark)

Rothuizen, Jan Jaap; Molpeceres, Mariangeles; Hansen, Helle Krogh

2014-01-01

in involvement of older people in voluntary social work as mentors for young people. The challenge of the ageing societies is quite often discussed as the ‘burden of the elderly’ and discussed as an economic problem. However, the challenge is not only economical. It is also a social and cultural challenge, among...... other things because a unilateral focus on the economic aspects may cause dissolution of the social cohesion and decrease in well-being for far too many people. The HEAR ME project aimed at developing strategies for lifelong learning and new roles for older people based on their competences, network...... and an assumed desire of generativity. Action learning seems to be an appropriate learning concept in relation to keeping older people engaged in the community. The authors thus point at participating and lifelong learning as part of the answers to the demographic challenges, and they suggest what you might call...

The development of learning material using learning goal orientation approach in digital electronics

Science.gov (United States)

Puspitaningayu, P.; Anifah, L.; Kholis, N.

2018-01-01

Mastery of digital electronics principles is essential for future engineers in the digital era. This article describes the use of simulations in an undergraduate electrical engineering course to promote the adoption of a learning-goal orientation. This study used experimental method. This was done by providing students with a simulation environment which students freely use to experiment with various circuit models. Students were then invited to reflect on how the simulation results compare with results from lab experiments. The module got 82% of positive rating from 28 students and all of them passed in the examination with 81.8 as the average score. Those majority students were motivated by the combination of two learning goals written in the module. Moreover, they also gain the ability to design more complex systems because of their combined experience. Additionally, the module also has been validated and got 83% of reliability. The final product of this research hereafter can be recommended to be used as teaching material.

Participative Knowledge Production of Learning Objects for E-Books.

Science.gov (United States)

Dodero, Juan Manuel; Aedo, Ignacio; Diaz, Paloma

2002-01-01

Defines a learning object as any digital resource that can be reused to support learning and thus considers electronic books as learning objects. Highlights include knowledge management; participative knowledge production, i.e. authoring electronic books by a distributed group of authors; participative knowledge production architecture; and…

Evaluating Machine Learning-Based Automated Personalized Daily Step Goals Delivered Through a Mobile Phone App: Randomized Controlled Trial.

Science.gov (United States)

Zhou, Mo; Fukuoka, Yoshimi; Mintz, Yonatan; Goldberg, Ken; Kaminsky, Philip; Flowers, Elena; Aswani, Anil

2018-01-25

Growing evidence shows that fixed, nonpersonalized daily step goals can discourage individuals, resulting in unchanged or even reduced physical activity. The aim of this randomized controlled trial (RCT) was to evaluate the efficacy of an automated mobile phone-based personalized and adaptive goal-setting intervention using machine learning as compared with an active control with steady daily step goals of 10,000. In this 10-week RCT, 64 participants were recruited via email announcements and were required to attend an initial in-person session. The participants were randomized into either the intervention or active control group with a one-to-one ratio after a run-in period for data collection. A study-developed mobile phone app (which delivers daily step goals using push notifications and allows real-time physical activity monitoring) was installed on each participant's mobile phone, and participants were asked to keep their phone in a pocket throughout the entire day. Through the app, the intervention group received fully automated adaptively personalized daily step goals, and the control group received constant step goals of 10,000 steps per day. Daily step count was objectively measured by the study-developed mobile phone app. The mean (SD) age of participants was 41.1 (11.3) years, and 83% (53/64) of participants were female. The baseline demographics between the 2 groups were similar (P>.05). Participants in the intervention group (n=34) had a decrease in mean (SD) daily step count of 390 (490) steps between run-in and 10 weeks, compared with a decrease of 1350 (420) steps among control participants (n=30; P=.03). The net difference in daily steps between the groups was 960 steps (95% CI 90-1830 steps). Both groups had a decrease in daily step count between run-in and 10 weeks because interventions were also provided during run-in and no natural baseline was collected. The results showed the short-term efficacy of this intervention, which should be formally

Achievement Goals, Study Strategies, and Achievement: A Test of the "Learning Agenda" Framework

Science.gov (United States)

Senko, Corwin; Hama, Hidetoshi; Belmonte, Kimberly

2013-01-01

Two classroom studies tested whether mastery-approach goals and performance-approach goals nudge students to pursue different learning agendas. Each showed that mastery-approach goals promote an interest-based studying approach in which students allocate study time disproportionately to personally interesting material over duller material. Study 2…

Goals for Teacher Learning about Energy Degradation and Usefulness

Science.gov (United States)

Daane, Abigail R.; Vokos, Stamatis; Scherr, Rachel E.

2014-01-01

The Next Generation Science Standards (NGSS) require teachers to understand aspects of energy degradation and the second law of thermodynamics, including energy's availability and usefulness, changes in energy concentration, and the tendency of energy to spread uniformly. In an effort to develop learning goals that support teachers in building…

How can leaders foster team learning? Effects of leader-assigned mastery and performance goals and psychological safety.

Science.gov (United States)

Ashauer, Shirley A; Macan, Therese

2013-01-01

Learning and adapting to change are imperative as teams today face unprecedented change. Yet, an important part of learning involves challenging assumptions and addressing differences of opinion openly within a group--the kind of behaviors that pose the potential for embarrassment or threat. How can leaders foster an environment in which team members feel it is safe to take interpersonal risks in order to learn? In a study of 71 teams, we found that psychological safety and learning behavior were higher for teams with mastery than performance goal instructions or no goal instructions. Team psychological safety mediated the relationship between mastery and performance goal instructions and learning behavior. Findings contribute to our understanding of how leader-assigned goals are related to psychological safety and learning behavior in a team context, and suggest approaches to foster such processes.

Experiences of participation in goal setting for people with stroke-induced aphasia in Norway. A qualitative study.

Science.gov (United States)

Berg, Karianne; Askim, Torunn; Balandin, Susan; Armstrong, Elizabeth; Rise, Marit By

2017-06-01

The body of research into client participation in aphasia rehabilitation is increasing, but the evidence on how it is implemented into clinical practice is still scarce. Particularly, the importance of including the "insider's perspective" has been demanded. The aim of this study was to explore how people with aphasia experienced client participation during the process of goal setting and clinical decision making in language rehabilitation. Fifteen people with stroke-induced aphasia participated in semi-structured in-depth interviews. A qualitative analysis using Systematic Text Condensation was undertaken. Analysis revealed four main themes: (1) pleased with services, (2) vagueness in language rehabilitation, (3) personal goals exist, and (4) desired level of participation. Even though people with stroke-induced aphasia overall are pleased with the language rehabilitation, there is a need for greater emphasis on making the framework of language rehabilitation less vague. Therapists should also spend more time on collaboration with people with stroke-induced aphasia and use available methods to support communication and collaboration. The findings underscore the need for further exploration of the potential outcomes of implementing client participation in goal setting and clinical decision making for persons with stroke-induced aphasia. Implications for rehabilitation All persons with stroke induced aphasia should be asked about their goals for rehabilitation not only once, but during the whole continuum of their rehabilitation journey. Rehabilitation professionals should place greater emphasis on client participation by asking people with stroke induced aphasia how they prefer to participate at different stages of rehabilitation. To ensure active participation for those who wants it, existing tools and techniques which promoted collaborative goal setting should be better incorporated.

Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students

Science.gov (United States)

Castejón, Juan L.; Gilar, Raquel; Veas, Alejandro; Miñano, Pablo

2016-01-01

The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students. The students were assigned to each group depending on the residual punctuations obtained from a multiple regression analysis in which the punctuation of an IQ test was the predictor and a measure composed of the school grades of nine subjects was the criteria. The results of one-way ANOVA and the Games-Howell post-hoc test showed that underachieving students had significantly lower punctuations in all of the measures of learning strategies and learning goals, as well as all of the academic self-concept, personal self-concept, parental relationship, honesty, and personal stability factors. In contrast, overachieving students had higher punctuations than underachieving students in the same variables and higher punctuations than normal-achieving students in most of the variables in which significant differences were detected. These results have clear educational implications. PMID:27729879

Neuromodulatory adaptive combination of correlation-based learning in cerebellum and reward-based learning in basal ganglia for goal-directed behavior control.

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Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

2014-01-01

Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We envision that such an interaction is influenced by reward modulated heterosynaptic plasticity (RMHP) rule at the thalamus, guiding the overall goal directed behavior. Using a recurrent neural network actor-critic model of the basal ganglia and a feed-forward correlation-based learning model of the cerebellum, we demonstrate that the RMHP rule can effectively balance the outcomes of the two learning systems. This is tested using simulated environments of increasing complexity with a four-wheeled robot in a foraging task in both static and dynamic configurations. Although modeled with a simplified level of biological abstraction, we clearly demonstrate that such a RMHP induced combinatorial learning mechanism, leads to stabler and faster learning of goal-directed behaviors, in comparison to the individual systems. Thus, in this paper we provide a computational model for adaptive combination of the basal ganglia and cerebellum learning systems by way of neuromodulated plasticity for goal-directed decision making in biological and bio-mimetic organisms.

The Concept of L2 User and the goals of Second Language Learning

Directory of Open Access Journals (Sweden)

Willy Juanggo

2017-07-01

Full Text Available It is generally considered that knowing one language is not enough in this era. People need to learn a second language in addition to their mother tongue to meet the demand of today’s life as many of them are becoming a part of multilingual society as well as to face the globalisation. This paper aims to demonstrate the reasons of people learning a second by looking at the several goals they want to achieve in current situation and link it to the second language learning in education context. Subsequently, it also provides some criticism against the majority of English language teachings that set native speaker’s competence as the ultimate goal and highlights the concept of L2 user as a new paradigm and its implication to second language learning.

Increasing participation of people with learning disabilities in bowel screening.

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Gray, Jonathan

2018-03-08

Learning disability nurses have a key role in addressing the health inequalities experienced by people with learning disabilities. People with learning disabilities are less likely to participate in bowel screening than other sectors of the population, despite there being evidence of this population being at an increased risk of developing bowel cancer. There are a range of barriers at individual and systemic levels that impact on participation in bowel screening by people with learning disabilities. Actions to address these barriers have been identified in the literature and learning disability nurses are a key agent of change in enabling people with learning disabilities to participate in the national screening programmes.

Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

Science.gov (United States)

Froiland, John Mark; Worrell, Frank C.

2016-01-01

Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high…

Goal selection versus process control while learning to use a brain-computer interface

Science.gov (United States)

Royer, Audrey S.; Rose, Minn L.; He, Bin

2011-06-01

A brain-computer interface (BCI) can be used to accomplish a task without requiring motor output. Two major control strategies used by BCIs during task completion are process control and goal selection. In process control, the user exerts continuous control and independently executes the given task. In goal selection, the user communicates their goal to the BCI and then receives assistance executing the task. A previous study has shown that goal selection is more accurate and faster in use. An unanswered question is, which control strategy is easier to learn? This study directly compares goal selection and process control while learning to use a sensorimotor rhythm-based BCI. Twenty young healthy human subjects were randomly assigned either to a goal selection or a process control-based paradigm for eight sessions. At the end of the study, the best user from each paradigm completed two additional sessions using all paradigms randomly mixed. The results of this study were that goal selection required a shorter training period for increased speed, accuracy, and information transfer over process control. These results held for the best subjects as well as in the general subject population. The demonstrated characteristics of goal selection make it a promising option to increase the utility of BCIs intended for both disabled and able-bodied users.

Teachers' goal orientations: Effects on classroom goal structures and emotions.

Science.gov (United States)

Wang, Hui; Hall, Nathan C; Goetz, Thomas; Frenzel, Anne C

2017-03-01

Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. Participants were 495 practising teachers from Canada (86% female, M = 42 years). Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures. © 2016 The British Psychological Society.

Volunteer Service and Service Learning: Opportunities, Partnerships, and United Nations Millennium Development Goals.

Science.gov (United States)

Dalmida, Safiya George; Amerson, Roxanne; Foster, Jennifer; McWhinney-Dehaney, Leila; Magowe, Mabel; Nicholas, Patrice K; Pehrson, Karen; Leffers, Jeanne

2016-09-01

This article explores approaches to service involvement and provides direction to nurse leaders and others who wish to begin or further develop global (local and international) service or service learning projects. We review types of service involvement, analyze service-related data from a recent survey of nearly 500 chapters of the Honor Society of Nursing, Sigma Theta Tau International (STTI), make recommendations to guide collaborative partnerships and to model engagement in global and local service and service learning. This article offers a literature review and describes results of a survey conducted by the STTI International Service Learning Task Force. Results describe the types of service currently conducted by STTI nursing members and chapters, including disaster response, service learning, and service-related responses relative to the Millennium Development Goals (MDGs). The needs of chapter members for information about international service are explored and recommendations for promoting global service and sustainability goals for STTI chapters are examined. Before engaging in service, volunteers should consider the types of service engagement, as well as the design of projects to include collaboration, bidirectionality, sustainability, equitable partnerships, and inclusion of the United Nations Sustainable Development Goals. STTI supports the learning, knowledge, and professional development of nurses worldwide. International service and collaboration are key to the advancement of the nursing profession. Culturally relevant approaches to international service and service learning are essential to our global organization, as it aims to impact the health status of people globally. © 2016 Sigma Theta Tau International.

Goals, Motivation for, and Outcomes of Personal Learning through Networks: Results of a Tweetstorm

Science.gov (United States)

Sie, Rory L. L.; Pataraia, Nino; Boursinou, Eleni; Rajagopal, Kamakshi; Margaryan, Anoush; Falconer, Isobel; Bitter-Rijpkema, Marlies; Littlejohn, Allison; Sloep, Peter B.

2013-01-01

Recent developments in the use of social media for learning have posed serious challenges for learners. The information overload that these online social tools create has changed the way learners learn and from whom they learn. An investigation of learners' goals, motivations and expected outcomes when using a personal learning network is…

Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts.

Science.gov (United States)

Vansteenkiste, Maarten; Simons, Joke; Lens, Willy; Sheldon, Kennon M; Deci, Edward L

2004-08-01

Three field experiments with high school and college students tested the self-determination theory hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive (vs. controlling) learning climates would improve students' learning, performance, and persistence. The learning of text material or physical exercises was framed in terms of intrinsic (community, personal growth, health) versus extrinsic (money, image) goals, which were presented in an autonomy-supportive versus controlling manner. Analyses of variance confirmed that both experimentally manipulated variables yielded main effects on depth of processing, test performance, and persistence (all ps intrinsic goals and autonomy support were present. Effects were significantly mediated by autonomous motivation.

Goals, Motivation for, and Outcomes of Personal Learning through Networks: Results of a Tweetstorm

NARCIS (Netherlands)

Sie, Rory; Pataraia, Nino; Boursinou, Eleni; Rajagopal, Kamakshi; Margaryan, Anoush; Falconer, Isobel; Bitter-Rijpkema, Marlies; Littlejohn, Allison; Sloep, Peter

2018-01-01

Recent developments in the use of social media for learning have posed serious challenges for learners. The information overload that these online social tools create has changed the way learners learn and from whom they learn. An investigation of learners' goals, motivations and expected outcomes

Debate preparation/participation: an active, effective learning tool.

Science.gov (United States)

Koklanaris, Nikki; MacKenzie, Andrew P; Fino, M Elizabeth; Arslan, Alan A; Seubert, David E

2008-01-01

Passive educational techniques (such as lectures) are thought to be less productive than active learning. We examined whether preparing for and participating in a debate would be an effective, active way to learn about a controversial topic. We compared quiz performance in residents who attended a lecture to residents who prepared for/participated in a debate. Twelve residents each participated in one lecture session and one debate session. Learning was evaluated via a quiz. Quizzes were given twice: before the debate/lecture and 1 week after the debate/lecture. Quiz scores were compared using repeated measures analysis of variance, with a p value of debating was given to all participants. There was a statistically significant difference in the pretest mean quiz score between the debate and lecture groups: 78.3% and 52.5%, respectively (p = .02). Similarly, on posttest quizzes, the average debater scored 85.8%, versus 61.7% for the lecture group (p = .003). Although no one in the debate group scored lower on a follow-up quiz, 3 residents in the lecture group did worse on follow-up. When learning about a controversial topic, residents who prepared for/participated in a debate achieved higher quiz scores and were better at retaining information than those who attended a lecture. When faced with teaching a controversial topic, organizing a debate may be more effective than giving a lecture.

Interaction of Instrumental and Goal-Directed Learning Modulates Prediction Error Representations in the Ventral Striatum.

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Guo, Rong; Böhmer, Wendelin; Hebart, Martin; Chien, Samson; Sommer, Tobias; Obermayer, Klaus; Gläscher, Jan

2016-12-14

Goal-directed and instrumental learning are both important controllers of human behavior. Learning about which stimulus event occurs in the environment and the reward associated with them allows humans to seek out the most valuable stimulus and move through the environment in a goal-directed manner. Stimulus-response associations are characteristic of instrumental learning, whereas response-outcome associations are the hallmark of goal-directed learning. Here we provide behavioral, computational, and neuroimaging results from a novel task in which stimulus-response and response-outcome associations are learned simultaneously but dominate behavior at different stages of the experiment. We found that prediction error representations in the ventral striatum depend on which type of learning dominates. Furthermore, the amygdala tracks the time-dependent weighting of stimulus-response versus response-outcome learning. Our findings suggest that the goal-directed and instrumental controllers dynamically engage the ventral striatum in representing prediction errors whenever one of them is dominating choice behavior. Converging evidence in human neuroimaging studies has shown that the reward prediction errors are correlated with activity in the ventral striatum. Our results demonstrate that this region is simultaneously correlated with a stimulus prediction error. Furthermore, the learning system that is currently dominating behavioral choice dynamically engages the ventral striatum for computing its prediction errors. This demonstrates that the prediction error representations are highly dynamic and influenced by various experimental context. This finding points to a general role of the ventral striatum in detecting expectancy violations and encoding error signals regardless of the specific nature of the reinforcer itself. Copyright © 2016 the authors 0270-6474/16/3612650-11$15.00/0.

A cross-sectional study of learning styles among continuing medical education participants.

Science.gov (United States)

Collins, C Scott; Nanda, Sanjeev; Palmer, Brian A; Mohabbat, Arya B; Schleck, Cathy D; Mandrekar, Jayawant N; Mahapatra, Saswati; Beckman, Thomas J; Wittich, Christopher M

2018-04-27

Experiential learning has been suggested as a framework for planning continuing medical education (CME). We aimed to (1) determine participants' learning styles at traditional CME courses and (2) explore associations between learning styles and participant characteristics. Cross-sectional study of all participants (n = 393) at two Mayo Clinic CME courses who completed the Kolb Learning Style Inventory and provided demographic data. A total of 393 participants returned 241 surveys (response rate, 61.3%). Among the 143 participants (36.4%) who supplied complete demographic and Kolb data, Kolb learning styles included diverging (45; 31.5%), assimilating (56; 39.2%), converging (8; 5.6%), and accommodating (34; 23.8%). Associations existed between learning style and gender (p = 0.02). For most men, learning styles were diverging (23 of 63; 36.5%) and assimilating (30 of 63; 47.6%); for most women, diverging (22 of 80; 27.5%), assimilating (26 of 80; 32.5%), and accommodating (26 of 80; 32.5%). Internal medicine and psychiatry CME participants had diverse learning styles. Female participants had more variation in their learning styles than men. Teaching techniques must vary to appeal to all learners. The experiential learning theory sequentially moves a learner from Why? to What? to How? to If? to accommodate learning styles.

Navigation towards a goal position: from reactive to generalised learned control

Energy Technology Data Exchange (ETDEWEB)

Freire da Silva, Valdinei [Laboratorio de Tecnicas Inteligentes - LTI, Escola Politecnica da Universidade de Sao Paulo, Av. Prof. Luciano Gualberto, trav.3, n.158, Cidade Universitaria Sao Paulo (Brazil); Selvatici, Antonio Henrique [Universidade Nove de Julho, Rua Vergueiro, 235, Sao Paulo (Brazil); Reali Costa, Anna Helena, E-mail: valdinei.freire@gmail.com, E-mail: antoniohps@uninove.br, E-mail: anna.reali@poli.usp.br [Laboratorio de Tecnicas Inteligentes - LTI, Escola Politecnica da Universidade de Sao Paulo, Av. Prof. Luciano Gualberto, trav.3, n.158, Cidade Universitaria Sao Paulo (Brazil)

2011-03-01

The task of navigating to a target position in space is a fairly common task for a mobile robot. It is desirable that this task is performed even in previously unknown environments. One reactive architecture explored before addresses this challenge by denning a hand-coded coordination of primitive behaviours, encoded by the Potential Fields method. Our first approach to improve the performance of this architecture adds a learning step to autonomously find the best way to coordinate primitive behaviours with respect to an arbitrary performance criterion. Because of the limitations presented by the Potential Fields method, especially in relation to non-convex obstacles, we are investigating the use of Relational Reinforcement Learning as a method to not only learn to act in the current environment, but also to generalise prior knowledge to the current environment in order to achieve the goal more quickly in a non-convex structured environment. We show the results of our previous efforts in reaching goal positions along with our current research on generalised approaches.

Navigation towards a goal position: from reactive to generalised learned control

International Nuclear Information System (INIS)

Freire da Silva, Valdinei; Selvatici, Antonio Henrique; Reali Costa, Anna Helena

2011-01-01

The task of navigating to a target position in space is a fairly common task for a mobile robot. It is desirable that this task is performed even in previously unknown environments. One reactive architecture explored before addresses this challenge by denning a hand-coded coordination of primitive behaviours, encoded by the Potential Fields method. Our first approach to improve the performance of this architecture adds a learning step to autonomously find the best way to coordinate primitive behaviours with respect to an arbitrary performance criterion. Because of the limitations presented by the Potential Fields method, especially in relation to non-convex obstacles, we are investigating the use of Relational Reinforcement Learning as a method to not only learn to act in the current environment, but also to generalise prior knowledge to the current environment in order to achieve the goal more quickly in a non-convex structured environment. We show the results of our previous efforts in reaching goal positions along with our current research on generalised approaches.

Analysis of chemistry textbook content and national science education standards in terms of air quality-related learning goals

Science.gov (United States)

Naughton, Wendy

In this study's Phase One, representatives of nine municipal agencies involved in air quality education were interviewed and interview transcripts were analyzed for themes related to what citizens need to know or be able to do regarding air quality concerns. Based on these themes, eight air quality Learning Goal Sets were generated and validated via peer and member checks. In Phase Two, six college-level, liberal-arts chemistry textbooks and the National Science Education Standards (NSES) were analyzed for congruence with Phase One learning goals. Major categories of desired citizen understandings highlighted in agency interviews concerned air pollution sources, impact, detection, and transport. Identified cognitive skills focused on information-gathering and -evaluating skills, enabling informed decision-making. A content match was found between textbooks and air quality learning goals, but most textbooks fail to address learning goals that remediate citizen misconceptions and inabilities---particularly those with a "personal experience" focus. A partial match between NSES and air quality learning goals was attributed to differing foci: Researcher-derived learning goals deal specifically with air quality, while NSES focus is on "fundamental science concepts," not "many science topics." Analysis of findings within a situated cognition framework suggests implications for instruction and NSES revision.

The issues of goal setting, interest, and reward in self-regulated learning

OpenAIRE

Okazaki, Makiko; 岡崎, 万紀子

2011-01-01

Self-regulated learning (SRL) is the theory developed in the field of educational psychology. SRL is based on the idea that behaviours are regulated by the self-concept. This self-concept is the basis of the social cognitive theory which does not depend on students' innate motivation (intrinsic motivation) at the initial stage of learning. This study examines three motivation-related factors in the concept of SRL: goals, interest, and rewards followed by the suggestion of a students' learning...

Goal Setting in Principal Evaluation: Goal Quality and Predictors of Achievement

Science.gov (United States)

Sinnema, Claire E. L.; Robinson, Viviane M. J.

2012-01-01

This article draws on goal-setting theory to investigate the goals set by experienced principals during their performance evaluations. While most goals were about teaching and learning, they tended to be vaguely expressed and only partially achieved. Five predictors (commitment, challenge, learning, effort, and support) explained a significant…

Neurology clerkship goals and their effect on learning and satisfaction.

Science.gov (United States)

Strowd, Roy E; Salas, Rachel Marie E; Cruz, Tiana E; Gamaldo, Charlene E

2016-02-16

To define medical student goals in the neurology clerkship and explore the association between goal setting and student performance, clerkship satisfaction, self-directed learning (SDL), and interest in neurology. A 4-year prospective study of consecutive second- to fourth-year medical students rotating through a required 4-week neurology clerkship was conducted. A goal-generating cohort (first 2 years) was enrolled to describe the breadth of student-derived goals. A goal-evaluating cohort (second 2 years) was used to evaluate the frequency of goal achievement and assess associations with performance (e.g., National Board of Medical Examiners [NBME], examination), satisfaction, and SDL behaviors (both based on 5-point Likert scale). Of 440 evaluable students, 201 were goal-generating and 239 goal-evaluating. The top 3 goals were (1) improvement in neurologic examination, (2) understanding neurologic disease, and (3) deriving a differential diagnosis. More than 90% (n = 216/239) of students reported achieving goals. Achievers reported significantly higher clerkship satisfaction (4.2 ± 0.8 vs. 2.8 ± 1.0, p neurology (71% vs. 35%, p = 0.001), and higher observed tendency toward SDL (4.5 ± 0.5 vs. 4.1 ± 0.8, p neurology clerkship. Goal achievers had better adjusted standardized test scores, higher satisfaction, and greater tendency toward SDL. This student-generated, goal-setting program may be particularly appealing to clinicians, educators, and researchers seeking resource-lean mechanisms to improve student experience and performance in the clinical clerkships. © 2015 American Academy of Neurology.

Mathematics Student Teachers' Epistemological Beliefs about the Nature of Mathematics and the Goals of Mathematics Teaching and Learning in the Beginning of Their Studies

Science.gov (United States)

Viholainen, Antti; Asikainen, Mervi; Hirvonen, Pekka E.

2014-01-01

This article examines Finnish mathematics student teachers' epistemological beliefs concerning the nature of mathematics and the goals of mathematics teaching and learning solely in the beginning of their studies at university. A total of 18 students participated in a study consisting of a short questionnaire and interviews. The data was analyzed…

Second language learning and acculturation: The role of motivation and goal content congruence

Directory of Open Access Journals (Sweden)

Sara Rubenfeld

2007-12-01

Full Text Available Abstract This study explored how having differing goals and motives for learning a second language influences adaptation in the foreign culture. Specifically, we compared English as a second language (ESL students in two programs, which differed in their long-term goal orientations. Some students were taking ESL courses in order to attend university in their second language, whereas other ESL students took courses that were not followed by an immediate reward. Students in both programs completed measures of acculturation as well as measures of intrinsic and extrinsic motivation for learning English. We found that adaptation to the foreign culture, in the form of acculturation, is best facilitated by congruence between students’ motives and goals. The findings are discussed in terms of their methodological and pedagogical implications

To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning

Science.gov (United States)

Ranellucci, John; Muis, Krista R.; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M.

2013-01-01

Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…

Achievement goals, competition appraisals, and the psychological and emotional welfare of sport participants.

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Adie, James W; Duda, Joan L; Ntoumanis, Nikos

2008-06-01

Grounded in the 2x2 achievement goal framework (Elliot & McGregor, 2001), a model was tested examining the hypothesized relationships between approach and avoidance (mastery and performance) goals, challenge and threat appraisals of sport competition, and positive and negative indices of well-being (i.e., self-esteem, positive, and negative affect). A further aim was to determine the degree to which the cognitive appraisals mediated the relationship between the four achievement goals and the indicators of athletes' welfare. Finally, measurement and structural invariance was tested with respect to gender in the hypothesized model. An alternative model was also estimated specifying self-esteem as an antecedent of the four goals and cognitive appraisals. Four hundred and twenty-four team sport participants (Mage=24.25) responded to a multisection questionnaire. Structural equation modeling analyses provided support for the hypothesized model only. Challenge and threat appraisals partially mediated the relationships observed between mastery-based goals and the well-being indicators. Lastly, the hypothesized model was found to be invariant across gender.

Career Goal-Based E-Learning Recommendation Using Enhanced Collaborative Filtering and PrefixSpan

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Ma, Xueying; Ye, Lu

2018-01-01

This article describes how e-learning recommender systems nowadays have applied different kinds of techniques to recommend personalized learning content for users based on their preference, goals, interests and background information. However, the cold-start problem which exists in traditional recommendation algorithms are still left over in…

The influence of demographics and work related goals on adaptive development for work related learning amongst private hospital employees.

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Tones, Megan; Pillay, Hitendra; Fraser, Jennifer

2010-01-01

Contemporary lifespan development models of adaptive development have been applied to the workforce to examine characteristics of the ageing employee. Few studies have examined adaptive development in terms of worker perceptions of workplace, or their learning and development issues. This study used the recently developed Revised Learning and Development Survey to investigate employee selection and engagement of learning and development goals, opportunities for learning and development at work, and constraints to learning and development at work. Demographic and career goal variables were tested amongst a sample of private hospital employees, almost all of whom were nurses. Workers under 45 years of age perceived greater opportunities for training and development than more mature aged workers. Age and physical demands interacted such that physical demands of work were associated with lower engagement in learning and development goals in mature aged workers. The opposite was observed amongst younger workers. Engagement in learning and development goals at work predicted goals associated with an intention to decrease work hours or change jobs to a different industry when opportunities to learn via work tasks were limited. At the same time limited opportunities for training and development and perceptions of constraints to development at work predicted the intention to change jobs. Results indicate consideration must be paid to employee perceptions in the workplace in relation to goals. They may be important factors in designing strategies to retain workers.

The specificity of parenting effects: Differential relations of parent praise and criticism to children's theories of intelligence and learning goals.

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Gunderson, Elizabeth A; Donnellan, M Brent; Robins, Richard W; Trzesniewski, Kali H

2018-04-24

Individuals who believe that intelligence can be improved with effort (an incremental theory of intelligence) and who approach challenges with the goal of improving their understanding (a learning goal) tend to have higher academic achievement. Furthermore, parent praise is associated with children's incremental theories and learning goals. However, the influences of parental criticism, as well as different forms of praise and criticism (e.g., process vs. person), have received less attention. We examine these associations by analyzing two existing datasets (Study 1: N = 317 first to eighth graders; Study 2: N = 282 fifth and eighth graders). In both studies, older children held more incremental theories of intelligence, but lower learning goals, than younger children. Unexpectedly, the relation between theories of intelligence and learning goals was nonsignificant and did not vary with children's grade level. In both studies, overall perceived parent praise positively related to children's learning goals, whereas perceived parent criticism negatively related to incremental theories of intelligence. In Study 2, perceived parent process praise was the only significant (positive) predictor of children's learning goals, whereas perceived parent person criticism was the only significant (negative) predictor of incremental theories of intelligence. Finally, Study 2 provided some support for our hypothesis that age-related differences in perceived parent praise and criticism can explain age-related differences in children's learning goals. Results suggest that incremental theories of intelligence and learning goals might not be strongly related during childhood and that perceived parent praise and criticism have important, but distinct, relations with each motivational construct. Copyright © 2018 Elsevier Inc. All rights reserved.

Systems of Goals, Attitudes, and Self-Related Beliefs in Second-Language-Learning Motivation

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Kormos, Judit; Kiddle, Thom; Csizer, Kata

2011-01-01

In the present study, we surveyed the English language-learning motivations of 518 secondary school students, university students, and young adult learners in the capital of Chile, Santiago. We applied multi-group structural-equation modeling to analyze how language-learning goals, attitudes, self-related beliefs, and parental encouragement…

Reliance on habits at the expense of goal-directed control following dopamine precursor depletion.

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de Wit, Sanne; Standing, Holly R; Devito, Elise E; Robinson, Oliver J; Ridderinkhof, K Richard; Robbins, Trevor W; Sahakian, Barbara J

2012-01-01

Dopamine is well known to play an important role in learning and motivation. Recent animal studies have implicated dopamine in the reinforcement of stimulus-response habits, as well as in flexible, goal-directed action. However, the role of dopamine in human action control is still not well understood. We present the first investigation of the effect of reducing dopamine function in healthy volunteers on the balance between habitual and goal-directed action control. The dietary intervention of acute dietary phenylalanine and tyrosine depletion (APTD) was adopted to study the effects of reduced global dopamine function on action control. Participants were randomly assigned to either the APTD or placebo group (ns = 14) to allow for a between-subjects comparison of performance on a novel three-stage experimental paradigm. In the initial learning phase, participants learned to respond to different stimuli in order to gain rewarding outcomes. Subsequently, an outcome-devaluation test and a slips-of-action test were conducted to assess whether participants were able to flexibly adjust their behaviour to changes in the desirability of the outcomes. APTD did not prevent stimulus-response learning, nor did we find evidence for impaired response-outcome learning in the subsequent outcome-devaluation test. However, when goal-directed and habitual systems competed for control in the slips-of-action test, APTD tipped the balance towards habitual control. These findings were restricted to female volunteers. We provide direct evidence that the balance between goal-directed and habitual control in humans is dopamine dependent. The results are discussed in light of gender differences in dopamine function and psychopathologies.

Goals for teacher learning about energy degradation and usefulness

Directory of Open Access Journals (Sweden)

Abigail R. Daane

2014-08-01

Full Text Available The Next Generation Science Standards (NGSS require teachers to understand aspects of energy degradation and the second law of thermodynamics, including energy’s availability and usefulness, changes in energy concentration, and the tendency of energy to spread uniformly. In an effort to develop learning goals that support teachers in building robust understandings of energy from their existing knowledge, we studied teachers’ impromptu conversations about these topics during professional development courses about energy. Many of these teachers’ ideas appear to align with statements from the NGSS, including the intuition that energy can be present but inaccessible, that energy can change in its usefulness as it transforms within a system, and that energy can lose its usefulness as it disperses, often ending up as thermal energy. Some teachers’ ideas about energy degradation go beyond what is articulated in the NGSS, including the idea that thermal energy can be useful in some situations and the idea that energy’s usefulness depends on the objects included in a scenario. Based on these observations, we introduce learning goals for energy degradation and the second law of thermodynamics that (1 represent a sophisticated physics understanding of these concepts, (2 originate in ideas that teachers already use, and (3 align with the NGSS.

Overcoming Gender Stereotypes & Improving Learning through the Participation of the

Directory of Open Access Journals (Sweden)

Carme Garcia

2012-02-01

Full Text Available This article presents the results of research on how the daily participation of the "Other Women" women without an academic background or from cultural and ethnic minorities contributes to overcoming sexist stereotypes. The study demonstrates that their participation in instrumental learning activities transforms stereotypical beliefs about the skills of women without academic education, immigrant women, or those from cultural minorities. It can also be observed that their participation in decision-making spaces and in learning activities promotes student learning. In short, this study demonstrates that we need to include the "Other Women" into our diverse schools to progress towards the achievement of gender equity in education and society, and to create more positive learning experiences for all children.

Motivation, learning strategies, participation and medical school performance

NARCIS (Netherlands)

Stegers-Jager, Karen M.; Cohen-Schotanus, Janke; Themmen, Axel P. N.

Medical Education 2012: 46:678688 Context Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation

Using Visualization to Motivate Student Participation in Collaborative Online Learning Environments

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Jin, Sung-Hee

2017-01-01

Online participation in collaborative online learning environments is instrumental in motivating students to learn and promoting their learning satisfaction, but there has been little research on the technical supports for motivating students' online participation. The purpose of this study was to develop a visualization tool to motivate learners…

Flavour-flavour learning occurs automatically and only in hungry participants.

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Brunstrom, Jeffrey M; Fletcher, Hollie Z

2008-01-28

A novel flavour may become liked if it is presented repeatedly and in combination with a second flavour that is already liked. Conceptually, this 'flavour-flavour learning' is important, because it can account for many of our everyday food and flavour preferences. However, relatively little is known about the underlying process because learning paradigms have lacked reliability. Based on previous research we explored whether learning is determined by three variables; i) hunger state, ii) demand and contingency awareness, and iii) dietary restraint. Participants (male n=15/female n=15) consumed three different and novel-tasting fruit teas. One of the teas had a non-caloric sweetener added (CS+) and two were unsweetened (CS-). Before and after this training the participants ranked their preference for unsweetened versions of the three teas. We found that the training increased preference for the CS+ relative to the CS- teas. However, this effect was only found in hungry participants. We also found little evidence that learning was related to whether the participants could identify (recognition test) the specific tea that had been sweetened during training, suggesting that the underlying process is automatic and it operates outside conscious awareness. Learning was not predicted by dietary restraint (measured using the DEBQ-R scale). Together, these findings provide further evidence for a linkage between flavour-flavour learning and flavour-nutrient learning.

Distraction during learning with hypermedia: Difficult tasks help to keep task goals on track

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Katharina eScheiter

2014-03-01

Full Text Available In educational hypermedia environments, students are often confronted with potential sources of distraction arising from additional information that, albeit interesting, is unrelated to their current task goal. The paper investigates the conditions under which distraction occurs and hampers performance. Based on theories of volitional action control it was hypothesized that interesting information, especially if related to a pending goal, would interfere with task performance only when working on easy, but not on difficult tasks. In Experiment 1, 66 students learned about probability theory using worked examples and solved corresponding test problems, whose task difficulty was manipulated. As a second factor, the presence of interesting information unrelated to the primary task was varied. Results showed that students solved more easy than difficult probability problems correctly. However, the presence of interesting, but task-irrelevant information did not interfere with performance. In Experiment 2, 68 students again engaged in example-based learning and problem solving in the presence of task-irrelevant information. Problem-solving difficulty was varied as a first factor. Additionally, the presence of a pending goal related to the task-irrelevant information was manipulated. As expected, problem-solving performance declined when a pending goal was present during working on easy problems, whereas no interference was observed for difficult problems. Moreover, the presence of a pending goal reduced the time on task-relevant information and increased the time on task-irrelevant information while working on easy tasks. However, as revealed by mediation analyses these changes in overt information processing behavior did not explain the decline in problem-solving performance. As an alternative explanation it is suggested that goal conflicts resulting from pending goals claim cognitive resources, which are then no longer available for learning and

Employee participation and learning, a strategy for changes

DEFF Research Database (Denmark)

Kofoed, L.B.; Jensen, Lars Peter; Rosenørn, T.U.

1998-01-01

. The beginning of the change process where all actors are assumed to use all their potentials in developing their future organization is described. The different employee groups need to learn to participate. An important point is to use the change process to establish a learning culture. Experiments based...... on reflective learning in an "experimentarium" as support for the change process, and the positive results obtained are discussed....

Resolving a Conflict between APA Learning Goals and APA Ethical Principles

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Corty, Eric W.

2008-01-01

Although American Psychological Association (APA) Ethical Standards make it clear that instructors cannot require students to disclose personal information in class-related activities, an APA learning goal for undergraduate psychology students is that they reflect on their experiences to develop insight into their behavior and mental processes.…

49 CFR 23.53 - How do car rental companies count ACDBE participation toward their goals?

Science.gov (United States)

2010-10-01

... PARTICIPATION OF DISADVANTAGED BUSINESS ENTERPRISE IN AIRPORT CONCESSIONS Goals, Good Faith Efforts, and... must also submit to the recipient documentation of the good faith efforts you have made to obtain ACDBE...

Choose Your Own Adventure: Designing an Environment that Supports NASA Scientists' Goals in Education, Outreach, and Inreach

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DeWitt, S.

2015-12-01

What is your communication goal? That is the opening question asked in NASA's first agency-wide science communication leadership development program. Many scientists know what they want to communicate, some know to whom they'd like to communicate, but few can clearly express why they want to do it. So what? First, being clear about one's goal is critical in being able to measure success. Second, when asked to think critically about communication goals, some scientists may shift their communication behaviors and practices to better achieve those goals. To that end, NASA has designed a deep learning experience for scientists (and engineers and others) to: critically examine their communication goals; learn techniques for getting to know their intended audience; and develop and apply specific communication skills to a project of their choice. Participants in this program come into the classroom with projects that span a wide spectrum including: formal and informal education, public outreach, media interviews, public speaking, stakeholder briefings, and internal awareness-building. Through expert advisors, professional coaches and peer networks, this program provides a supportive environment for individuals to workshop their project in the classroom and receive feedback before, during, and after the project is complete. This program also provides an opportunity for scientists and other participants to learn more about communication at NASA, and to directly influence the agency's science communication culture through action learning. In this presentation, I will summarize NASA's dual-design science communication leadership development program and present some lessons-learned, participant feedback and evaluation data from the initial course offerings.

In it together: Organizational learning through participation in environmental assessment

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Fitzpatrick, Patricia

2005-07-01

Can organizations learn through participation in environmental assessment (EA)? This was the central research question of a study that explored the linkages among sustainable development, EA, public participation, and learning. To address this question, the research design involved a comparative case study of two concurrent but geographically separate projects, the Wuskwatim generation station and transmission lines projects (Wuskwatim projects), and the Snap Lake Diamonds Project (Snap Lake project). The Wuskwatim projects involve the construction of a low head dam and three 230 kV transmission line segments in Northern Manitoba, Canada. The Snap Lake Project involves the construction and operation of a diamond mine 220 km northwest of Yellowknife, Northwest Territories, Canada, at the headwaters of the Lockhart River drainage system. The EAs of these proposed developments provided multiple opportunities for public (and organizational) involvement in the review, including comments on the scope of the assessment, information requests, and public hearings. Data collection included participant observation, semi-structured interviews with EA participants, and documentation generated through the course of the reviews. Data were organized using QSR Nvivo, a database software system. In this dissertation, three key contributions are made. The theoretical framework that draws together a number of separate but related fields of study---communicative action, discursive democracy, transformative learning, organizational learning---is the first contribution. The second is verification that organizations learn through participation in EA. Third, empirical support is presented far the assertion that transformative learning can address change beyond that experienced by the individual, to account for both policy-oriented and organizational learning. Related to the second contribution, results indicate that participants of EA engage in Teaming on multiple scales. Furthermore

The interaction between dietary and life goals: using goal systems theory to explore healthy diet and life goals.

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Turner-McGrievy, Gabrielle M; Wright, Julie A; Migneault, Jeffrey P; Quintiliani, Lisa; Friedman, Robert H

2014-01-01

Objective : To examine the types of life and dietary goals individuals report and how these goal domains interact as framed by goal systems theory. Methods : This work is a cross-sectional survey study. Measures included the incidence of common life and dietary goals and how these goals interact with and facilitate each other. Results : The results of a quantitative survey ( n  = 46 participants), which was informed by two focus groups ( n  = 17 participants), showed that participants are trying to achieve several different life (e.g. achieving financial success) and dietary goals (e.g. eating more fruits and vegetables, drinking more water, and losing weight) and that these two types of goals interact to both facilitate and conflict with each other. Having a life goal of exercising was significantly associated with healthy eating goals when compared with other life goals ( p 's goals may be linked and help to facilitate one another. Being in the maintenance phase with the goal of healthy eating was associated with participants feeling like they were more successful in their other non-diet-related health goals ( p  goals can facilitate success in achieving other goals. Conclusions : Life goals can have an impact on a person's ability to achieve and maintain dietary and other health goals. Health educators may help to facilitate long-term behavior change by examining a person's life goals as well as dietary goals.

Four Weeks of Goal-Directed Learning in Primary Physical Education Classes

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Platvoet, Sebastiaan W. J.; Elferink-Gemser, Marije T.; Kannekens, Rianne; de Niet, Mark; Visscher, Chris

Relatively little is known about how practice relates to children's improvement in gross motor skill performance. The aim of this study is to determine to what extent 6- and 7-year-old children improve their gross motor skill performance in a four-week period, in which goal-directed learning is

Perceptions of School Principals on Participation in Professional Learning Communities as Job-Embedded Learning

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Gaudioso, Jennifer A.

2017-01-01

Perceptions of School Principals on Participation in Professional Learning Communities as Job-Embedded Learning Jennifer Gaudioso Principal Professional Learning Communities (PPLCs) have emerged as a vehicle for professional development of principals, but there is little research on how principals experience PPLCs or how districts can support…

Procrastination, Participation, and Performance in Online Learning Environments

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Michinov, Nicolas; Brunot, Sophie; Le Bohec, Olivier; Juhel, Jacques; Delaval, Marine

2011-01-01

The present study focuses on a specific learner characteristic in the management of time--procrastination--, and its role in an online learning environment. More specifically, it was expected that procrastination would influence the successfulness of online learning and that this could be explained by the level of participation of learners in…

Consideration of learning orientations as an application of achievement goals in evaluating life science majors in introductory physics

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Mason, Andrew J.; Bertram, Charles A.

2018-06-01

When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be effective. However, achievement goals are rarely an explicit consideration in physics education research topics such as metacognition. We investigate a sample population of 218 students in a first-semester introductory algebra-based physics course, drawn from 14 laboratory sections within six semesters of course sections, to determine the influence of achievement goals on life science majors' attitudes towards physics. Learning orientations that, respectively, pertain to mastery goals and performance goals, in addition to a learning orientation that does not report a performance goal, were recorded from students in the specific context of learning a problem-solving framework during an in-class exercise. Students' learning orientations, defined within the context of students' self-reported statements in the specific context of a problem-solving-related research-based course implementation, are compared to pre-post results on physics problem-solving items in a well-established attitudinal survey instrument, in order to establish the categories' validity. In addition, mastery-related and performance-related orientations appear to extend to overall pre-post attitudinal shifts, but not to force and motion concepts or to overall course grade, within the scope of an introductory physics course. There also appears to be differentiation regarding overall course performance within health science majors, but not within biology majors, in terms of learning orientations; however, health science majors generally appear to fare less well on all measurements in the study than do biology majors, regardless of learning orientations.

Teachers' Influence on Goal Orientation: Exploring the Relationship between Eighth Graders' Goal Orientation, Their Emotional Development, Their Perceptions of Learning, and Their Teachers' Instructional Strategies.

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Nichols, William Dee; Jones, Jeanneine P.; Hancock, Dawson R.

2003-01-01

Explores how students' perceived learning relates to emotions, motivation, and goal orientation. Finds that students significantly reported more negative emotions than positive emotions, thus indicating that the emotions of the learner were more negative, the motivation was more extrinsic and the goal orientation of the learners could be…

[The Medical Examination - Between Desire and Reality - Analysis of Consensus Between the Second Part of the Medical Licensing Exam (IMPP) and the National Catalogue of Expertise-based Learning Goals in Surgery (NKLC)].

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Sterz, Jasmina; Rüsseler, Miriam; Britz, Vanessa; Stefanescu, Christina; Hoefer, Sebastian H; Adili, Farzin; Schreckenbach, Teresa; Schleicher, Iris; Weber, Roxane; Hofmann, Hans-Stefan; Voß, Friedericke; König, Sarah; Heinemann, Markus K; Kadmon, Martina

2017-12-01

Background The working party of the German Society for Surgery (DGCH) on undergraduate surgical education has developed a national expertise-based catalogue of learning goals in surgery (NKLC). This study analyses the extent to which the questions of the German second medical licensing examination compiled by the IMPP are congruent with the NKLC and which thematic focus is emphasised. Materials and Methods Firstly, a guideline and evaluation sheet were developed in order to achieve documentation of the individual examination questions of the second licensing examination with respect to the learning goals of the NKLC. In a retrospective analysis from autumn 2009 to autumn 2014, eleven licensing examinations in human medicine were screened independently by three different reviewers. In accordance with the guideline, the surgical questions were identified and subsequently matched to the learning goals of the NKLC. The analysis included the number of surgical learning goals as well as the number of surgical questions for each examination, learning goal, and different levels of expertise (LE). Results Thirteen reviewers from six surgical disciplines participated in the analysis. On average, reviewers agreed on the differentiation between surgical and non-surgical questions in 79.1% of all 3480 questions from 11 licensing examinations. For each examination (n = 320 questions), 98.8 ± 22.6 questions (min.: 69, max.: 150) were rated as surgical. For each surgical learning goal addressed, 2.2 ± 0.3 questions (min.: 1, max.: 16) were asked. For each examination, 23.5 ± 6.3 questions (min.: 11; max.: 31) referred to learning goals of LE 3, 52.5 ± 16.7 questions (min.: 34; max.: 94) addressed learning goals of LE 2 and 22.8 ± 7.7 questions (min.: 9; max.: 34) were related to learning goals of LE 1. 64 learning goals (27.8% of all learning goals of the NKLC) were not reflected in the examinations. With a total of 70 questions, the most frequently

Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics: The Perspective of Intrinsic and Extrinsic Goals

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Lao, Andrew Chan-Chio; Cheng, Hercy N. H.; Huang, Mark C. L.; Ku, Oskar; Chan, Tak-Wai

2017-01-01

One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system…

The Concept of L2 User and the goals of Second Language Learning

OpenAIRE

Juanggo, Willy

2017-01-01

It is generally considered that knowing one language is not enough in this era. People need to learn a second language in addition to their mother tongue to meet the demand of today’s life as many of them are becoming a part of multilingual society as well as to face the globalisation. This paper aims to demonstrate the reasons of people learning a second by looking at the several goals they want to achieve in current situation and link it to the second language learning in education context....

Groupware sebagai Salah Satu Teknologi Informasi untuk E- Learning (Distance Learning

Directory of Open Access Journals (Sweden)

Julisar Julisar

2013-12-01

Full Text Available E-Learning is the process of distance learning by using of computer technology, computer network and/or Internet. E-Learning is delivered by utilizing computing devices. With e-learning, lecture material can be distributed either on-line using a network connection as well as off-line using a mobile media. One type of software used in distance learning is Groupware. It is a software product to support a group of people who share a task or goal to work together to achieve that goal. Two types of groupware technology are Electronic Teleconferencing and Real-time Collaboration Tools. Electronic Teleconferencing is electronic communication technology that allows two or more people in different locations to simultaneously conduct the conference. In Video Conference, participants in a location can see the other participants who are in different locations.

Learning to participate while shifting location in a hospital ward

DEFF Research Database (Denmark)

Kjær, Malene

2015-01-01

of the development of a professional identity for the students as they learn to become competent practitioners or members (Sacks, 1989; Schegloff, 2007) in the field of nursing. The present study shows how students and their clinical supervisors move through different locations when students are introduced to new...... practices and interactions with patients: Instruction before interaction with patient takes place in the guardroom, the interaction with the patient takes place in the patient’s room and the assessment of the performed task takes place in the guard room again. Thus different kinds of routinized...... participation and interaction emerge that are connected to the different locations. Participation is thus understood in two ways: 1) Learning to participate as a competent practitioner with a patient is learned not just in situ by the patient’s side but also by 2) participating in interaction with the clinical...

Traditional versus Contemporary Goals and Methods in Accounting Education: Bridging the Gap with Cooperative Learning.

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Lindquist, Tim M.

1995-01-01

In groups, 49 accounting students completed a 5-week analysis of audit reporting issues using cooperative learning. Positive student reactions and achievement suggested that contemporary active learning approaches are compatible with the traditional accounting goal of preparing for the Certified Public Accountants examination. (SK)

Presenting the students’ academic achievement causal model based on goal orientation

Directory of Open Access Journals (Sweden)

EBRAHIM NASIRI

2017-10-01

Full Text Available Introduction: Several factors play a role in academic achievement, individual’s excellence and capability to do actions and tasks that the learner is in charge of in learning areas. The main goal of this study was to present academic achievement causal model based on the dimensions of goal orientation and learning approaches among the students of Medical Science and Dentistry courses in Guilan University of Medical Sciences in 2013. Methods: This study is based on a cross-sectional model. The participants included 175 first and second year students of the Medical and Dentistry schools in Guilan University of Medical Sciences selected by random cluster sampling [121 persons (69% Medical Basic Science students and 54 (30.9% Dentistry students]. The measurement tool included the Goal Orientation Scale of Bouffard and Study Process Questionnaire of Biggs and the students’ Grade Point Average. The study data were analyzed using Pearson correlation coefficient and structural equations modeling. SPSS 14 and Amos were used to analyze the data. Results: The results indicated a significant relationship between goal orientation and learning strategies (P<0.05. In addition, the results revealed that a significant relationship exists between learning strategies [Deep Learning (r=0.37, P<0.05, Surface Learning (r=-0.21, P<0.05], and academic achievement. The suggested model of research is fitted to the data of the research. Conclusion: Results showed that the students’ academic achievement model fits with experimental data, so it can be used in learning principles which lead to students’ achievement in learning.

Informal Cooperative Learning in Small Groups: The Effect of Scaffolding on Participation

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Lange, Christopher; Costley, Jamie; Han, Seung Lock

2016-01-01

This study examines the effect of group work scaffolding on participation. The procedural scaffolding of two cooperative learning techniques, Numbered Heads Together and Think-Pair-Share, are compared based on levels of participation, learning, and satisfaction they elicit. Aspects of participation that are examined include levels of group…

An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

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Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

2012-03-01

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

Youth Motivations for Program Participation

Directory of Open Access Journals (Sweden)

Jenifer K. McGuire

2017-01-01

Full Text Available Through their participation in youth programs, young people have access to opportunities to learn and build important skills. A total of 214 youth between the ages of 10-19 (mean 15.5 years completed an online survey about characteristics of youth programs they participated in, didn’t participate in, and had participated in but quit. We found that youth participated in activities that provided a benefit to meet personal goals or develop skills. However, our findings suggest that youth may leave activities, or never join them, based on different sets of motivations than the reasons they stay in activities. There was variability across demographic groups: Males reported more problems with past activities, sexual minority youth were more likely to endorse social problems with past and never joined activities, and ethnic minorities reported less support for personal goals and connection to adults in current activities and more logistic barriers for activities never joined.

Get a taste of your goals: promoting motive-goal congruence through affect-focus goal fantasy.

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Job, Veronika; Brandstätter, Veronika

2009-10-01

Studies show that motive-goal congruence is an important predictor of well-being (Baumann, Kaschel, & Kuhl, 2005; Brunstein, Schultheiss, & Grässmann, 1998). However, little is known about the factors that promote congruence between implicit motives and goals. Relying on McClelland's (1985) concept of implicit motives and the theory of fantasy realization (Oettingen, 1999), we postulated that goal fantasies focusing on motive-specific affective incentives promote motive-congruent goal setting. This hypothesis was tested in 3 experimental studies. In Study 1 (n=46) and Study 2 (n=48), participants were asked to select goals in a hypothetical scenario. In Study 3 (n=179), they rated their commitment to personal goals for their actual life situation. The results of all 3 studies supported our hypothesis that participants who focus on motive-specific affective incentives in their goal fantasies set their goals in line with their corresponding implicit motive dispositions.

Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention

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Froiland, John Mark

2011-01-01

In a seven week quasi-experimental study, parents (n = 15) of elementary school students (n = 15) learned autonomy supportive communication techniques that included helping their children set learning goals for homework assignments. Treatment vs. comparison group (n = 30) ANCOVA analyses revealed that the parents in the treatment group perceived…

Advanced Parkinson’s disease effect on goal-directed and habitual processes involved in visuomotor associative learning

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Fadila eHadj-Bouziane

2013-01-01

Full Text Available The present behavioral study readdresses the question of habit learning in Parkinson's disease. Patients were early onset, non-demented, dopa-responsive, candidates for surgical treatment, similar to those we found earlier as suffering greater dopamine depletion in the putamen than in the caudate nucleus. The task was the same conditional associative learning task as that used previously in monkeys and healthy humans to unveil the striatum involvement in habit learning. Sixteen patients and 20 age- and education-matched healthy control subjects learned sets of 3 visuo-motor associations between complex patterns and joystick displacements during two testing sessions separated by a few hours. We distinguished errors preceding versus following the first correct response to compare patients' performance during the earliest phase of learning dominated by goal-directed actions with that observed later on, when responses start to become habitual. The disease significantly retarded both learning phases, especially in patients under sixty years of age. However, only the late phase deficit was disease severity-dependent and persisted on the second testing session. These findings provide the first corroboration in Parkinson patients of two ideas well-established in the animal literature. The first is the idea that associating visual stimuli to motor acts is a form of habit learning that engages the striatum. It is confirmed here by the global impairment in visuo-motor learning induced by Parkinson's disease. The second idea is that goal-directed behaviors are predominantly caudate-dependent whereas habitual responses are primarily putamen-dependent. At the advanced Parkinson's disease stages tested here, dopamine depletion is greater in the putamen than in the caudate nucleus. Accordingly, the late phase of learning corresponding to the emergence of habitual responses was more vulnerable to the disease than the early phase dominated by goal

Do market participants learn from conference calls?

NARCIS (Netherlands)

Roelofsen, E.; Verbeeten, F.; Mertens, G.

2014-01-01

We examine whether market participants learn from the information that is disseminated during the Q-and-A section of conference calls. Specifically, we investigate whether stock prices react to information on intangible assets provided during conference calls, and whether conference calls

The effects of social concern goals on the value of learning and on the intentions of medical students to change their majors.

Science.gov (United States)

Park, Soowon; Cho, Seunghee; Lee, Jun-Young

2017-01-01

In the process of developing a professional medical expertise, goals can become a psychological impetus and act as a source of retaining an individual's persistency. Therefore, the goals of medical students should be considered when designing a curriculum for health professions. The purpose of this study was to examine relative effects of goal categories on the value of learning and intention to change one's major. Data were obtained from the Korea Education Longitudinal Study, which included 1938 representative Korean college freshmen majoring in medicine, engineering, natural science and humanities. They answered a survey questionnaire about goal categories (i.e., social concern, affiliation, self-growth, leisure, wealth, and fame), the value of learning, and intention to change one's major. For medical students, social concern goals were positively related to the value of learning and negatively related to the intention to change one's major. Social concern goals decreased the intention to change one's major directly, and also indirectly through increased value of learning. Providing context for enhancing medical students' social concern goals is necessary in a medical training curriculum, not only for the students' professional development but also for improving society. GCT: Goal contents theory GPA: Grade point average KELS: Korea education longitudinal study SDLA: Self-directed learning abilities SDT: Self-determination theory.

The perceptual effects of learning object categories that predict perceptual goals

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Van Gulick, Ana E.; Gauthier, Isabel

2014-01-01

In classic category learning studies, subjects typically learn to assign items to one of two categories, with no further distinction between how items on each side of the category boundary should be treated. In real life, however, we often learn categories that dictate further processing goals, for instance with objects in only one category requiring further individuation. Using methods from category learning and perceptual expertise, we studied the perceptual consequences of experience with objects in tasks that rely on attention to different dimensions in different parts of the space. In two experiments, subjects first learned to categorize complex objects from a single morphspace into two categories based on one morph dimension, and then learned to perform a different task, either naming or a local feature judgment, for each of the two categories. A same-different discrimination test before and after each training measured sensitivity to feature dimensions of the space. After initial categorization, sensitivity increased along the category-diagnostic dimension. After task association, sensitivity increased more for the category that was named, especially along the non-diagnostic dimension. The results demonstrate that local attentional weights, associated with individual exemplars as a function of task requirements, can have lasting effects on perceptual representations. PMID:24820671

SOVEREIGN: An autonomous neural system for incrementally learning planned action sequences to navigate towards a rewarded goal.

Science.gov (United States)

Gnadt, William; Grossberg, Stephen

2008-06-01

How do reactive and planned behaviors interact in real time? How are sequences of such behaviors released at appropriate times during autonomous navigation to realize valued goals? Controllers for both animals and mobile robots, or animats, need reactive mechanisms for exploration, and learned plans to reach goal objects once an environment becomes familiar. The SOVEREIGN (Self-Organizing, Vision, Expectation, Recognition, Emotion, Intelligent, Goal-oriented Navigation) animat model embodies these capabilities, and is tested in a 3D virtual reality environment. SOVEREIGN includes several interacting subsystems which model complementary properties of cortical What and Where processing streams and which clarify similarities between mechanisms for navigation and arm movement control. As the animat explores an environment, visual inputs are processed by networks that are sensitive to visual form and motion in the What and Where streams, respectively. Position-invariant and size-invariant recognition categories are learned by real-time incremental learning in the What stream. Estimates of target position relative to the animat are computed in the Where stream, and can activate approach movements toward the target. Motion cues from animat locomotion can elicit head-orienting movements to bring a new target into view. Approach and orienting movements are alternately performed during animat navigation. Cumulative estimates of each movement are derived from interacting proprioceptive and visual cues. Movement sequences are stored within a motor working memory. Sequences of visual categories are stored in a sensory working memory. These working memories trigger learning of sensory and motor sequence categories, or plans, which together control planned movements. Predictively effective chunk combinations are selectively enhanced via reinforcement learning when the animat is rewarded. Selected planning chunks effect a gradual transition from variable reactive exploratory

Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning.

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Liem, Gregory Arief D

2016-03-01

Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Guided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social (peer relationship satisfaction, loneliness), and socio-academic (cooperative learning, competitive learning, socially regulated, and self-regulated learning) functioning. A total of 356 Indonesian high-school students (mean age = 16 years; 36% girls) participated in the study. A self-report survey comprising items drawn from pre-existing instruments was administered to measure distinct dimensions of achievement goals and outcomes under focus. Regression analysis was performed to examine additive, interactive, and specialized effects of achievement goals on outcomes. Aligned with the hierarchical model of goal relationships (Wentzel, 2000, Contemp. Educ. Psychol., 25, 105), academic and social achievement goals bore additive effects on most outcomes. Findings also revealed a specialized effect on academic achievement and notable interactive effects on cooperative learning. In general, mastery-approach and performance-approach goals were more adaptive than their avoidance counterparts. The effects of social development goals were positive, whereas those of social demonstration-approach goals were mixed. Contrary to prior findings, social demonstration-avoidance goals did not appear to be inimical for school functioning. Findings underscore the importance of both academic and social achievement goals in day-to-day school functioning and the need to consider the meaning of goals and the coordination of multiple goals from cultural lenses. © 2015 The British Psychological Society.

Impacts of Sustained Institutional Participation in Service-Learning: Perspectives from faculty, staff and administrators

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Amanda L. Vogel

2011-11-01

Full Text Available The movement for greater civic engagement in higher education in the United States has taken hold across the core academic missions of teaching, research and service. One manifestation of this movement has been growing participation in service-learning, a teaching method grounded in community-university partnerships in which students provide services that simultaneously address community-identified concerns and meet key learning objectives. In order to assess the benefits of long-term sustained institutional involvement in service-learning, in 2007–2008 we interviewed 23 faculty members, staff and administrators from 16 academic institutions that had participated in a national demonstration program for service-learning, which ended in 1998. We found that 15 of these institutions had sustained service-learning to some degree and 12 had integrated service-learning into the curriculum, with varying degrees of institutional support. Interview participants described five main impacts of their institutions’ sustained participation in service-learning: 1 increased community engagement and community-engaged scholarship, and increased valuation of both, among participating faculty members; 2 greater capacity for community-university partnerships among academic and community partners; 3 improved community-university relations; 4 diffusion of service-learning and/or principles of community-university partnerships to other departments and schools; and 5 recruitment of students seeking community engagement opportunities. This study provides evidence that sustained institutional participation in service-learning can foster an understanding of the scholarly value of community-engaged teaching and research among participating faculty, and increase community-engaged activities at participating academic institutions. These findings suggest that funding agencies, faculty members and academic administrators can use service-learning as a strategy to foster a

Indigenous Participation in Intercultural Education: Learning from Mexico and Tanzania

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Gemma Burford

2012-12-01

Full Text Available Intercultural education seeks to create a forum for integrating Western scientific knowledge and indigenous knowledge to address local and global challenges such as biocultural diversity conservation, natural resource management, and social justice for indigenous peoples. Intercultural education is based on learning together with, rather than learning about or from, indigenous communities. In the best examples, problem-based learning dissolves the dichotomy between indigenous and nonindigenous, resulting in full partnerships in which participants share expertise to meet mutual needs. With reference to literature and two illustrative examples of intercultural education initiatives in Mexico and Tanzania, we present an original conceptual framework for assessing indigenous participation in intercultural education. This incorporates a new ladder of participation depth (in relation to both curriculum content and decision making alongside separate considerations of breadth, i.e., stakeholder diversity, and scope, i.e., the number of key project stages in which certain stakeholder groups are participating. The framework can be used to compare intercultural education initiatives in differing contexts and might be adaptable to other intercultural work.

Learning Theory and the Typewriter Teacher

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Wakin, B. Bertha

1974-01-01

Eight basic principles of learning are described and discussed in terms of practical learning strategies for typewriting. Described are goal setting, preassessment, active participation, individual differences, reinforcement, practice, transfer of learning, and evaluation. (SC)

Functional integration processes underlying the instruction-based learning of novel goal-directed behaviors.

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Ruge, Hannes; Wolfensteller, Uta

2013-03-01

How does the human brain translate symbolic instructions into overt behavior? Previous studies suggested that this process relies on a rapid control transition from the lateral prefrontal cortex (LPFC) to the anterior striatum (aSTR) and premotor cortex (PMC). The present fMRI study investigated whether the transfer from symbolic to pragmatic stimulus-response (S-R) rules relies on changes in the functional coupling among these and other areas and to which extent action goal representations might get integrated within this symbolic-pragmatic transfer. Goal integration processes were examined by manipulating the contingency between actions and differential outcomes (i.e. action goals). We observed a rapid strengthening of the functional coupling between the LPFC and the basal ganglia (aSTR and putamen) and orbitofrontal cortex (OFC) as well as between the LPFC and the anterior dorsal PMC (pre-PMd), the anterior inferior parietal lobule (aIPL), and the posterior superior parietal lobule (pSPL). Importantly, only some of these functional integration processes were sensitive to the outcome contingency manipulation, including LPFC couplings with aSTR, OFC, aIPL, and pre-PMd. This suggests that the symbolic-pragmatic rule transfer is governed by principles of both, instrumental learning (increasingly tighter coupling between LPFC and aSTR/OFC) and ideomotor learning (increasingly tighter coupling between LPFC and aIPL/pre-PMd). By contrast, increased functional coupling between LPFC and putamen was insensitive to outcome contingency possibly indicating an early stage of habit formation under instructed learning conditions. Copyright © 2012 Elsevier Inc. All rights reserved.

Analysis of mathematical literacy ability based on goal orientation in model eliciting activities learning with murder strategy

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Wijayanti, R.; Waluya, S. B.; Masrukan

2018-03-01

The purpose of this research are (1) to analyze the learning quality of MEAs with MURDER strategy, (2) to analyze students’ mathematical literacy ability based on goal orientation in MEAs learning with MURDER strategy. This research is a mixed method research of concurrent embedded type where qualitative method as the primary method. The data were obtained using the methods of scale, observation, test and interviews. The results showed that (1) MEAs Learning with MURDER strategy on students' mathematical literacy ability is qualified, (2) Students who have mastery goal characteristics are able to master the seven components of mathematical literacy process although there are still two components that the solution is less than the maximum. Students who have performance goal characteristics have not mastered the components of mathematical literacy process with the maximum, they are only able to master the ability of using mathematics tool and the other components of mathematical literacy process is quite good.

Participation in lifelong learning in Portugal and the UK

OpenAIRE

Hilary Ingham; Mike Ingham; Jose Adelino Afonso

2013-01-01

Lifelong learning (LLL) has now been on the agenda of the European Union and other major international organizations for some considerable time, with the European institutions stressing the need that such learning should be available to all, especially hard to reach groups. This paper seeks to explore LLL participation in Portugal and the UK, two countries at opposite ends of the adult learning spectrum and having very different labour market and educational contexts. Using Labour Force Surve...

Education, learning and participation (FERA 50 years anniversary - celebrating with colleagues)

DEFF Research Database (Denmark)

Lysgaard, Jonas Andreasen

The second presentation on participation by Jonas Andreasen Lysgaard will address different takes on participation in learning, particularly those informed by critical educational theory and sociocultural theory of learning. The focus will be on the tensions between the normative and transformative...... on the one side and the discursive and transcendental on the other. Drawing on a Lacanian perspective the key argument is that although participation as an educational ideal cannot be fully reached, or measured, it nevertheless holds significance as an organizing principle of the pedagogical practice....

Indonesian students' participation in an interprofessional learning workshop.

Science.gov (United States)

Ernawati, Desak Ketut; Lee, Ya Ping; Hughes, Jeffery

2015-01-01

Interprofessional learning activities, such as workshops allow students to learn from, with and about each other. This study assessed the impact on Indonesian health students' attitudes towards interprofessional education (IPE) from participating in a workshop on medication safety. The students attended a two-day IPE workshop on medication safety. Thirty-five (48.6%) students completed pre-/post-workshop surveys using a modified Readiness for Interprofessional Learning Scale (RIPLS) survey. The post-workshop survey also had a series of open-ended questions. Students' responses to each RIPLS statement pre-/post-workshop were compared, whilst their responses to open-ended questions in post-workshop survey were thematically analysed. Students reported positive attitudinal changes on statements of shared learning and teamwork sub-scale (Wilcoxon p value importance of teamwork and communication skills. This study found that learning with other health students through an IPE workshop improved medical, nursing and pharmacy students' attitudes towards the importance of shared learning, teamwork and communication in healthcare service.

Shopping the way to my goals: an analysis of purchase impact on perceived goal progress

Directory of Open Access Journals (Sweden)

Manuela Albornoz Gonçalves

Full Text Available Abstract This article examines the impact of goal related purchases on goal progress perception, and whether this perception depends on the strength of association between product and goal. To test how consumers perceive the act of purchasing goal-related products, three experiments were conducted in an online setting. Participants exposed to purchasing situations perceived greater goal progress than participants exposed to usage situation or a control group. In addition, studies show that this effect is a result of strength of association between product and goal, since participants exposed to more instrumental products perceived greater goal progress than participants exposed to less instrumental products. Therefore, these studies demonstrate how consumers interpret goal related purchases, and the mechanism that influences this interpretation.

Volunteer Educators' Influence on Youth Participation and Learning in 4-H STEM Learning by Design Programs

Science.gov (United States)

Worker, Steven Michael

The purpose of this study was to describe the co-construction of three 4-H STEM (science, technology, engineering, and mathematics) learning by design programs by volunteer educators and youth participants in the 4-H Youth Development Program. The programs advanced STEM learning through design, a pedagogical approach to support youth in planning, designing, and making shareable artifacts. This pedagogical approach is a special case of project-based learning, related to the practices found in the science learning through design literature as well as the making and tinkering movements. Specifically, I explored adult volunteer educators' roles and pedagogical strategies implementing the 4-H Junk Drawer Robotics curriculum (Mahacek, Worker, and Mahacek, 2011) and how that, in turn, afforded and constrained opportunities for youth to display or report engagement in design practices; learning of STEM content; strengthening tool competencies; dispositions of resilience, reciprocity, and playfulness; and psychological ownership. The curriculum targeted middle school youth with a sequence of science inquiry activities and engineering design challenges. This study employed naturalist and multiple-case study methodology relying on participant observations and video, interviews with educators, and focus groups with youth within three 4-H educational robotics programs organized by adult 4-H volunteer educators. Data collection took place in 2014 and 2015 at Santa Clara with an educator and seven youth; Solano with three educators and eight youth; and Alameda with an educator and seven youth. Data analysis revealed six discrete categories of pedagogy and interactions that I labeled as participation structures that included lecture, demonstration, learning activity, group sharing, scripted build, and design & build. These participation structures were related to the observed pedagogical practices employed by the educators. There was evidence of youth engagement in design

Police Bodies and Police Minds: Professional Learning through Bodily Practices of Sport Participation

Science.gov (United States)

Lindberg, Ola; Rantatalo, Oscar; Stenling, Cecilia

2017-01-01

The purpose of this paper is to contribute to the literature concerned with bodily perspectives on professional learning by reporting on a study of Swedish police officers' sport participation as a form of occupational learning. The study seeks to answer how ideals of work practice and sport participation intersect, how professional learning is…

Impaired cognitive plasticity and goal-directed control in adolescent obsessive-compulsive disorder.

Science.gov (United States)

Gottwald, Julia; de Wit, Sanne; Apergis-Schoute, Annemieke M; Morein-Zamir, Sharon; Kaser, Muzaffer; Cormack, Francesca; Sule, Akeem; Limmer, Winifred; Morris, Anna Conway; Robbins, Trevor W; Sahakian, Barbara J

2018-01-22

Youths with obsessive-compulsive disorder (OCD) experience severe distress and impaired functioning at school and at home. Critical cognitive domains for daily functioning and academic success are learning, memory, cognitive flexibility and goal-directed behavioural control. Performance in these important domains among teenagers with OCD was therefore investigated in this study. A total of 36 youths with OCD and 36 healthy comparison subjects completed two memory tasks: Pattern Recognition Memory (PRM) and Paired Associates Learning (PAL); as well as the Intra-Extra Dimensional Set Shift (IED) task to quantitatively gauge learning as well as cognitive flexibility. A subset of 30 participants of each group also completed a Differential-Outcome Effect (DOE) task followed by a Slips-of-Action Task, designed to assess the balance of goal-directed and habitual behavioural control. Adolescent OCD patients showed a significant learning and memory impairment. Compared with healthy comparison subjects, they made more errors on PRM and PAL and in the first stages of IED involving discrimination and reversal learning. Patients were also slower to learn about contingencies in the DOE task and were less sensitive to outcome devaluation, suggesting an impairment in goal-directed control. This study advances the characterization of juvenile OCD. Patients demonstrated impairments in all learning and memory tasks. We also provide the first experimental evidence of impaired goal-directed control and lack of cognitive plasticity early in the development of OCD. The extent to which the impairments in these cognitive domains impact academic performance and symptom development warrants further investigation.

Modern psychometrics for assessing achievement goal orientation: a Rasch analysis.

Science.gov (United States)

Muis, Krista R; Winne, Philip H; Edwards, Ordene V

2009-09-01

A program of research is needed that assesses the psychometric properties of instruments designed to quantify students' achievement goal orientations to clarify inconsistencies across previous studies and to provide a stronger basis for future research. We conducted traditional psychometric and modern Rasch-model analyses of the Achievement Goals Questionnaire (AGQ, Elliot & McGregor, 2001) and the Patterns of Adaptive Learning Scale (PALS, Midgley et al., 2000) to provide an in-depth analysis of the two most popular instruments in educational psychology. For Study 1, 217 undergraduate students enrolled in educational psychology courses participated. Thirty-four were male and 181 were female (two did not respond). Participants completed the AGQ in the context of their educational psychology class. For Study 2, 126 undergraduate students enrolled in educational psychology courses participated. Thirty were male and 95 were female (one did not respond). Participants completed the PALS in the context of their educational psychology class. Traditional psychometric assessments of the AGQ and PALS replicated previous studies. For both, reliability estimates ranged from good to very good for raw subscale scores and fit for the models of goal orientations were good. Based on traditional psychometrics, the AGQ and PALS are valid and reliable indicators of achievement goals. Rasch analyses revealed that estimates of reliability for items were very good but respondent ability estimates varied from poor to good for both the AGQ and PALS. These findings indicate that items validly and reliably reflect a group's aggregate goal orientation, but using either instrument to characterize an individual's goal orientation is hazardous.

Adults Learn in a Different Way

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Ema Perme

1996-12-01

Full Text Available Due to demand of praxis a new programme on a field of adult education has been created. The advisers at Job Centre in Maribor have namely established the fact that there is a great number of unemployed who take part in different educational programmes to become more competitive on labour market and whose motivation for further learning/education is on a very low level. The presence of fear in them can also be connected with the lack of knowledge of different learning techniques. • Adults Learn in a Different Way' is a programme designed to help those with motivation problems and/or problems with using appropriate learning techniques. During the 16 hour programme participants work on the following topics: • ways the adults learn, • the significance of different learning types, • importance of music for more successful learning, • strategies for making learning plan, • learning techniques with an emphasis on mindmaping, • how to define concrete learning goals, • how to reach goals concerning our own personal significance and abilities. Seven experimental realisations in the past year showed some very encouraging results. With the help of anonymous questionnaires and personal talks with participants 6 months after they had attended the programme we got first feedback information. All the participants find the programme useful and the content of it helpful for making their own learning plan and strategies. They are able to concentrate better, they are able to reach their learning goals step by step as planned and they would all recommend the programme to their friends and acquaintances.

Neuromodulatory Adaptive Combination of Correlation-based Learning in Cerebellum and Reward-based Learning in Basal Ganglia for Goal-directed Behavior Control

DEFF Research Database (Denmark)

Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

2014-01-01

Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational...... and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role...... in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We...

Study strategies and beliefs about learning as a function of academic achievement and achievement goals.

Science.gov (United States)

Geller, Jason; Toftness, Alexander R; Armstrong, Patrick I; Carpenter, Shana K; Manz, Carly L; Coffman, Clark R; Lamm, Monica H

2018-05-01

Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students' achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky's survey, along with the Achievement Goals Questionnaire [Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality & Social Psychology, 80, 501-519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students' approaches to studying.

45 CFR 2516.300 - Who may participate in a school-based service-learning program?

Science.gov (United States)

2010-10-01

...-learning program? 2516.300 Section 2516.300 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2516.300 Who may participate in a school-based service-learning program? Students...

45 CFR 2517.300 - Who may participate in a community-based service-learning program?

Science.gov (United States)

2010-10-01

...-learning program? 2517.300 Section 2517.300 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2517.300 Who may participate in a community-based service-learning program...

Hispanics' SAT Scores: The Influences of Level of Parental Education, Performance-Avoidance Goals, and Knowledge about Learning

Science.gov (United States)

Hannon, Brenda

2015-01-01

This study uncovers which learning (epistemic belief of learning), socioeconomic background (level of parental education, family income) or social-personality factors (performance-avoidance goals, test anxiety) mitigate the ethnic gap in SAT (Scholastic Assessment Test) scores. Measures assessing achievement motivation, test anxiety, socioeconomic…

A Correlation Study among Achievement Motivation, Goal-Setting and L2 Learning Strategy in EFL Context

Science.gov (United States)

Han, Jing; Lu, Qingsheng

2018-01-01

Achievement motivation as one of the most important parts in learning motivation indicates a concern with success in competition with some standard of excellence. Learners who are highly motivated to learn a language are likely to use a variety of strategies. Besides achievement motivation, goal setting, a very important cognitive mediator between…

How Setting Goals Enhances Learners’ Self-Efficacy Beliefs in Listening Comprehension

Directory of Open Access Journals (Sweden)

Liliana Ballesteros Muñoz

2014-04-01

Full Text Available This article outlines a study that explores the relationship between SMART goal setting (Specific, Measurable, Attainable, Relevant, and Time-based and learning English in Colombia concerning a foreign language learners’ self-efficacy beliefs in listening. The participants were seventh and ninth grade students of two schools in Bogotá, Colombia. The results revealed that self-efficacy was highly positive when related to goal setting as students were able to set SMART goals to improve their listening comprehension and learners showed improvement in self-efficacy beliefs and felt more motivated while completing listening tasks related to songs. Furthermore this study shows that goal setting training can be incorporated successfully into the English as a foreign language classroom.

The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?

Directory of Open Access Journals (Sweden)

Hannes Münchow

2017-01-01

Full Text Available The aim of the present study was to examine whether fostering positive activating affect during multimedia learning enhances learning outcome. University students were randomly assigned to either a multimedia learning environment designed to induce positive activating affect through the use of “warm” colours and rounded shapes (n=61 or an affectively neutral environment that used achromatic colours and sharp edges (n=50. Participants learned about the topic of functional neuroanatomy for 20 minutes and had to answer several questions for comprehension and transfer afterwards. Affective states as well as achievement goal orientations were investigated before and after the learning phase using questionnaires. The results show that participants in the affectively positive environment were superior in comprehension as well as transfer when initial affect was strong. Preexperimental positive affect was therefore a predictor of comprehension and a moderator for transfer. Goal orientations did not influence these effects. The findings support the idea that positive affect, induced through the design of the particular multimedia learning environment, can facilitate performance if initial affective states are taken into account.

Do Psychology Department Mission Statements Reflect the American Psychological Association Undergraduate Learning Goals?

Science.gov (United States)

Warchal, Judith R.; Ruiz, Ana I.; You, Di

2017-01-01

This study focuses on the inclusion of the American Psychological Association's learning goals in the mission statements of undergraduate psychology programs across the US. We reviewed the mission statements available on websites for 1336 psychology programs listed in the Carnegie classification. Results of a content analysis revealed that of the…

Workplace Learning within Teacher Education: The Role of Job Characteristics and Goal Orientation

Science.gov (United States)

Kyndt, Eva; Donche, Vincent; Gijbels, David; Van Petegem, Peter

2014-01-01

Within teacher education, it is widely recognised that internships play a major role in preparing prospective teachers. The current research examines if the learning activities students' undertake in the workplace can be explained by students' goal orientation and their perceptions of the workplace. In addition, it will be investigated…

Undergraduate students' goals for chemistry laboratory coursework

Science.gov (United States)

DeKorver, Brittland K.

Chemistry laboratory coursework has the potential to offer many benefits to students, yet few of these learning goals are realized in practice. Therefore, this study seeks to characterize undergraduate students' learning goals for their chemistry laboratory coursework. Data were collected by recording video of students completing laboratory experiments and conducting interviews with the students about their experiences that were analyzed utilizing the frameworks of Human Constructivism and Self-Regulated Learning. A cross-sectional sampling of students allowed comparisons to be made among students with varying levels of chemistry experience and interest in chemistry. The student goals identified by this study were compared to previously described laboratory learning goals of the faculty who instruct these courses in an effort to identify potential avenues to improve laboratory learning.

Identifying the Goal, User model and Conditions of Recommender Systems for Formal and Informal Learning

NARCIS (Netherlands)

Drachsler, Hendrik; Hummel, Hans; Koper, Rob

2008-01-01

Drachsler, H., Hummel, H. G. K., & Koper, R. (2009). Identifying the Goal, User model and Conditions of Recommender Systems for Formal and Informal Learning. Journal of Digital Information, 10(2), 4-24.

Political Regime and Learning Outcomes of Stakeholder Participation: Cross-National Study of 81 Biosphere Reserves

Directory of Open Access Journals (Sweden)

Alba Mohedano Roldán

2017-04-01

Full Text Available Stakeholder participation in natural resource management has spread widely, even to nondemocracies, driven by expectations of beneficial outcomes such as multidirectional learning. However, can we expect participation to be equally effective in achieving multidirectional learning in democracies and nondemocracies? Unsurprisingly, previous studies indicate the relevance of power distribution for learning. Higher levels of repression and accumulation of political capital in nondemocracies should limit the distribution of power across stakeholders. Yet, the relationship between political regime, participation, and learning has rarely been studied empirically. I address this gap by analysing multidirectional learning in stakeholder participation in 81 Man and the Biosphere reserves across 35 countries using ordinary least squares regression, Firth logistic regression, and heat maps. The results suggest that the amount of stakeholders sharing knowledge and learning is similar in both regimes. However, a closer analysis reveals differences in the impact different stakeholders have on the learning process. More concretely, local actors share knowledge more often and have a greater impact on stakeholders’ learning in democracies, while state actors display similar behavior across regimes in terms of learning and sharing knowledge. Thus, although there are notable similarities across regimes, multidirectional learning through stakeholder participation is influenced by the political context.

How Learning Goal Orientation Fosters Leadership Recognition in Self-managed Teams

DEFF Research Database (Denmark)

Lee, Yih-Teen; Paunova, Minna

2017-01-01

understudied. Drawing on social exchange theory, we propose and test an individual-level two-stage process model of generalised exchange linking LGO and leadership recognition in self-managed teams. Specifically, we posit that learning-oriented individuals will tend to feel safer in self-managed teams, which......Defined as a mental framework for how individuals interpret and respond to achievement situations, learning goal orientation (LGO) has received increasing attention in organisational research. However, its effect on leadership, especially in contexts absent of formal leadership, remains......, but that contextual role behavior alone does not mediate the effect of LGO on leadership recognition. LGO has an indirect effect on leadership recognition through the joint mediation of felt safety and contextual role behavior. Our results offer insight on the link between LGO and leadership, with practical...

Work Engagement: Antecedents, the Mediating Role of Learning Goal Orientation and Job Performance

Science.gov (United States)

Chughtai, Aamir Ali; Buckley, Finian

2011-01-01

Purpose: The present paper aims to explore the effects of state (trust in supervisor) and trait (trust propensity) trust on employees' work engagement. Furthermore, it seeks to investigate the mediating role of learning goal orientation in the relationship between work engagement and two forms of performance: in-role job performance and innovative…

Using Attendance Worksheets to Improve Student Attendance, Participation, and Learning

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Rhoads, Edward

2013-06-01

As science instructors we are faced with two main barriers with respect to student learning. The first is motivating our students to attend class and the second is to make them active participants in the learning process once we have gotten them to class. As we head further into the internet age this problem only gets exacerbated as students have replaced newspapers with cell phones which can surf the web, check their emails, and play games. Quizzes can motivated the students to attend class but do not necessarily motivate them to pay attention. Active learning techniques work but we as instructors have been bombarded by the active learning message to the point that we either do it already or refuse to. I present another option which in my classroom has doubled the rate at which students learn my material. By using attendance worksheets instead of end of class quizzes I hold students accountable for not just their attendance but for when they show up and when they leave the class. In addition it makes the students an active participant in the class even without using active learning techniques as they are writing notes and answering the questions you have posed while the class is in progress. Therefore using attendance worksheets is an effective tool to use in order to guide student learning.

A Comparison of Participation Patterns in Selected Formal, Non-Formal, and Informal Online Learning Environments

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Schwier, Richard A.; Seaton, J. X.

2013-01-01

Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online…

E-learning on antibiotic prescribing-the role of autonomous motivation in participation: a prospective cohort study.

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Caris, Martine G; Sikkens, Jonne J; Kusurkar, Rashmi A; van Agtmael, Michiel A

2018-05-10

E-learning is increasingly used in education on antimicrobial stewardship, but participation rates are often low. Insight into factors that affect participation is therefore needed. Autonomous motivation is associated with higher achievements in medical education and could also play a role in e-learning participation. We therefore aimed to investigate the role of residents' autonomous motivation in their participation in e-learning on antibiotic prescribing. We performed a multicentre cohort study in two academic and two teaching hospitals. Residents who filled out questionnaires on antibiotic knowledge, the perceived importance of antibiotics and motivation [Self-Regulation Questionnaire - Academic (SRQ-a)] received e-learning access. We used the SRQ-a to calculate relative autonomous motivation (RAM), an index that estimates the amount of autonomous motivation compared with the amount of controlled motivation. We then analysed associations between RAM and participation in e-learning with logistic regression. Eighty-six residents participated (74% female, mean age 30 years). Overall e-learning participation was 58% (n = 50). Participation was 41% in residents with negative RAM (i.e. more controlled motivation) and 62% in residents with positive RAM (i.e. more autonomous motivation). RAM was positively associated with participation, adjusted for residency in an academic hospital (adjusted OR 2.6, 95% CI 1.5-4.6). Participation in non-obligatory e-learning on antibiotic prescribing is higher in residents with more autonomous motivation. Interventions to increase autonomous motivation could improve participation. Preceding e-learning on antibiotic prescribing with face-to-face education, to explain the importance of the subject, could enhance autonomous motivation and thus optimize e-learning efficiency.

Students Inspiring Students: An Online Tool for Science Fair Participants

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Seeman, Jeffrey I.; Lawrence, Tom

2011-01-01

One goal of 21st-century education is to develop mature citizens who can identify issues, solve problems, and communicate solutions. What better way for students to learn these skills than by participating in a science and engineering fair? Fair participants face the same challenges as professional scientists and engineers, even Nobel laureates.…

Fostering teachers' team learning

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Bouwmans, Machiel; Runhaar, Piety; Wesselink, Renate; Mulder, Martin

2017-01-01

The implementation of educational innovations by teachers seems to benefit from a team approach and team learning. The study's goal is to examine to what extent transformational leadership is associated with team learning, and to investigate the mediating roles of participative decision-making,

The Link between Age, Career Goals, and Adaptive Development for Work-Related Learning among Local Government Employees

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Tones, Megan; Pillay, Hitendra; Kelly, Kathy

2011-01-01

More recently, lifespan development psychology models of adaptive development have been applied to the workforce to investigate ageing worker and lifespan issues. The current study uses the Learning and Development Survey (LDS) to investigate employee selection and engagement of learning and development goals and opportunities and constraints for…

Theorizing E-Learning Participation: A Study of the HRD Online Communities in the USA

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Wang, Greg G.

2010-01-01

Purpose: This study sets out to investigate the e-learning participation and completion phenomenon in the US corporate HRD online communities and to explore determinants of e-learning completion. Design/methodology/approach: Based on the HRD Learning Participation Theory (LPT), this study takes a two-stage approach. Stage one adopts an interview…

Differential influences of achievement approach goals and intrinsic/extrinsic motivation on help-seeking in e-learning

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Yan Yang

2013-06-01

Full Text Available Considering the importance yet paucity of help-seeking in e-learning, the present study investigated the motivational antecedents of help-seeking among online college students. We explored and compared the influences of achievement approach goals from the old and new achievement motivation models (Elliot & McGregor, 2001; Elliot, Murayama, & Pekrun, 2011 on online students’ help-seeking through intrinsic/extrinsic motivation. Path analyses were used to test two models of help-seeking among college students from four online educational psychology classes (N = 93 based on the two models of achievement goals. Our results showed that the new 3 × 2 model was a better fit than the old 2 × 2 model, suggesting that the achievement approach goals of the new model differ from those of the old model conceptually as Elliot, Murayama, and Pekrun (2011 posited. Second, our results revealed both unexpected direct and indirect positive influence of performance- and other-approach goals on online students’ help-seeking behaviour through extrinsic motivation. Third, while mastery-approach goals indirectly predicted help-seeking through intrinsic motivation, self- and task-approach predicted help-seeking in a dramatically different manner. Self-approach goals displayed indirect influence on help-seeking through intrinsic motivation similar to mastery-approach, yet task-approach displayed a negative direct influence on help-seeking. These results suggested the potential positive impact of self-approach and the detrimental influence of task-approach goals on help-seeking in e-learning environment. Conceptual issues and pedagogical implications for online instructions are discussed.

Not just petrol heads: men's learning in the communitythrough participation in motor sports

Directory of Open Access Journals (Sweden)

Barry Golding

2011-04-01

Full Text Available This paper examines the learning experienced through participation by men in twoquite different two motor sports organisations in Western Australia. It relies oninterview data from volunteers about what they do and what they learn as aconsequence of their participation in staging complex but safe, competitive, publicevents. The paper provides evidence of a deep well of learning and wide range of skillsproduced as a consequence of participation. This learning would rarely be recognisedas education or training, illustrating the need for caution when concluding that adulteducation is not taking place and learning outcomes are not being achieved other thanthrough courses where teaching occurs, or in contexts that are regarded as literary.What men skills men learnt, though significant as outcomes, were not the object of themotor sport activity, supporting Biesta's (2006 view that the amassing of knowledgeand skills can be achieved in other valuable ways aside from through education.

Achievement goals, self-handicapping, and performance: a 2 x 2 achievement goal perspective.

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Ntoumanis, Nikos; Thøgersen-Ntoumani, Cecilie; Smith, Alison L

2009-11-01

Elliot and colleagues (2006) examined the effects of experimentally induced achievement goals, proposed by the trichotomous model, on self-handicapping and performance in physical education. Our study replicated and extended the work of Elliot et al. by experimentally promoting all four goals proposed by the 2 x 2 model (Elliot & McGregor, 2001), measuring the participants' own situational achievement goals, using a relatively novel task, and testing the participants in a group setting. We used a randomized experimental design with four conditions that aimed to induce one of the four goals advanced by the 2 x 2 model. The participants (n = 138) were undergraduates who engaged in a dart-throwing task. The results pertaining to self-handicapping partly replicated Elliot and colleagues' findings by showing that experimentally promoted performance-avoidance goals resulted in less practice. In contrast, the promotion of mastery-avoidance goals did not result in less practice compared with either of the approach goals. Dart-throwing performance did not differ among the four goal conditions. Personal achievement goals did not moderate the effects of experimentally induced goals on self-handicapping and performance. The extent to which mastery-avoidance goals are maladaptive is discussed, as well as the interplay between personal and experimentally induced goals.

Hospitalist physician leadership skills: perspectives from participants of a leadership conference.

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Soong, Christine; Wright, Scott M; Howell, Eric E

2010-03-01

To characterize how the use of behavioral contracts may serve to focus individuals' intentions to grow as leaders. Between 2007 and 2008, participants of the Society of Hospital Medicine Leadership Academy courses completed behavioral contracts to identify 4 action plans they wanted to implement based on things learned at the Academy. Contracts were independently coded by 2 investigators and compared for agreement. Content analysis identified several major themes that relate to professional growth as leaders. Follow-up surveys assessed fulfillment of personal goals. The majority of respondents were male (84; 70.0%), and most were hospitalist leaders (76; 63.3%). Their median time practicing as hospitalists was 4 years, 14 (11.7%) were Assistant Professors, and 80 (66.7%) were in private practice. Eight themes emerged from the behavioral contracts, revealing ways in which participants wished to develop: improving communication and interpersonal relations; refining vision and goals for strategic planning; developing intrapersonal leadership; enhancing negotiation skills; committing to organizational change; understanding business drivers; establishing better metrics to assess performance; and strengthening interdepartmental relationships. At follow-up, all but 1 participant had achieved at least 1 of their personal goals. Understanding the areas that hospitalist leaders identify as "learning edges" may inform the personal learning plans of those hoping to take on leadership roles in hospital medicine.

Alcohol myopia and goal commitment

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A. Timur Sevincer

2014-03-01

Full Text Available According to alcohol-myopia theory, acute alcohol consumption leads people to disproportionally focus on the salient rather than the peripheral aspects of a situation. We summarize various studies exploring how myopic processes resulting from acute alcohol intake affect goal commitment. After consuming alcohol student participants felt strongly committed to an important personal goal even though they had low expectations of successfully attaining the goal. However, once intoxicated participants were sober again (i.e., not myopic anymore they failed to act on their goal commitment. In line with alcohol-myopia theory, strong goal commitment as a result of alcohol intake was mediated by intoxicated (vs. sober participants disproportionally focusing on the desirability rather than the feasibility of their goal. Further supporting alcohol-myopia theory, when the low feasibility of attaining a particular goal was experimentally made salient (either explicitly or implicitly by subliminal priming, intoxicated participants felt less committed than those who consumed a placebo. We discuss these effects of acute alcohol intake in the context of research on the effects of chronic alcohol consumption on goal commitment.

Attention switching during scene perception: how goals influence the time course of eye movements across advertisements.

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Wedel, Michel; Pieters, Rik; Liechty, John

2008-06-01

Eye movements across advertisements express a temporal pattern of bursts of respectively relatively short and long saccades, and this pattern is systematically influenced by activated scene perception goals. This was revealed by a continuous-time hidden Markov model applied to eye movements of 220 participants exposed to 17 ads under a free-viewing condition, and a scene-learning goal (ad memorization), a scene-evaluation goal (ad appreciation), a target-learning goal (product learning), or a target-evaluation goal (product evaluation). The model reflects how attention switches between two states--local and global--expressed in saccades of shorter and longer amplitude on a spatial grid with 48 cells overlaid on the ads. During the 5- to 6-s duration of self-controlled exposure to ads in the magazine context, attention predominantly started in the local state and ended in the global state, and rapidly switched about 5 times between states. The duration of the local attention state was much longer than the duration of the global state. Goals affected the frequency of switching between attention states and the duration of the local, but not of the global, state. (c) 2008 APA, all rights reserved

Urban Elementary Students' Conceptions of Learning Goals for Agricultural Science and Technology

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Trexler, Cary J.; Hess, Alexander J.; Hayes, Kathryn N.

2013-01-01

Nationally, both science and agricultural education professional organizations have identified agriculture as a fundamental technology to be studied by students, with the goal of achieving an understanding of the agri-food system necessary for democratic participation. Benchmarks representing the content that K-12 children need to understand about…

Teachers' Mastery Goals: Using a Self-Report Survey to Study the Relations between Teaching Practices and Students' Motivation for Science Learning

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Vedder-Weiss, Dana; Fortus, David

2018-02-01

Employing achievement goal theory (Ames Journal of Educational psychology, 84(3), 261-271, 1992), we explored science teachers' instruction and its relation to students' motivation for science learning and school culture. Based on the TARGETS framework (Patrick et al. The Elementary School Journal, 102(1), 35-58, 2001) and using data from 95 teachers, we developed a self-report survey assessing science teachers' usage of practices that emphasize mastery goals. We then used this survey and hierarchical linear modeling (HLM) analyses to study the relations between 35 science teachers' mastery goals in each of the TARGETS dimensions, the decline in their grade-level 5-8 students' ( N = 1.356) classroom and continuing motivation for science learning, and their schools' mastery goal structure. The findings suggest that adolescents' declining motivation for science learning results in part from a decreasing emphasis on mastery goals by schools and science teachers. Practices that relate to the nature of tasks and to student autonomy emerged as most strongly associated with adolescents' motivation and its decline with age.

Students' goal preferences, ethnocultural background and the quality of cooperative learning in secondary vocational education

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Hijzen, Daphne Minette

2006-01-01

The thesis presents an exploration of the relationships between students’ motivation, represented by students’ personal goals, and the quality of cooperative learning (CL) processes of first and second year students, enrolled in secondary vocational schools. Special attention has been paid to

Goal orientation in surgical residents: a study of the motivation behind learning.

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Hoffman, Rebecca L; Hudak-Rosander, Cristina; Datta, Jashodeep; Morris, Jon B; Kelz, Rachel R

2014-08-01

The subconscious way in which an individual approaches learning, goal orientation (GO), has been shown to influence job satisfaction, job performance, and burnout in nonmedical cohorts. The aim of this study was to adapt and validate an instrument to assess GO in surgical residents, so that in the future, we can better understand how differences in motivation affect professional development. Residents were recruited to complete a 17-item survey adapted from the Patterns of Adaptive Learning Scales (PALS). The survey included three scales assessing GO in residency-specific terms. Items were scored on a 5-point Likert scale, and the psychometric properties of the adapted and original PALS were compared. Ninety-five percent of residents (61/64) participated. Median age was 30 y and 33% were female. Mean (standard deviation) scale scores for the adapted PALS were: mastery 4.30 (0.48), performance approach (PAP) 3.17 (0.99), and performance avoid 2.75 (0.88). Mean (standard deviation) scale scores for the original PALS items were: mastery 3.35 (1.02), PAP 2.76 (1.15), and performance avoid 2.41 (0.91). Cronbach alpha were α = 0.89 and α = 0.84 for the adapted PAP and avoid scales, respectively, which were comparable with the original scales. For the adapted mastery scale, α = 0.54. Exploratory factor analysis revealed five factors, and factor loadings for individual mastery items did not load consistently onto a single factor. This study represents the first steps in the development of a novel tool to measure GO among surgical residents. Understanding motivational psychology in residents may facilitate improved education and professional development. Copyright © 2014 Elsevier Inc. All rights reserved.

Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design)

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Burgos, Daniel; Hummel, Hans; Tattersall, Colin; Brouns, Francis; Koper, Rob

2007-01-01

Burgos, D., Hummel, H. G. K., Tattersall, C., Brouns, F., & Koper, R. (2009). Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design). In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design

Goal conflict and goal facilitation as predictors of daily accelerometer-assessed physical activity.

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Presseau, Justin; Tait, Richard I; Johnston, Derek W; Francis, Jill J; Sniehotta, Falko F

2013-12-01

To test whether perceptions of conflicting and facilitating personal goals, and actual daily time spent in their pursuit, predict accelerometer-assessed physical activity (PA). A prospective multilevel design with a daily accelerometer-based assessment of PA over 1 week was used (N = 106). Participants' personal goals were elicited using personal projects analysis. Participants then rated their personal goals in terms of how they were perceived to facilitate and conflict with their regular PA. Items assessing PA-specific intention and perceived behavioral control (PBC) were also embedded within the baseline measures. For the subsequent 7 consecutive days, participants completed a daily diary based on the day reconstruction method, indicating the time spent in daily episodes involving each of their personal goals, and wore an RT3 tri-axial accelerometer. The main outcome was accelerometer-assessed daily time spent in moderate to vigorous physical activity (MVPA). Random intercept multilevel models indicated that perceived goal facilitation, but not perceived goal conflict, predicted MVPA over and above intention and PBC. Daily time pursuing conflicting goals negatively predicted MVPA when subsequently added to the model and in so doing, attenuated the association between perceived goal facilitation and MVPA. Perceived goal facilitation predicts objectively measured PA over and above intention and PBC, but daily time spent in pursuit of conflicting personal goals provides a better account of how alternative goals relate to engaging in regular PA.

Enriching the hierarchical model of achievement motivation: autonomous and controlling reasons underlying achievement goals.

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Michou, Aikaterini; Vansteenkiste, Maarten; Mouratidis, Athanasios; Lens, Willy

2014-12-01

The hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes. We tested whether mastery approach, performance approach, and performance avoidance goals and their underlying autonomous and controlling reasons would jointly explain the relation between achievement motives (i.e., fear of failure and need for achievement) and learning strategies (Study 1). Additionally, we examined whether the autonomous and controlling reasons underlying learners' dominant achievement goal would account for the link between achievement motives and the educational outcomes of learning strategies and cheating (Study 2). Six hundred and six Greek adolescent students (Mage = 15.05, SD = 1.43) and 435 university students (Mage M = 20.51, SD = 2.80) participated in studies 1 and 2, respectively. In both studies, a correlational design was used and the hypotheses were tested via path modelling. Autonomous and controlling reasons underlying the pursuit of achievement goals mediated, respectively, the relation of need for achievement and fear of failure to aspects of learning outcomes. Autonomous and controlling reasons underlying achievement goals could further explain learners' functioning in achievement settings. © 2014 The British Psychological Society.

A Study of the Relationships among Learning Styles, Participation Types, and Performance in Programming Language Learning Supported by Online Forums

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Shaw, Ruey-Shiang

2012-01-01

This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: "Diverger", "Assimilator", "Converger", and "Accommodator". Social Learning…

Budget goal commitment, clinical managers' use of budget information and performance.

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Macinati, Manuela S; Rizzo, Marco G

2014-08-01

Despite the importance placed on accounting as a means to influence performance in public healthcare, there is still a lot to be learned about the role of management accounting in clinical managers' work behavior and their link with organizational performance. The article aims at analyzing the motivational role of budgetary participation and the intervening role of individuals' mental states and behaviors in influencing the relationship between budgetary participation and performance. According to the goal-setting theory, SEM technique was used to test the relationships among variables. The data were collected by a survey conducted in an Italian hospital. The results show that: (i) budgetary participation does not directly influence the use of budget information, but the latter is encouraged by the level of budget goal commitment which, as a result, is influenced by the positive motivational consequences of participative budgeting; (ii) budget goal commitment does not directly influence performance, but the relationship is mediated by the use of budget information. This study contributes to health policy and management accounting literature and has significant policy implications. Mainly, the findings prove that the introduction of business-like techniques in the healthcare sector can improve performance if attitudinal and behavioral variables are adequately stimulated. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Alteration of Influencing Factors of E-Learning Continued Intention for Different Degrees of Online Participation

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Chang, Chi-Cheng; Liang, Chaoyun; Shu, Kuen-Ming; Chiu, Yi-Chun

2015-01-01

The purpose of the present study was to investigate the variation of influencing factors of e-learning continuance intention for different degrees of participation and to examine moderating effects of degrees of participation on influencing factors of e-learning continuance intention. Participants included 670 learners from an adult professional…

Transformational Leadership in the Classroom: Fostering Student Learning, Student Participation, and Teacher Credibility

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Bolkan, San; Goodboy, Alan K.

2009-01-01

The purpose of this study was to examine the relationships between transformational leadership in college classrooms (i.e., charisma, individualized consideration, intellectual stimulation), student learning outcomes (i.e., cognitive learning, affective learning, state motivation, communication satisfaction), student participation, and student…

The effectiveness of learning portfolios in learning participation and learners' perceptions of skills and confidence in the mother of preterm infant.

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Cheng, Yi-Chuan; Chen, Li-Li; Chang, Yu-Shan; Li, Tsai-Chung; Chen, Ching-Ju; Huang, Li-Chi

2018-03-22

The purpose of this study was to investigate the effectiveness of preterm infant learning portfolios in enabling mothers to develop infant care knowledge and skills, as well as confidence in their abilities. This study used a quasi-experimental design. The sample consisted of 52 mothers with preterm infants recruited at a neonatal intermediate unit of a medical centre in central Taiwan. Among those, 26 participants in the control group received regular health education and 26 participants in the experimental group received learning portfolios and regular care. The Preterm Infant Care Learning Portfolio (PICLP) is a semi-structured learning portfolio which was provided by nurses. Intervention started with 15 min of instructions on how to use PICLP, including a list of learning task and methods of self-assessment. Follow-up sessions of 5-10 min were conducted after each learning task. The frequency of learning skills could be adjusted depending on participants' learning needs. Self-administered questionnaires regarding knowledge of and skills in preterm infant care and maternal confidence were used to evaluate the effectiveness of the intervention; the questionnaires were conducted before the intervention, 1 day before discharge and 1 month after discharge. We also tracked the frequency with which participants attended instructional sessions before discharged. Mothers' preterm infant care knowledge and skills and confidence improved in both groups after the intervention. The experimental group showed greater improvement than the control group by post-test 2; there was no statistical difference between groups at 1 day before discharge and 1 month after discharge. However, participants in the experimental group came for instructional sessions on baby care for more frequently than the control group. The frequency of learning sessions attended was a predictor of improved scores of the skill assessment before discharge. Both programmes led to improvements in preterm

Assessment of Readiness to Participate in Distance Learning of the Certified Florida Behavioral Workforce

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Baston, George R.

2011-01-01

This research study explored perceptions of readiness to participate in distance learning among the certified behavioral workforce in Florida. The study sought to determine if there were significant differences in perception of readiness to participate in distance learning between certified behavioral health professionals at the administrator…

From Creatures of Habit to Goal-Directed Learners: Tracking the Developmental Emergence of Model-Based Reinforcement Learning.

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Decker, Johannes H; Otto, A Ross; Daw, Nathaniel D; Hartley, Catherine A

2016-06-01

Theoretical models distinguish two decision-making strategies that have been formalized in reinforcement-learning theory. A model-based strategy leverages a cognitive model of potential actions and their consequences to make goal-directed choices, whereas a model-free strategy evaluates actions based solely on their reward history. Research in adults has begun to elucidate the psychological mechanisms and neural substrates underlying these learning processes and factors that influence their relative recruitment. However, the developmental trajectory of these evaluative strategies has not been well characterized. In this study, children, adolescents, and adults performed a sequential reinforcement-learning task that enabled estimation of model-based and model-free contributions to choice. Whereas a model-free strategy was apparent in choice behavior across all age groups, a model-based strategy was absent in children, became evident in adolescents, and strengthened in adults. These results suggest that recruitment of model-based valuation systems represents a critical cognitive component underlying the gradual maturation of goal-directed behavior. © The Author(s) 2016.

Defining useful surrogates for user participation in online medical learning.

LENUS (Irish Health Repository)

Beddy, Peter

2012-02-01

"School for Surgeons" is a web-based distance learning program which provides online clinical-based tutorials to surgical trainees. Our aim was to determine surrogates of active participation and to assess the efficacy of methods to improve usage. Server logs of the 82 participants in the "School for Surgeons" were assessed for the two terms of the first year of the program. Data collected included total time online, mean session time, page requests, numbers of sessions online and the total number of assignments. An intervention regarding comparative peer usage patterns was delivered to the cohort between terms one and two. Of the 82 trainees enrolled, 83% (85% second term) logged into the program. Of all participants 88% (97% second term) submitted at least one assignment. Median submissions were four (eight second term) per trainee. Assignment submission closely correlated with number of sessions, total time online, downloads and page requests. Peer-based comparative feedback resulted in a significant increase in the number of assignments submitted (p < 0.01). Despite its recent introduction, "School for Surgeons" has a good participation rate. Assignment submission is a valid surrogate for usage. Students can be encouraged to move from passive observation to active participation in a virtual learning environment by providing structured comparative feedback ranking their performance.

General Chemistry Students' Goals for Chemistry Laboratory Coursework

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DeKorver, Brittland K.; Towns, Marcy H.

2015-01-01

Little research exists on college students' learning goals in chemistry, let alone specifically pertaining to laboratory coursework. Because students' learning goals are linked to achievement and dependent on context, research on students' goals in the laboratory context may lead to better understanding about the efficacy of lab curricula. This…

Improvements in Health Behaviors, Eating Self-Efficacy, and Goal-Setting Skills Following Participation in Wellness Coaching.

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Clark, Matthew M; Bradley, Karleah L; Jenkins, Sarah M; Mettler, Emily A; Larson, Brent G; Preston, Heather R; Liesinger, Juliette T; Werneburg, Brooke L; Hagen, Philip T; Harris, Ann M; Riley, Beth A; Olsen, Kerry D; Vickers Douglas, Kristin S

2016-07-01

Purpose . This project examined potential changes in health behaviors following wellness coaching. Design . In a single cohort study design, wellness coaching participants were recruited in 2011, data were collected through July 2012, and were analyzed through December 2013. Items in the study questionnaire used requested information about 11 health behaviors, self-efficacy for eating, and goal-setting skills. Setting . Worksite wellness center. Participants . One-hundred employee wellness center members with an average age of 42 years; 90% were female and most were overweight or obese. Intervention . Twelve weeks of in-person, one-on-one wellness coaching. Method . Participants completed study questionnaires when they started wellness coaching (baseline), after 12 weeks of wellness coaching, and at a 3-month follow-up. Results . From baseline to week 12, these 100 wellness coaching participants improved their self-reported health behaviors (11 domains, 0- to 10-point scale) from an average of 6.4 to 7.7 (p coaching.

Computational Properties of the Hippocampus Increase the Efficiency of Goal-Directed Foraging through Hierarchical Reinforcement Learning

Directory of Open Access Journals (Sweden)

Eric Chalmers

2016-12-01

Full Text Available The mammalian brain is thought to use a version of Model-based Reinforcement Learning (MBRL to guide goal-directed behavior, wherein animals consider goals and make plans to acquire desired outcomes. However, conventional MBRL algorithms do not fully explain animals’ ability to rapidly adapt to environmental changes, or learn multiple complex tasks. They also require extensive computation, suggesting that goal-directed behavior is cognitively expensive. We propose here that key features of processing in the hippocampus support a flexible MBRL mechanism for spatial navigation that is computationally efficient and can adapt quickly to change. We investigate this idea by implementing a computational MBRL framework that incorporates features inspired by computational properties of the hippocampus: a hierarchical representation of space, forward sweeps through future spatial trajectories, and context-driven remapping of place cells. We find that a hierarchical abstraction of space greatly reduces the computational load (mental effort required for adaptation to changing environmental conditions, and allows efficient scaling to large problems. It also allows abstract knowledge gained at high levels to guide adaptation to new obstacles. Moreover, a context-driven remapping mechanism allows learning and memory of multiple tasks. Simulating dorsal or ventral hippocampal lesions in our computational framework qualitatively reproduces behavioral deficits observed in rodents with analogous lesions. The framework may thus embody key features of how the brain organizes model-based RL to efficiently solve navigation and other difficult tasks.

Learning through Political Participation: A Case Study of Spanish Elders Involved in Political Organizations

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Serrat, Rodrigo; Petriwskyj, Andrea; Villar, Feliciano; Warburton, Jeni

2016-01-01

Older people's civic participation contributes to community development while at the same time providing opportunities for personal growth in later life. One important dimension of civic participation that has been largely underexplored is informal learning. The aim of this study is to explore the learnings experienced by Spanish older people…

Faking the desire to learn: a clarification of the link between mastery goals and academic achievement.

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Dompnier, Benoît; Darnon, Céline; Butera, Fabrizio

2009-08-01

Research on achievement goals has demonstrated that mastery goals positively impact achievement-related outcomes, but paradoxically hold an inconsistent relation with academic achievement. We hypothesized that this relationship depends on the reason why students endorse mastery goals--namely, to garner teachers' appreciation (social desirability) or to succeed at university (social utility). First-year psychology students completed a mastery-goal scale in a standard format, with social-desirability instructions and social-utility instructions. Participants' grades on academic exams were recorded later in the semester. Results indicated that students' perceptions of both social desirability and social utility related to mastery goals moderated the relationship between the endorsement of mastery goals and final grades. This relationship was reduced by the increase of perceived social desirability of mastery goals, and strengthened by the increase of perceived social utility of these goals.

2 x 2 Achievement Goals and Achievement Emotions: A Cluster Analysis of Students' Motivation

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Jang, Leong Yeok; Liu, Woon Chia

2012-01-01

This study sought to better understand the adoption of multiple achievement goals at an intra-individual level, and its links to emotional well-being, learning, and academic achievement. Participants were 480 Secondary Two students (aged between 13 and 14 years) from two coeducational government schools. Hierarchical cluster analysis revealed the…

Academic goals in surgery.

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Bleier, Joshua I S; Kann, Brian

2013-12-01

The development of an academic surgical career can be an overwhelming prospect, and one that is not intuitive. Establishing a structured plan and support structure is critical to success. Starting a successful academic surgical career begins with defining one's academic goals within several broad categories: personal goals, academic goals, research goals, educational goals, and financial goals. Learning the art of self-promotion is the means by which many of these goals are achieved. It is important to realize that achieving these goals requires a delicate personal balance between work and home life, and the key ways in which to achieve success require establishment of well thought-out goals, a reliable support structure, realistic and clear expectations, and frequent re-evaluation.

Dare to Dream: Personal Values, Life Goals, and International Students in New Zealand.

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Zhang, Kaili C; Zhang, Abraham

2017-10-01

It has been well identified and supported in the literature that values and life goals are associated with one's general well-being. However, there have been few studies on values and life goals among international students in New Zealand. This study addressed this lack of research by focusing on the life goals and personal values among international students in three tertiary institutes in New Zealand. Based on the literature review, the hypothesis of this study is that international students' intrinsic life goals are positively correlated with their spiritual values. In contrast, extrinsic goals did not have similar effects. The Aspirations Index, which was used to assess life goals, and the Schwartz' value survey, which measured the students' personal values, were both distributed to the participants. Follow-up interviews with 24 of the participants were also conducted. Findings revealed that spiritual values were positively correlated with intrinsic goals and that extrinsic goals did not have similar effects. As the research findings showed that spiritual values were positively correlated with intrinsic goals, helping international students to find meaning and purpose in life may promote their well-being, and the learning and growth of international students can be improved by incorporating spiritual values and cultural aspects in college education. The authors also argue that a holistic approach to college education for international students is needed.

Self-entrustment: how trainees' self-regulated learning supports participation in the workplace.

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Sagasser, Margaretha H; Kramer, Anneke W M; Fluit, Cornelia R M G; van Weel, Chris; van der Vleuten, Cees P M

2017-10-01

Clinical workplaces offer postgraduate trainees a wealth of opportunities to learn from experience. To promote deliberate and meaningful learning self-regulated learning skills are foundational. We explored trainees' learning activities related to patient encounters to better understand what aspects of self-regulated learning contribute to trainees' development, and to explore supervisor's role herein. We conducted a qualitative non-participant observational study in seven general practices. During two days we observed trainee's patient encounters, daily debriefing sessions and educational meetings between trainee and supervisor and interviewed them separately afterwards. Data collection and analysis were iterative and inspired by a phenomenological approach. To organise data we used networks, time-ordered matrices and codebooks. Self-regulated learning supported trainees to increasingly perform independently. They engaged in self-regulated learning before, during and after encounters. Trainees' activities depended on the type of medical problem presented and on patient, trainee and supervisor characteristics. Trainees used their sense of confidence to decide if they could manage the encounter alone or if they should consult their supervisor. They deliberately used feedback on their performance and engaged in reflection. Supervisors appeared vital in trainees' learning by reassuring trainees, discussing experience, knowledge and professional issues, identifying possible unawareness of incompetence, assessing performance and securing patient safety. Self-confidence, reflection and feedback, and support from the supervisor are important aspects of self-regulated learning in practice. The results reflect how self-regulated learning and self-entrustment promote trainees' increased participation in the workplace. Securing organized moments of interaction with supervisors is beneficial to trainees' self-regulated learning.

Leveraging strengths to reach your goals: a skills-building workshop for women in dentistry and other professions.

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Albino, Judith E

2015-05-01

This skills-building workshop at the 5(th) American Dental Education Association (ADEA) International Women's Leadership Conference engaged participants in a series of structured experiences designed to support learning about personal leadership strengths and areas for development, as well as setting and attaining leadership goals. The session was introduced with a brief reflective exercise focused on developing statements of personal goals for professional growth. An Appreciative Inquiry process then was used to explore participants' areas of strength, examining both self-perceptions and the perceptions of others who listened to their descriptions of "peak experiences" in work settings. The next part of the program utilized a Johari Window exercise to clarify the extent to which participants' self-perceived strengths and others' perceptions were shared, making those strengths visible to the world at large or hidden from the general view of others. This exercise allowed further exploration of individual competencies and characteristics and provided an opportunity for participants to visualize the potential for development in new areas. Finally, two very different peer coaching strategies were employed to expand on participants' learning. The experience proved to be a lively, socially engaging, and personally meaningful one for participants, whatever the stage of their careers or their country of origin.

Different Goals for Different Folks: A Cross-Cultural Study of Achievement Goals across Nine Cultures

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King, Ronnel B.; McInerney, Dennis M.; Nasser, Ramzi

2017-01-01

Goals are important predictors of key educational outcomes. However, most of the research on goal theory has been conducted in Western societies. In this study we examine how different types of goals (mastery, performance, social, and extrinsic) derived from personal investment theory are associated with key learning outcomes across nine cultural…

49 CFR 23.55 - How do recipients count ACDBE participation toward goals for items other than car rentals?

Science.gov (United States)

2010-10-01

... goals for items other than car rentals? 23.55 Section 23.55 Transportation Office of the Secretary of... than car rentals? (a) You count only ACDBE participation that results from a commercially useful..., advertising, building cleaning and maintenance, computer programming, or managerial. (f) Count 100 percent of...

"What Is the Usefulness of Your Schoolwork?": The Differential Effects of Intrinsic and Extrinsic Goal Framing on Optimal Learning

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Vansteenkiste, Maarten; Soenens, Bart; Verstuyf, Joke; Lens, Willy

2009-01-01

Various motivational frameworks converge to suggest that highlighting the relevance of a learning activity yields benefits for students' learning and performance. Herein, we review a set of studies grounded in self-determination theory's distinction between intrinsic and extrinsic goals, which show that the beneficial effect of a learning…

Goal Setting for Cognitive Rehabilitation in Mild to Moderate Parkinson's Disease Dementia and Dementia with Lewy Bodies.

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Watermeyer, Tamlyn J; Hindle, John V; Roberts, Julie; Lawrence, Catherine L; Martyr, Anthony; Lloyd-Williams, Huw; Brand, Andrew; Gutting, Petra; Hoare, Zoe; Edwards, Rhiannon Tudor; Clare, Linda

2016-01-01

Alongside the physical symptoms associated with Parkinson's disease dementia and dementia with Lewy bodies, health services must also address the cognitive impairments that accompany these conditions. There is growing interest in the use of nonpharmacological approaches to managing the consequences of cognitive disorder. Cognitive rehabilitation is a goal-orientated behavioural intervention which aims to enhance functional independence through the use of strategies specific to the individual's needs and abilities. Fundamental to this therapy is a person's capacity to set goals for rehabilitation. To date, no studies have assessed goal setting in early-stage Parkinson's disease dementia or dementia with Lewy bodies. Semistructured interviews were carried out with 29 participants from an ongoing trial of cognitive rehabilitation for people with these conditions. Here, we examined the goal statements provided by these participants using qualitative content analysis, exploring the types and nature of the goals set. Participants' goals reflected their motivations to learn new skills or improve performance in areas such as technology-use, self-management and orientation, medication management, and social and leisure activities. These results suggest that goal setting is achievable for these participants, provide insight into the everyday cognitive difficulties that they experience, and highlight possible domains as targets for intervention. The trial is registered with ISRCTN16584442 (DOI 10.1186/ISRCTN16584442 13/04/2015).

Can goal-free problems facilitating students' flexible thinking?

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Maulidya, Sity Rahmy; Hasanah, Rusi Ulfa; Retnowati, Endah

2017-08-01

Problem solving is the key of doing and also learning mathematics. It takes also the fundamental role of developing mathematical knowledge. Responding to the current reform movement in mathematics, students are expected to learn to be a flexible thinker. The ability to think flexible is challenged by the globalisation, hence influence mathematics education. A flexible thinking includes ability to apply knowledge in different contexts rather than simply use it in similar context when it is studied. Arguably problem solving activities can contribute to the development of the ability to apply skills to unfamiliar situations. Accordingly, an appropriate classroom instructional strategy must be developed. A cognitive load theory suggests that by reducing extraneous cognitive load during learning could enhance transfer learning. A goal-free problem strategy that is developed based in cognitive load theory have been showed to be effective for transfer learning. This strategy enables students to learn a large numbers of problem solving moves from a mathematics problem. The instruction in a goal-free problem directs students to `calculate as many solution as you can' rather than to calculate a single given goal. Many experiment research evident goal-free problem enhance learning. This literature review will discuss evidence goal-free problem facilitate students to solve problems flexibly and thus enhance their problem solving skills, including how its implication in the classroom.

Evaluating the influence of goal setting on intravenous catheterization skill acquisition and transfer in a hybrid simulation training context.

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Brydges, Ryan; Mallette, Claire; Pollex, Heather; Carnahan, Heather; Dubrowski, Adam

2012-08-01

Educators often simplify complex tasks by setting learning objectives that focus trainees on isolated skills rather than the holistic task. We designed 2 sets of learning objectives for intravenous catheterization using goal setting theory. We hypothesized that setting holistic goals related to technical, cognitive, and communication skills would result in superior holistic performance, whereas setting isolated goals related to technical skills would result in superior technical performance. We randomly assigned practicing health care professionals to set holistic (n = 14) or isolated (n = 15) goals. All watched an instructional video and studied a list of 9 goals specific to their group. Participants practiced independently in a hybrid simulation (standardized patient combined with an arm simulator). The first and the last practice trials were videotaped for analysis. One-week later, participants completed a transfer test in another hybrid simulation scenario. Blinded experts evaluated performance on all 3 trials using the Direct Observation of Procedural Skills tool. The holistic group scored higher than the isolated group on the holistic Direct Observation of Procedural Skills score for all 3 trials [mean (SD), 45.0 (9.16) vs. 38.4 (9.17); P = 0.01]. The isolated group did not perform better than the holistic group on the technical skills score [10.3 (2.73) vs. 11.6 (3.01); P = 0.11]. Our results suggest that asking learners to set holistic goals did not interfere with their attaining competent holistic and technical skills during hybrid simulation training. This exploratory trial provides preliminary evidence for how to consider integrating hybrid simulation into medical curricula and for the design of learning goals in simulation-based education.

The Perceptions of Participation in a Mobile Collaborative Learning among Pre-Service Teachers

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Liu, Shih-Hsiung

2016-01-01

This study uses Facebook as a platform and arranges certain learning tasks to identify the feasibility of mobile collaborative learning for pre-service teachers. The pre-service teachers' sense of community and perceptions of collaborative learning are investigated. A total of 153 pre-service teachers volunteered to participate in an Intern Mobile…

Developing Mentors: Adult participation, practices, and learning in an out-of-school time STEM program

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Scipio, Deana Aeolani

This dissertation examines learning within an out-of-school time (OST) Science, Technology, Engineering, and Mathematics (STEM) broadening participation program. The dissertation includes an introduction, three empirical chapters (written as individual articles), and a conclusion. The dissertation context is a chemical oceanography OST program for middle school students called Project COOL---Chemical Oceanography Outside the Lab. The program was a collaboration between middle school OST programming, a learning sciences research laboratory, and a chemical oceanography laboratory. Both labs were located at a research-based university in the Pacific Northwest of the United States. Participants include 34 youth, 12 undergraduates, and five professional scientists. The dissertation data corpus includes six years of ethnographic field notes across three field sites, 400 hours of video and audio recordings, 40 hours of semi-structured interviews, and more than 100 participant generated artifacts. Analysis methods include comparative case analysis, cognitive mapping, semiotic cluster analysis, video interaction analysis, and discourse analysis. The first empirical article focuses on synthesizing productive programmatic features from four years of design-based research.. The second article is a comparative case study of three STEM mentors from non-dominant communities in the 2011 COOL OST Program. The third article is a comparative case study of undergraduates learning to be mentors in the 2014 COOL OST Program. Findings introduce Deep Hanging as a theory of learning in practice. Deep Hanging entails authentic tasks in rich contexts, providing access, capitalizing on opportunity, and building interpersonal relationships. Taken together, these three chapters illuminate the process of designing a rich OST learning environment and the kinds of learning in practice that occurred for adult learners learning to be mentors through their participation in the COOL OST program. In

Explaining Health and Social Care Students' Experiences of Meaningfulness in Vocational Education: The Importance of Life Goals, Learning Support, Perceived Competence, and Autonomous Motivation

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Støen Utvaer, Britt Karin

2014-01-01

The experience of meaning in a learning situation is a stated goal of Knowledge Promotion Reform in Norway. This study, guided by self-determination theory, examines how pursuing intrinsic and extrinsic life goals relates to the experience of meaning in vocational education. The study also examines how learning support, perceived competence, and…

Guidance Oriented Acquisition of Learning Skills (Project GOALS). Final Evaluation Report, 1992-93. OREA Report.

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Musante, Patricia

Guidance Oriented Acquisition of Learning Skills (Project GOALS) was a federally-funded project in three Brooklyn (New York) high schools in its fourth year of operation in 1992-93. It served 312 limited-English-proficient and 57 English-proficient students through instruction in English as a Second Language (ESL), native language arts (NLA) in…

Formalized informal learning

DEFF Research Database (Denmark)

Levinsen, Karin; Sørensen, Birgitte Holm

2011-01-01

and other relevant stakeholders, as well as participant observations in the classroom documented by thick descriptions, formal and informal interviews and focus group interviews. The aim of the study was to explore and identify relations between designs for teaching and learning and the students' learning......This paper presents findings from a large-scale longitudinal, qualitative study - Project ICT and Learning (PIL) - that engaged the participation of eight primary schools in Denmark, and was conducted between 2006 and 2008. The research design was based on action research, involving teachers...... of school subjects within defined learning goals and curricula, along with various implementations of ICT in the pedagogical everyday practice (Levinsen & Sørensen 2008). However, another research strand - the topic of this paper - emerged during the project's life cycle as a consequence of ongoing changes...

Student goal orientation in learning inquiry skills with modifiable software advisors

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Shimoda, Todd Adrian

A computer support environment (SCI-WISE) for learning and doing inquiry was designed. The system incorporates software advisors that give task completion advice (eg., forming hypotheses), general purpose advice (e.g., brainstorming), or system modification advice. Advisors' knowledge includes concepts, strategies, examples, referrals to other advisors, and criteria for evaluating good products and skills. Students using SCI-WISE can select the advisors' advice type (specific, general, or hints), and when advisors give advice (anytime, alert, or ask). Students can also modify the advisors' knowledge. The system is designed partly on a theoretical framework that assumes giving students higher levels of agency will facilitate higher-level goal orientation (such as knowledge-building) and produce higher levels of competence. In two studies of sixth graders, science students took a pretest of an open-ended inquiry question and a questionnaire that measured their goal orientations. The students worked in pairs on an inquiry project about memory, using one of two versions of SCI-WISE, one modifiable and one not modifiable. After finishing the project, the students took a posttest similar to the pretest, and evaluated the system. The main hypotheses predicted that knowledge-oriented students using the modifiable version would rate the system higher, use it more effectively, and do better on the inquiry posttest than task-oriented students. The results supported many of the hypotheses generated from the theoretical framework. Knowledge-oriented students tended to rate SCI-WISE higher, use more general purpose and system development advisors, and select more general advice and hints than task-oriented students. On the posttest inquiry test, students with higher goal orientations scored higher on average, particularly when paired with another knowledge oriented student. The studies also showed that goal orientation was not correlated with grade point average. Finally, the

Measuring Choice to Participate in Optional Science Learning Experiences during Early Adolescence

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Sha, Li; Schunn, Christian; Bathgate, Meghan

2015-01-01

Cumulatively, participation in optional science learning experiences in school, after school, at home, and in the community may have a large impact on student interest in and knowledge of science. Therefore, interventions can have large long-term effects if they change student choice preferences for such optional science learning experiences. To…

Addressing Hunger Issues Through Service Learning

Directory of Open Access Journals (Sweden)

Nancy Kershaw

2007-09-01

Full Text Available The U.S. Government has set a goal of reducing the prevalence of food insecurity to 6% or less by 2010. To achieve this goal, education and action are necessary. Youth in Oregon were introduced to the issue through the role playing simulation, Are You Hungry Tonight? The simulation was utilized with youth, adult volunteers, and youth development staff. Participants indicated increased understanding of people with limited resources, including: Financial pressures, emotional stresses and frustrations they face; Difficulty of improving one’s situation; Difficult choices people make; Positive and negative impacts of community organizations. Simulation participants developed an understanding of hunger issues and empathy for people experiencing food insecurity. Participants were subsequently challenged to complete service learning projects that would help provide additional food resources for their communities. Providing education through the simulation set the stage for youth to participate fully in service learning projects to help alleviate hunger.

Opportunity to Participate in ESSE 21: The 2003 Call for Participation

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Ruzek, M.; Johnson, D. R.

2003-12-01

Earth System Science Education for the 21st Century (ESSE 21), sponsored by NASA through the Universities Space Research Association (USRA), is a collaborative undergraduate/graduate education program offering small grants to colleges and universities to engage a diverse interdisciplinary community of faculty and scientists in the development of courses, curricula and degree programs and sharing of learning resources focused on the fundamental understanding and application of Earth system principles for the classroom and laboratory. Through an expanded focus including partnerships with minority institutions, ESSE 21 is further developing broadly based courses, educational resources, electronic learning materials and degree programs that extend Earth system science concepts in both undergraduate and graduate classrooms and laboratories. These resources emphasizing the fundamentals of Earth system science advance the nation's broader agenda for improving science, technology, engineering and mathematics competency. The thrust to establish Earth system and global change science within the classrooms of colleges and universities is critical to laying and extending the foundation for knowledge-based decision making in the 21st century by both scientists and society in an effort to achieve sustainability. ESSE 21 released a Call for Participation (CFP) in the Fall of 2002 soliciting proposals from undergraduate institutions to create and adopt undergraduate and graduate level Earth system science content in courses, curricula and degree programs. In February 2003, twelve college and university teams were competitively selected through the CFP as the Year 1 and Year 2 Program participants. Eight of the participating teams are from minority institutions. The goal for all is to effect systemic change through developing Earth system science learning materials, courses, curricula, degree tracks or programs, and departments that are self-sustaining in the coming decades. ESSE

Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms

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Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara

2015-01-01

This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of…

Achievement goals, social goals, and motivational regulations in physical education settings.

Science.gov (United States)

Cecchini Estrada, José A; González González-Mesa, Carmen; Méndez-Giménez, Antonio; Fernández-Río, Javier

2011-02-01

This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.

Age-related changes in consolidation of perceptual and muscle-based learning of motor skills

Directory of Open Access Journals (Sweden)

Rebecca M. C. Spencer

2013-11-01

Full Text Available Improvements in motor sequence learning come about via goal-based learning of the sequence of visual stimuli and muscle-based learning of the sequence of movement responses. In young adults, consolidation of goal-based learning is observed after intervals of sleep but not following wake, whereas consolidation of muscle-based learning is greater following intervals with wake compared to sleep. While the benefit of sleep on motor sequence learning has been shown to decline with age, how sleep contributes to consolidation of goal-based versus muscle-based learning in older adults has not been disentangled. We trained young (n=62 and older (n=50 adults on a motor sequence learning task and re-tested learning following 12 hr intervals containing overnight sleep or daytime wake. To probe consolidation of goal-based learning of the sequence, half of the participants were re-tested in a configuration in which the stimulus sequence was the same but, due to a shift in stimulus-response mapping, the movement response sequence differed. To probe consolidation of muscle-based learning, the remaining participants were tested in a configuration in which the stimulus sequence was novel, but now the sequence of movements used for responding was unchanged. In young adults, there was a significant condition (goal-based v. muscle-based learning by interval (sleep v. wake interaction, F(1,58=6.58, p=.013: Goal-based learning tended to be greater following sleep compared to wake, t(29=1.47, p=.072. Conversely, muscle-based learning was greater following wake than sleep, t(29=2.11, p=.021. Unlike young adults, this interaction was not significant in older adults, F(1,46=.04, p=.84, nor was there a main effect of interval, F(1,46=1.14, p=.29. Thus, older adults do not preferentially consolidate sequence learning over wake or sleep.

The ICF as a common language for rehabilitation goal-setting: comparing client and professional priorities

Directory of Open Access Journals (Sweden)

van der Merwe Aletia

2011-10-01

Full Text Available Abstract Background Joint rehabilitation goals are an important component for effective teamwork in the rehabilitation field. The activities and participation domain of the ICF provides a common language for professionals when setting these goals. Involving clients in the formulation of rehabilitation goals is gaining momentum as part of a person-centred approach to rehabilitation. However, this is particularly difficult when clients have an acquired communication disability. The expressive communication difficulties negatively affect the consensus building process. As a result, obtaining information regarding rehabilitation goals from professionals and their clients warrants further investigation for this particular population. Methods This comparative study investigated clients and their assigned rehabilitation professionals' perception of the importance of ICF activities and participation domains for inclusion in their rehabilitation program. Twelve clients in an acute rehabilitation centre and twenty of their corresponding rehabilitation professionals participated in an activity using the Talking Mats™ visual framework for goal setting. Each participant rated the importance of the nine activities and participation domains of the ICF for inclusion in their current rehabilitation program. Results The ICF domains which consistently appear as very important across these groups are mobility, self-care and communication. Domains which consistently appear in the lower third of the rankings include spare time, learning and thinking and domestic life. Results indicate however that no statistical significant differences exist in terms of the individual domains across each of the participant groups. Within group differences however indicated that amongst the speech-language therapists and physiotherapists there was a statistical significant difference between spare time activities and communication and mobility. Conclusions Findings indicate that

Participation in asynchronous online discussion forums does improve student learning of gross anatomy.

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Green, Rodney A; Farchione, Davide; Hughes, Diane L; Chan, Siew-Pang

2014-01-01

Asynchronous online discussion forums are common in blended learning models and are popular with students. A previous report has suggested that participation in these forums may assist student learning in a gross anatomy subject but it was unclear as to whether more academically able students post more often or whether participation led to improved learning outcomes. This study used a path model to analyze the contribution of forum participation, previous academic ability, and student campus of enrolment to final marks in a multicampus gross anatomy course for physiotherapy students. The course has a substantial online learning management system (LMS) that incorporates asynchronous forums as a learning tool, particularly to answer learning objectives. Students were encouraged to post new threads and answer queries in threads started by others. The forums were moderated weekly by staff. Discussion forums were the most used feature of the LMS site with 31,920 hits. Forty-eight percent of the students posted at least once with 186 threads initiated by students and a total of 608 posts. The total number of posts made a significant direct contribution to final mark (P = 0.008) as did previous academic ability (P = 0.002). Although campus did not contribute to final mark, there was a trend for students at the campus where the course coordinator was situated to post more often than those at the other campus (P = 0.073). These results indicate that asynchronous online discussion forums can be an effective tool for improving student learning outcomes as evidenced by final marks in gross anatomy teaching. Copyright © 2013 American Association of Anatomists.

Integrated and implicit : how residents learn CanMEDS roles by participating in practice

NARCIS (Netherlands)

Renting, Nienke; Raat, A N Janet; Dornan, Tim; Wenger-Trayner, Etienne; van der Wal, Martha A; Borleffs, Jan C C; Gans, Rijk O B; Jaarsma, A Debbie C

CONTEXT: Learning outcomes for residency training are defined in competency frameworks such as the CanMEDS framework, which ultimately aim to better prepare residents for their future tasks. Although residents' training relies heavily on learning through participation in the workplace under the

Perception in the service of goal pursuit : Motivation to attain goals enhances the perceived size of goal instrumental objects.

NARCIS (Netherlands)

Veltkamp, M.; Aarts, H.; Custers, R.

2008-01-01

Two experiments tested the functional perception hypothesis (Bruner, 1957) according to which objects that are instrumental in attaining ones' goals are perceived to be bigger if one is motivated to attain these goals. Study 1 demonstrated that participants perceived a glass of water to be bigger

Achievement goals and emotions: The mediational roles of perceived progress, control, and value.

Science.gov (United States)

Hall, Nathan C; Sampasivam, Lavanya; Muis, Krista R; Ranellucci, John

2016-06-01

The link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbrink & Pintrich, 2002, Educational Psychologist, 37, 69) proposes that perceived progress mediates this relationship. The present study empirically evaluated three hypothesized mediators of the effects of achievement goals on learning-related emotions as proposed in the control-value theory and the bidirectional theory of affect. Undergraduate students (N = 273) from humanities, social science, and STEM disciplines participated. Participants completed web-based questionnaires evaluating academic achievement goals, perceptions of control, perceived task value, and achievement emotions. Results provided empirical support primarily for perceived progress as a mediator of mastery-approach goal effects on positive emotions (enjoyment, hope), showing indirect effects of mastery- and performance-approach goals on outcome-related emotions (hope, anxiety) via perceived control. Indirect effects of mastery- and performance-approach goals were further observed on anxiety via perceived value, with higher value levels predicting greater anxiety. Study findings partially support Linnenbrink and Pintrich's (2002, Educational Psychologist, 37, 69) bidirectional theory of affect while underscoring the potential for indirect effects of goals on emotions through perceived control as proposed by Pekrun (2006, Educational Psychology Review, 18, 315). © 2016 The British Psychological Society.

Use of redundant sets of landmark information by humans (Homo sapiens) in a goal-searching task in an open field and on a computer screen.

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Sekiguchi, Katsuo; Ushitani, Tomokazu; Sawa, Kosuke

2018-05-01

Landmark-based goal-searching tasks that were similar to those for pigeons (Ushitani & Jitsumori, 2011) were provided to human participants to investigate whether they could learn and use multiple sources of spatial information that redundantly indicate the position of a hidden target in both an open field (Experiment 1) and on a computer screen (Experiments 2 and 3). During the training in each experiment, participants learned to locate a target in 1 of 25 objects arranged in a 5 × 5 grid, using two differently colored, arrow-shaped (Experiments 1 and 2) or asymmetrically shaped (Experiment 3) landmarks placed adjacent to the goal and pointing to the goal location. The absolute location and directions of the landmarks varied across trials, but the constant configuration of the goal and the landmarks enabled participants to find the goal using both global configural information and local vector information (pointing to the goal by each individual landmark). On subsequent test trials, the direction was changed for one of the landmarks to conflict with the global configural information. Results of Experiment 1 indicated that participants used vector information from a single landmark but not configural information. Further examinations revealed that the use of global (metric) information was enhanced remarkably by goal searching with nonarrow-shaped landmarks on the computer monitor (Experiment 3) but much less so with arrow-shaped landmarks (Experiment 2). The General Discussion focuses on a comparison between humans in the current study and pigeons in the previous study. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Enablers and constrainers to participation: Has policy in Nordic countries reached its limit for raising participation in adult learning among certain groups? Paper presented (with R. Desjardins) at the II Nordic conference on Adult Learning, Linköping, Sweden, 17-19 April

DEFF Research Database (Denmark)

Milana, Marcella; Desjardins, Richard

barriers to participation, and ensure that disadvantaged groups have equal opportunity to take up adult learning. Together, observations indicate that policy matters in promoting adult learning, especially among adults that would otherwise not participate. At the same time the observations indicate......Despite comparatively high and equal participation in adult learning in Nordic countries, a distinct pattern of non-participation persists. Moreover, the pattern of adults who tend to participate comparatively less often is similar to the non-Nordic countries considered, although it is less...... accentuated. The Nordic countries have a long shared history of supporting and fostering a rich adult learning culture. Although various historical, social and cultural factors are behind this, Nordic countries also share a strong record of public policy that aims to: promote adult learning, target various...

Want More? Learn Less: Motivation Affects Adolescents Learning from Negative Feedback.

Science.gov (United States)

Zhuang, Yun; Feng, Wenfeng; Liao, Yu

2017-01-01

The primary goal of the present study was to investigate how positive and negative feedback may differently facilitate learning throughout development. In addition, the role of motivation as a modulating factor was examined. Participants (children, adolescents, and adults) completed two forms of the guess and application task (GAT). Feedback from the Cool-GAT task has low motivational salience because there are no consequences, while feedback from the Hot-GAT task has high motivational salience as it pertains to receiving a reward. The results indicated that negative feedback leads to a reduction in learning compared to positive feedback. The effect of negative feedback was greater in adolescent participants compared to children and adults in the Hot-GAT task, suggesting an interaction between age and motivation level on learning. Further analysis indicated that greater risk was associated with a greater reduction in learning from negative feedback and again, the reduction was greatest in adolescents. In summary, the current study supports the idea that learning from positive feedback and negative feedback differs throughout development. In a rule-based learning task, when associative learning is primarily in practice, participants learned less from negative feedback. This reduction is amplified during adolescence when task-elicited motivation is high.

Enhancing Congruence between Implicit Motives and Explicit Goal Commitments: Results of a Randomized Controlled Trial.

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Roch, Ramona M; Rösch, Andreas G; Schultheiss, Oliver C

2017-01-01

Objective: Theory and research suggest that the pursuit of personal goals that do not fit a person's affect-based implicit motives results in impaired emotional well-being, including increased symptoms of depression. The aim of this study was to evaluate an intervention designed to enhance motive-goal congruence and study its impact on well-being. Method: Seventy-four German students (mean age = 22.91, SD = 3.68; 64.9% female) without current psychopathology, randomly allocated to three groups: motivational feedback (FB; n = 25; participants learned about the fit between their implicit motives and explicit goals), FB + congruence-enhancement training (CET; n = 22; participants also engaged in exercises to increase the fit between their implicit motives and goals), and a no-intervention control group ( n = 27), were administered measures of implicit motives, personal goal commitments, happiness, depressive symptoms, and life satisfaction 3 weeks before (T1) and 6 weeks after (T2) treatment. Results: On two types of congruence measures derived from motive and goal assessments, treated participants showed increases in agentic (power and achievement) congruence, with improvements being most consistent in the FB+CET group. Treated participants also showed a trend-level depressive symptom reduction, but no changes on other well-being measures. Although increases in overall and agentic motivational congruence were associated with increases in affective well-being, treatment-based reduction of depressive symptoms was not mediated by treatment-based agentic congruence changes. Conclusion: These findings document that motivational congruence can be effectively enhanced, that changes in motivational congruence are associated with changes in affective well-being, and they suggest that individuals' implicit motives should be considered when personal goals are discussed in the therapeutic process.

Third-Age Education in Canada and Japan: Attitudes toward Aging and Participation in Learning

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Hori, Shigeo; Cusack, Sandra

2006-01-01

Lifelong learning is essential to participation in society, and presents important challenges for educational gerontology. This study compares Canadian and Japanese perspectives on (a) attitudes toward aging, (b) the learning needs of older adults, and (c) the role of centers of learning. Surveys were conducted of sample populations in two elder…

Learning Goals and Strategies in the Self-regulation of Learning

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Gaeta Gonzalez, Martha Leticia

2013-01-01

In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic…

Beyond SMART? A New Framework for Goal Setting

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Day, Trevor; Tosey, Paul

2011-01-01

This article extends currently reported theory and practice in the use of learning goals or targets with students in secondary and further education. Goal-setting and action-planning constructs are employed in personal development plans (PDPs) and personal learning plans (PLPs) and are advocated as practice within the English national policy…

The Relationships among Group Size, Participation, and Performance of Programming Language Learning Supported with Online Forums

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Shaw, Ruey-Shiang

2013-01-01

This study examined the relationships among group size, participation, and learning performance factors when learning a programming language in a computer-supported collaborative learning (CSCL) context. An online forum was used as the CSCL environment for learning the Microsoft ASP.NET programming language. The collaborative-learning experiment…

Process Evaluation of a Lifestyle Intervention in Primary Care: Implementation Issues and the Participants' Satisfaction of the GOAL Study

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Barte, Jeroen C. M.; ter Bogt, Nancy C. W.; Beltman, Frank W.; van der Meer, Klaas; Bemelmans, Wanda J. E.

2012-01-01

The Groningen Overweight and Lifestyle (GOAL) intervention effectively prevents weight gain. The present study describes a process evaluation in which 214 participants in the intervention group received a structured questionnaire within 7 months (a median of 5 months) after the end of the intervention. The authors investigated the content of the…

Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning.

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Carrasco, Gonzalo A; Behling, Kathryn C; Lopez, Osvaldo J

2018-04-01

Student participation is important for the success of active learning strategies, but participation is often linked to the level of preparation. At our institution, we use two types of active learning activities, a modified case-based learning exercise called active learning groups (ALG) and team-based learning (TBL). These strategies have different assessment and incentive structures for participation. Non-cognitive skills are assessed in ALG using a subjective five-point Likert scale. In TBL, assessment of individual student preparation is based on a multiple choice quiz conducted at the beginning of each session. We studied first-year medical student participation and performance in ALG and TBL as well as performance on course final examinations. Student performance in TBL, but not in ALG, was strongly correlated with final examination scores. Additionally, in students who performed in the upper 33rd percentile on the final examination, there was a positive correlation between final examination performance and participation in TBL and ALG. This correlation was not seen in students who performed in the lower 33rd percentile on the final examinations. Our results suggest that assessments of medical knowledge during active learning exercises could supplement non-cognitive assessments and could be good predictors of performance on summative examinations.

A Randomized Trial of SMART Goal Enhanced Debriefing after Simulation to Promote Educational Actions

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Amish Aghera

2017-12-01

Full Text Available Introduction Goal setting is used in education to promote learning and performance. Debriefing after clinical scenario-based simulation is a well-established practice that provides learners a defined structure to review and improve performance. Our objective was to integrate formal learning goal generation, using the SMART framework (Specific, Measurable, Attainable, Realistic, and Time-bound, into standard debriefing processes (i.e., “SMART Goal Enhanced Debriefing” and subsequently measure the impact on the development of learning goals and execution of educational actions. Methods This was a prospective multicenter randomized controlled study of 80 emergency medicine residents at three academic hospitals comparing the effectiveness of SMART Goal Enhanced Debriefing to a standard debriefing. Residents were block randomized on a rolling basis following a simulation case. SMART Goal Enhanced Debriefing included five minutes of formal instruction on the development of SMART learning goals during the summary/application phase of the debrief. Outcome measures included the number of recalled learning goals, self-reported executed educational actions, and quality of each learning goal and educational action after a two-week follow-up period. Results The mean number of reported learning goals was similar in the standard debriefing group (mean 2.05 goals, SD 1.13, n=37 residents, and in the SMART Goal Enhanced Debriefing group (mean 1.93, SD 0.96, n=43, with no difference in learning goal quality. Residents receiving SMART Goal Enhanced Debriefing completed more educational actions on average (Control group actions completed 0.97 (SD 0.87, SMART debrief group 1.44 (SD 1.03 p=0.03. Conclusion The number and quality of learning goals reported by residents was not improved as a result of SMART Goal Enhanced Debriefing. Residents did, however, execute more educational actions, which is consistent with the overarching intent of any educational

Growth goals, maturity, and well-being.

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Bauer, Jack J; McAdams, Dan P

2004-01-01

In 2 studies (125 college students and 51 adults), 2 forms of growth goals (exploratory and intrinsic) were compared with 2 forms of personality development (social-cognitive maturity and social-emotional well-being). Participants whose narratives of major life goals emphasized conceptual exploration were especially likely to have high levels of maturity (measured as ego development; J. Loevinger, 1976), whereas those whose goals emphasized intrinsic interests (K. M. Sheldon & T. Kasser, 1995) were especially likely to have high levels of well-being. Participants who had coherent hierarchies of growth goals on the levels of major life goals and everyday goals were especially likely to have high levels of personality development. Finally, growth goals accounted for some relationships between age and personality development. Growth goals are discussed in terms of intentional self-development and specific developmental paths. (c) 2003 APA

Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned

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Carianne Bernadowski

2013-07-01

Full Text Available University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura’s theory of self-efficacy, this study examines the effects service learning has on students teaching self-efficacy when required to participate in an activity (course connected, compared to when they chose to volunteer in service learning projects. As instructors of preservice teachers it is our commitment to prepare these students to their maximum potential. Identifying best practices for teacher preparation is an overarching goal of this study. A pre/post survey examined students’ self-perceptions for each service opportunity in regards to their perceived teaching self-efficacy. Results indicate that students’ self-efficacy improved when service learning was connected or imbedded in the context of learning and connected to a specific course. These findings indicate course connected service learning has a greater impact on preservice teachers’ perceptions of their ability to be effective future classroom teachers. Therefore course connected service learning can be viewed as a best practice in preservice teaching instruction.

Designs of goal-free problems for trigonometry learning

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Retnowati, E.; Maulidya, S. R.

2018-03-01

This paper describes the designs of goal-free problems particularly for trigonometry, which may be considered a difficult topic for high school students.Goal-free problem is an instructional design developed based on a Cognitive load theory (CLT). Within the design, instead of asking students to solve a specific goal of a mathematics problem, the instruction is to solve as many Pythagoras as possible. It was assumed that for novice students, goal-free problems encourage students to pay attention more to the given information and the mathematical principles that can be applied to reveal the unknown variables. Hence, students develop more structured knowledge while solving the goal-free problems. The resulted design may be used in regular mathematics classroom with some adjustment on the difficulty level and the allocated lesson time.

Goal Setting as Teacher Development Practice

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Camp, Heather

2017-01-01

This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set…

Small Stories for Learning: A Sociocultural Analysis of Children's Participation in Informal Science Education

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Desjardins, Elia Nelson

2011-12-01

This dissertation examines the ways children use language to construct scientific knowledge in designed informal learning environments such as museums, aquariums, and zoos, with particular attention to autobiographical storytelling. This study takes as its foundation cultural-historical activity theory, defining learning as increased participation in meaningful, knowledge-based activity. It aims to improve experience design in informal learning environments by facilitating and building upon language interactions that are already in use by learners in these contexts. Fieldwork consists of audio recordings of individual children aged 4--12 as they explored a museum of science and technology with their families. Recordings were transcribed and coded according to the activity (task) and context (artifact/exhibit) in which the child was participating during each sequence of utterances. Additional evidence is provided by supplemental interviews with museum educators. Analysis suggests that short autobiographical stories can provide opportunities for learners to access metacognitive knowledge, for educators to assess learners' prior experience and knowledge, and for designers to engage affective pathways in order to increase participation that is both active and contemplative. Design implications are discussed and a design proposal for a distributed informal learning environment is presented.

Goal perspectives and sport participation motivation of Special Olympians and typically developing athletes.

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Hutzler, Yeshayahu; Oz, Mali; Barak, Sharon

2013-07-01

Based on social-learning and self-determination motivational theories, the purpose of this study was to determine the sources of motivation in youth and young adults with intellectual disability (ID) who participate in Special Olympics (SO) competitions and those of typically developed (TD) age- and activity-matched athletes. A convenience sample of 63 SO (25 females and 38 males) and 59 TD (16 females and 43 males) athletes was retrieved through communication with local club coaches. Three sub-groups of SO athletes were identified based on disability, including non specified intellectual disability (NSID=39), Down syndrome (DS=17), and Autism (Aut=7). Mean SO and TD athlete ages were 20.35 (SD=7) and 18.8 (SD=8), respectively. For analysis purposes four age groups were created (20 years). Participants completed the 13-item, two-factor Task and Ego Orientation in Sport Questionnaire (TEOSQ) and a 16-item four-factor abridged version of the Sport Motivation Scale (SMS). SO and TD athletes were active in swimming (54 and 48, respectively) and basketball (9 and 11, respectively). Groups with and without ID were compared by means of t-tests in the dichotomized variables gender and activity, as well as by 1-way ANOVA with Tukey HSD post hoc comparisons across disability and age groups. Gender distribution was the same in both groups. Participants with DS and NSID scored significantly higher than TD athletes in most motivational scales. Participants with ID increased their external motivation with increasing age, while a reversed pattern was observed in TD. In summary, significant differences between motivational patterns of SO athletes with ID and TD athletes can be observed. These differences should be considered when developing training and competition programs. Copyright © 2013 Elsevier Ltd. All rights reserved.

Learning in later life: participation in formal, non-formal and informal activities in a nationally representative Spanish sample.

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Villar, Feliciano; Celdrán, Montserrat

2013-06-01

This article examines the participation of Spanish older people in formal, non-formal and informal learning activities and presents a profile of participants in each kind of learning activity. We used data from a nationally representative sample of Spanish people between 60 and 75 years old ( n  = 4,703). The data were extracted from the 2007 Encuesta sobre la Participación de la Población Adulta en Actividades de Aprendizaje (EADA, Survey on Adult Population Involvement in Learning Activities). Overall, only 22.8 % of the sample participated in a learning activity. However, there was wide variation in the participation rates for the different types of activity. Informal activities were far more common than formal ones. Multivariate logistic regression indicated that education level and involvement in social and cultural activities were associated with likelihood of participating, regardless of the type of learning activity. When these variables were taken into account, age did not predict decreasing participation, at least in non-formal and informal activities. Implications for further research, future trends and policies to promote older adult education are discussed.

Students' Achievement Goals, Learning-Related Emotions and Academic Achievement

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Marko eLüftenegger

2016-05-01

Full Text Available In the present research, the recently proposed 3x2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3x2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3x2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.

Social learning and energy systems: implementing a high energy saving goal in a residential area

Energy Technology Data Exchange (ETDEWEB)

Glad, Wiktoria (Linkoeping University, Department of Thematic Studies (Sweden))

2011-07-01

Generally, retrofitting existing housing stock is considered the area with the most energy-efficiency potential, since buildings last a long time and turnover is slow. This paper presents practice- based research into social learning in the domain of new energy systems in existing dwellings. A case study from Sweden is presented and analysed in relation to social learning. The methodology and data collection are guided by a 'thick description' approach that acknowledges the importance of putting human action in context. The theoretical framework chosen also stresses contexts, using social learning concepts from social shaping of technology (SST) theory. The energy systems as used and managed by professionals and tenants of this retrofitted housing project are the focus. I analyse three connected systems, i.e., the electricity, heating, and hot water system, all parts of a novel individual metering and debiting system installed during the retrofit. An overall goal of the retrofit was to reduce energy demand by 52 % which was achieved but not by the measures invested in. The delivery, metering, and debiting of the energy services are managed in-house by the housing company, but it is up to the tenants to reduce their energy demand. The housing company's technology and implementation policies were ambivalent and evolved in response to the needs of professionals and tenants. Statistics from the property owner's evaluation indicate that the project achieved its goal, but the figures hide that it might have been due to fewer flats, new tenants and new use of buildings

Goal Setting for Cognitive Rehabilitation in Mild to Moderate Parkinson’s Disease Dementia and Dementia with Lewy Bodies

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Tamlyn J. Watermeyer

2016-01-01

Full Text Available Alongside the physical symptoms associated with Parkinson’s disease dementia and dementia with Lewy bodies, health services must also address the cognitive impairments that accompany these conditions. There is growing interest in the use of nonpharmacological approaches to managing the consequences of cognitive disorder. Cognitive rehabilitation is a goal-orientated behavioural intervention which aims to enhance functional independence through the use of strategies specific to the individual’s needs and abilities. Fundamental to this therapy is a person’s capacity to set goals for rehabilitation. To date, no studies have assessed goal setting in early-stage Parkinson’s disease dementia or dementia with Lewy bodies. Semistructured interviews were carried out with 29 participants from an ongoing trial of cognitive rehabilitation for people with these conditions. Here, we examined the goal statements provided by these participants using qualitative content analysis, exploring the types and nature of the goals set. Participants’ goals reflected their motivations to learn new skills or improve performance in areas such as technology-use, self-management and orientation, medication management, and social and leisure activities. These results suggest that goal setting is achievable for these participants, provide insight into the everyday cognitive difficulties that they experience, and highlight possible domains as targets for intervention. The trial is registered with ISRCTN16584442 (DOI 10.1186/ISRCTN16584442 13/04/2015.

The impact of a primary care e-communication intervention on the participation of chronic disease patients who had not reached guideline suggested treatment goals.

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Lussier, Marie-Thérèse; Richard, Claude; Glaser, Emma; Roberge, Denis

2016-04-01

To evaluate the efficacy of two web-based educational approaches on doctor-patient communication. The study focused on chronic disease (CD) patients in a lengthy relationship with their family physician (FP) who had not reached guideline suggested treatment goals (off-target) for their CDs. 322 hypertensive, diabetic, or dyslipidemic patients of 18 FPs were randomised into three groups: Usual Care (UC), e-Learning (e-L) and e-Learning+Workshop (e-L+W). Interventions were based on Cegala's PACE system: Prepare, Ask questions, Check understanding, Express concerns. Communication was evaluated using the Roter Interaction Analysis System (RIAS), MEDICODE and questionnaires. Encounter length was similar across groups. RIAS showed that e-L+W group engaged in more socio-emotional talk and PACE-like utterances. MEDICODE showed that interventions increased frequency, initiative and dialogue for selected CD medication themes. Quality of communication was perceived as satisfactory at baseline and did not change. Following interventions, CD patients were more activated even in well-established doctor-patient relationships. PACE web-based interventions are accessible and effective at increasing CD patients' participation. They increase legitimacy to express the patient experience. FPs should present this type of training to CD patients as an integral part of their routine practice and consider referring patients to complete it. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Did my M.D. really go to University to learn? Detrimental effects of numerus clausus on self-efficacy, mastery goals and learning.

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Nicolas Sommet

Full Text Available Exams with numerus clausus are very common in Medicine, Business Administration and Law. They are intended to select a predefined number of academic candidates on the basis of their rank rather than their absolute performance. Various scholars and politicians believe that numerus clausus policies are a vector of academic excellence. We argue, however, that they could have ironic epistemic effects. In comparison with selective policies based on criterion-based evaluations, selection via numerus clausus creates negative interdependence of competence (i.e., the success of some students comes at the expense of the others. Thus, we expect it to impair students' sense of self-efficacy and--by extension--the level of mastery goals they adopt, as well as their actual learning. Two field studies respectively reported that presence (versus absence and awareness (versus ignorance of numerus clausus policies at University was associated with a decreased endorsement of mastery goals; this effect was mediated by a reduction in self-efficacy beliefs. Moreover, an experimental study revealed that numerus clausus negatively predicted learning; this effect was, again, mediated by a reduction in self-efficacy beliefs. Practical implications for the selection procedures in higher education are discussed.

Free-Choice Learning Suited to Women's Participation Needs in Environmental Decision-Making Processes

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Skanavis, Constantina; Sakellari, Maria

2012-01-01

United Nations mandates recognize the need to promote the full participation of women in environmental decision-making processes on the basis of gender equality. But, there remains a profound lack of effective women's participation in some sectors of environmental decision-making. Free-choice environmental learning offers an effective educational…

Learning for Development: The Commonwealth of Learning and the Millennium Development Goals

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Commonwealth of Learning, 2011

2011-01-01

World leaders, meeting at the United Nations in 2000, set eight Millennium Development Goals (MDGs) that aim to transform the condition of humankind in the 21st century. These Goals now guide the policies of governments and the priorities of development agencies. These eight goals are: (1) Eradicate extreme poverty and hunger; (2) Achieve…

COMPARISON BETWEEN SPORT PARTICIPATION MOTIVATION AND GOAL-ORIENTATION OF YOUTH ATHLETES: THE ROLE OF PARENTS' EDUCATION LEVEL

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Noshin Benar.

2012-12-01

Full Text Available The aims of present study was to (A compare and prioritizing the main six motivations of sport participation of youth athletes, (B compare and prioritize task and ego-orientation of youth athletes, and (C the role of parents' education level and its impact on the motivation of sport participation and goal-orientation youth athletes. In the study, descriptive-analytic design was applied. For the study 376 Iranian youth athletes were singled out by cluster-random sampling. They answered to participation motivation questionnaire (PMQ and task & ego-orientation in sport questionnaire (T.E.O.S.Q. Also data about parents' education level (PEL was obtained using questions about demographic features. The findings showed that those who participated in individual sports had more motivation for status than team sports athletes and they were more ego-orientation. Also it was found that more highly educated mothers came to induce internal motivation in youth athletes using Kruskal-Wallis test, whereas more highly educated fathers came to induce both internal and external motivation to them. It seems that those athletes who participated in individual and open-skilled sports are more ego-oriented than those who participated in team and open-skilled sports. The feedbacks which are based on task orientation are probably provided, along with promotion of mothers' education level; however with promotion of fathers' education level, both of these feedbacks and those based on ego-orientation will be provided, probably for their children to participation in sport activities.

Understanding the Self-Directed Online Learning Preferences, Goals, Achievements, and Challenges of MIT OpenCourseWare Subscribers

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Bonk, Curtis J.; Lee, Mimi Miyoung; Kou, Xiaojing; Xu, Shuya; Sheu, Feng-Ru

2015-01-01

This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners who subscribed to the monthly OpenCourseWare (OCW) e-newsletter from MIT. Data collection included a 25-item survey of 1,429 newsletter subscribers; 613 of whom also completed an…

Insights on different participation schemes to meet climate goals

International Nuclear Information System (INIS)

Russ, Peter; Ierland, Tom van

2009-01-01

Models and scenarios to assess greenhouse gas mitigation action have become more diversified and detailed, allowing the simulation of more realistic global climate policy set-ups. In this paper, different participation schemes to meet different levels of radiative forcing are analysed. The focus is on scenarios that are in line with the 2 deg. C target. Typical stylised participation schemes are based either on a perfect global carbon market or delayed participation with targets only for developed countries, no actions by developing countries and no access to credits from offsetting mechanisms in developing countries. This paper adds an intermediate policy scenario assuming a gradual incorporation of all countries, including a gradually developing carbon market, and taking into account the ability to contribute of different parties. Perfect participation by all parties would be optimal, but it is shown that participation schemes involving a gradual and differentiated participation by all parties can substantially decrease global costs and still meet the 2 deg. C target. Carbon markets can compensate in part for those costs incurred by developing countries' own, autonomous mitigation actions that do not generate tradable emission credits.

Learning and Chaining of Motor Primitives for Goal-directed Locomotion of a Snake-Like Robot with Screw-Drive Units

DEFF Research Database (Denmark)

Chatterjee, Sromona; Nachstedt, Timo; Tamosiunaite, Minija

2015-01-01

-directed locomotion for the robot. The behavioural primitives of the robot are generated using a reinforcement learning approach called "Policy Improvement with Path Integrals" (PI2). PI2 is numerically simple and has the ability to deal with high-dimensional systems. Here, PI2 is used to learn the robot’s motor...... controls by finding proper locomotion control parameters, like joint angles and screw-drive unit velocities, in a coordinated manner for different goals. Thus, it is able to generate a large repertoire of motor primitives, which are selectively stored to form a primitive library. The learning process...

Goal conflict and goal facilitation in community-based cardiac rehabilitation: a theory-based interview study.

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Presseau, Justin; Boyd, Emily; Francis, Jill J; Sniehotta, Falko F

2015-01-01

Theories often consider behaviors in isolation of conflicting and facilitating personal goals. We conducted interviews with 13 people in cardiac rehabilitation, investigating whether eliciting physical activity (PA) control beliefs sufficiently captures goal conflict and goal facilitation. We assessed PA, intention, and control beliefs using standard elicitation methods and then assessed goal conflict and goal facilitation. Twelve participants described conflicting, and all described facilitating, personal goals. Most goal facilitation (94%) and conflict (82%) beliefs were identified beyond the control belief elicitation. Goal facilitation and conflict are not captured in a standard control belief elicitation and may supplement single-behavior models to understand PA.

Using Active Learning in a Studio Classroom to Teach Molecular Biology

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Nogaj, Luiza A.

2013-01-01

This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give…

Global cue inconsistency diminishes learning of cue validity

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Tony Wang

2016-11-01

Full Text Available We present a novel two-stage probabilistic learning task that examines the participants’ ability to learn and utilize valid cues across several levels of probabilistic feedback. In the first stage, participants sample from one of three cues that gives predictive information about the outcome of the second stage. Participants are rewarded for correct prediction of the outcome in stage two. Only one of the three cues gives valid predictive information and thus participants can maximise their reward by learning to sample from the valid cue. The validity of this predictive information, however, is reinforced across several levels of probabilistic feedback. A second manipulation involved changing the consistency of the predictive information in stage one and the outcome in stage two. The results show that participants, with higher probabilistic feedback, learned to utilise the valid cue. In inconsistent task conditions, however, participants were significantly less successful in utilising higher validity cues. We interpret this result as implying that learning in probabilistic categorization is based on developing a representation of the task that allows for goal-directed action.

Ready for goal setting? Process evaluation of a patient-specific goal-setting method in physiotherapy.

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Stevens, Anita; Köke, Albère; van der Weijden, Trudy; Beurskens, Anna

2017-08-31

Patient participation and goal setting appear to be difficult in daily physiotherapy practice, and practical methods are lacking. An existing patient-specific instrument, Patient-Specific Complaints (PSC), was therefore optimized into a new Patient Specific Goal-setting method (PSG). The aims of this study were to examine the feasibility of the PSG in daily physiotherapy practice, and to explore the potential impact of the new method. We conducted a process evaluation within a non-controlled intervention study. Community-based physiotherapists were instructed on how to work with the PSG in three group training sessions. The PSG is a six-step method embedded across the physiotherapy process, in which patients are stimulated to participate in the goal-setting process by: identifying problematic activities, prioritizing them, scoring their abilities, setting goals, planning and evaluating. Quantitative and qualitative data were collected among patients and physiotherapists by recording consultations and assessing patient files, questionnaires and written reflection reports. Data were collected from 51 physiotherapists and 218 patients, and 38 recordings and 219 patient files were analysed. The PSG steps were performed as intended, but the 'setting goals' and 'planning treatment' steps were not performed in detail. The patients and physiotherapists were positive about the method, and the physiotherapists perceived increased patient participation. They became aware of the importance of engaging patients in a dialogue, instead of focusing on gathering information. The lack of integration in the electronic patient system was a major barrier for optimal use in practice. Although the self-reported actual use of the PSG, i.e. informing and involving patients, and client-centred competences had improved, this was not completely confirmed by the objectively observed behaviour. The PSG is a feasible method and tends to have impact on increasing patient participation in the goal

"On Course" for Supporting Expanded Participation and Improving Scientific Reasoning in Undergraduate Thesis Writing

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Dowd, Jason E.; Roy, Christopher P.; Thompson, Robert J., Jr.; Reynolds, Julie A.

2015-01-01

The Department of Chemistry at Duke University has endeavored to expand participation in undergraduate honors thesis research while maintaining the quality of the learning experience. Accomplishing this goal has been constrained by limited departmental resources (including faculty time) and increased diversity in students' preparation to engage in…

Students' Perceptions of Blended Learning and its Effectiveness As a Part of Second Year Dental Curriculum

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Varthis, Spyridon

The field of dental medical education is one of the most rapidly evolving fields in education. Newer teaching methods are being evaluated and incorporated in dental institutions. One of the promising new methods is the blended learning approach that may involve a "flipped" instructional sequencing, where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking. The author conducted a mixed method, experimental study that focused on second year dental students' perceptions of blended learning and its effectiveness. A sample size of 40 dental students in their second year from a Northeastern Regional Dental School were invited to participate in this study to evaluate a blended learning approach in comparison to a more traditional lecture format. Students who participated in the study, participated in group problem-solving, responded to Likert-type surveys, completed content exams, and were interviewed individually. Based on Likert survey data and interview responses, the participants in the blended learning treatment reported very positive opinions including positive perceptions of the organization, support of meaningful learning and potential merits for use in dental education. There also was evidence that the blended learning group achieved at least as well as the traditional lecture group, and excelled on certain content test items. The results of this study support the conclusion that blended instruction promotes active, in-depth and self-regulated learning. During blended learning, students set standards or goals regarding their learning, evaluate their progress toward these goals, and then adapt and regulate their cognition, motivation, and behavior in order to accomplish their goals. Overall, the results of this research on blended learning, including the use of problem-based learning in group discussions, supports the merits of incorporating blended earning in dental education curricula.

Win-stay-lose-learn promotes cooperation in the prisoner's dilemma game with voluntary participation.

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Chen Chu

Full Text Available Voluntary participation, demonstrated to be a simple yet effective mechanism to promote persistent cooperative behavior, has been extensively studied. It has also been verified that the aspiration-based win-stay-lose-learn strategy updating rule promotes the evolution of cooperation. Inspired by this well-known fact, we combine the Win-Stay-Lose-Learn updating rule with voluntary participation: Players maintain their strategies when they are satisfied, or players attempt to imitate the strategy of one randomly chosen neighbor. We find that this mechanism maintains persistent cooperative behavior, even further promotes the evolution of cooperation under certain conditions.

Multimodal sequence learning.

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Kemény, Ferenc; Meier, Beat

2016-02-01

While sequence learning research models complex phenomena, previous studies have mostly focused on unimodal sequences. The goal of the current experiment is to put implicit sequence learning into a multimodal context: to test whether it can operate across different modalities. We used the Task Sequence Learning paradigm to test whether sequence learning varies across modalities, and whether participants are able to learn multimodal sequences. Our results show that implicit sequence learning is very similar regardless of the source modality. However, the presence of correlated task and response sequences was required for learning to take place. The experiment provides new evidence for implicit sequence learning of abstract conceptual representations. In general, the results suggest that correlated sequences are necessary for implicit sequence learning to occur. Moreover, they show that elements from different modalities can be automatically integrated into one unitary multimodal sequence. Copyright © 2015 Elsevier B.V. All rights reserved.

Adventure Learning: Theory and Implementation of Hybrid Learning

Science.gov (United States)

Doering, A.

2008-12-01

Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they

Less Is Sometimes More: Goal Content Matters

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Vansteenkiste, Maarten; Simons, Joke; Lens, Willy; Soenens, Bart; Matos, Lennia; Lacante, Marlies

2004-01-01

According to expectancy-value theories, increasing the utility value of a learning activity should result in higher motivation and better learning. In contrast, self-determination theory posits that the content of the future goals (intrinsic vs. extrinsic) that enhance the utility value of the learning activity needs to be considered as well.…

Impairments in goal-directed actions predict treatment response to cognitive-behavioral therapy in social anxiety disorder.

Directory of Open Access Journals (Sweden)

Gail A Alvares

Full Text Available Social anxiety disorder is characterized by excessive fear and habitual avoidance of social situations. Decision-making models suggest that patients with anxiety disorders may fail to exhibit goal-directed control over actions. We therefore investigated whether such biases may also be associated with social anxiety and to examine the relationship between such behavior with outcomes from cognitive-behavioral therapy. Patients diagnosed with social anxiety and controls completed an instrumental learning task in which two actions were performed to earn food outcomes. After outcome devaluation, where one outcome was consumed to satiety, participants were re-tested in extinction. Results indicated that, as expected, controls were goal-directed, selectively reducing responding on the action that previously delivered the devalued outcome. Patients with social anxiety, however, exhibited no difference in responding on either action. This loss of a devaluation effect was associated with greater symptom severity and poorer response to therapy. These findings indicate that variations in goal-directed control in social anxiety may represent both a behavioral endophenotype and may be used to predict individuals who will respond to learning-based therapies.

Participation in Job-Related Lifelong Learning among Well-Educated Employees in the Nordic Countries

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Tikkanen, Tarja; Nissinen, Kari

2016-01-01

The purpose of this study was to explore participation in job-related lifelong learning (LLL) among well-educated mature workers and compare it across four Nordic countries. Although this group generally is very active in LLL, the centrality of knowledge work in society, rapid pace of skills-renewal and rising learning demands for all…

Comparing the achievement goal orientation of mathematics ...

African Journals Online (AJOL)

A quantitative, exploratory research design was used. ... Goals affect how learners approach mathematics learning activities, which could ... research on academic success and ADHD has focused on reading ... from the data analysis process. ... Achievement goal orientation is based on a ...... Research design: Qualitative,.

A Model of Statistics Performance Based on Achievement Goal Theory.

Science.gov (United States)

Bandalos, Deborah L.; Finney, Sara J.; Geske, Jenenne A.

2003-01-01

Tests a model of statistics performance based on achievement goal theory. Both learning and performance goals affected achievement indirectly through study strategies, self-efficacy, and test anxiety. Implications of these findings for teaching and learning statistics are discussed. (Contains 47 references, 3 tables, 3 figures, and 1 appendix.)…

Learning Partnerships Between Undergraduate Biology Students and Younger Learners

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Lee Abrahamsen

2009-12-01

Full Text Available In two upper-level elective biology courses and one beginning-level general biology course, college students participated in Learning Partnerships with middle or high school classes to study some aspect of biology. The goals were to enhance learning by providing resources to middle and high school students and teachers and by encouraging college students to consider teaching as a learning tool and a possible career goal. The college students designed lessons, activities, and laboratories that were done at the schools and at Bates College. Feedback and data suggest that the partnerships have helped teachers enrich their curricula, enhanced student learning, encouraged additional high school students to consider applying to college, and encouraged college students to consider teaching science.

Impact of Cultural Differences on Students' Participation, Communication, and Learning in an Online Environment

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Yang, Dazhi; Olesova, Larissa; Richardson, Jennifer C.

2010-01-01

Being aware of cultural differences and knowing how to deal with related differences is critical for the success of online learning and training that involves learners from multiple countries and cultures. This study examines the perceived differences of participants from two different cultures on (1) students' participation behaviors; (2)…

Student motivation and achievement in learning English as a second language using Second Life

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Tosti H. C. Chiang

2014-03-01

Full Text Available This study investigates the impact of a 3D virtual learning environment based on Second Life on student motivation and achievement in learning English as a second language. Twenty-one university students participate in this study, with the support of an English instructor. The Motivated Strategies for Learning Questionnaire (MSLQ was used to evaluate students’ intrinsic and extrinsic goal orientation and self-efficacy in Second Life. The pre-test and post-test were used to assess students’ learning achievement. The results showed that students’ intrinsic and extrinsic goal orientations in English learning in Second Life had a positive influence on their self-efficacy. In addition, students’ self-efficacy of English learning in Second Life was found to positively relate to their learning achievement. Moreover, students’ intrinsic and extrinsic goal orientations were found to significantly influence their learning achievement via self-efficacy. In other words, instructors can utilize Second Life to enhance student motivation and achievement in English learning.

Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

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Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

2013-01-01

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

Work-Based Curriculum to Broaden Learners' Participation in Science: Insights for Designers

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Bopardikar, Anushree; Bernstein, Debra; Drayton, Brian; McKenney, Susan

2018-05-01

Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including learners bound to the workforce upon secondary school completion. Yet, a major barrier in attaining this vision is low learner participation in secondary school science. Because curricula play a major role in shaping enacted learning, this study investigated how designers developed a high school physics curriculum with positive learning outcomes in learners with varied inclinations. Qualitative analysis of documents and semistructured interviews with the designers focused on the curriculum in different stages—from designers' ideas about learning goals to their vision for enactment to the printed materials—and on the design processes that brought them to fruition. This revealed designers' emphases on fostering workplace connections via learning goals and activities, and printed supports. The curriculum supported workplace-inspired, hands-on design-and-build projects, developed to address deeply a limited set of standards aligned learning goals. The curriculum also supported learners' interactions with relevant workplace professionals. To create these features, the designers reviewed other curricula to develop vision and printed supports, tested activities internally to assess content coverage, surveyed states in the USA receiving federal school-to-work grants and reviewed occupational information to choose unit topics and career contexts, and visited actual workplaces to learn about authentic praxis. Based on the worked example, this paper offers guidelines for designing work-based science curriculum products and processes that can serve the work of other designers, as well as recommendations for research serving designers and policymakers.

Punishment goals of crime victims.

Science.gov (United States)

Orth, Uli

2003-04-01

Research on subjective punishment goals has focused on the perspective of third-party observers of criminal offenses and neglected the perspective of victims. This study investigates punishment goals among 174 adult crime victims (rape and nonsexual assault) for each participant's real criminal case. Scales measuring support for punishment goals are constructed by factor analysis of an 18-item list. Results show that 5 highly supported goals can be distinguished: retaliation, recognition of victim status, confirmation of societal values, victim security, and societal security. Analysis of relations between punishment goal scales and personal variables, situational variables, and demanded punishment severity corroborates the view that the punishment goals revealed can be classified according to the two independent dichotomies of moral versus instrumental goals, and micro versus macro goals.

Predictive Place-Cell Sequences for Goal-Finding Emerge from Goal Memory and the Cognitive Map: A Computational Model

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Lorenz Gönner

2017-10-01

Full Text Available Hippocampal place-cell sequences observed during awake immobility often represent previous experience, suggesting a role in memory processes. However, recent reports of goals being overrepresented in sequential activity suggest a role in short-term planning, although a detailed understanding of the origins of hippocampal sequential activity and of its functional role is still lacking. In particular, it is unknown which mechanism could support efficient planning by generating place-cell sequences biased toward known goal locations, in an adaptive and constructive fashion. To address these questions, we propose a model of spatial learning and sequence generation as interdependent processes, integrating cortical contextual coding, synaptic plasticity and neuromodulatory mechanisms into a map-based approach. Following goal learning, sequential activity emerges from continuous attractor network dynamics biased by goal memory inputs. We apply Bayesian decoding on the resulting spike trains, allowing a direct comparison with experimental data. Simulations show that this model (1 explains the generation of never-experienced sequence trajectories in familiar environments, without requiring virtual self-motion signals, (2 accounts for the bias in place-cell sequences toward goal locations, (3 highlights their utility in flexible route planning, and (4 provides specific testable predictions.

Back to School in Later Life: Older Chinese Adults' Perspectives on Learning Participation Barriers

Science.gov (United States)

Wang, Renfeng; De Donder, Liesbeth; De Backer, Free; Shihua, Li; Honghui, Pan; Thomas, Valerie; Vanslambrouck, Silke; Lombaerts, Koen

2016-01-01

Background and aim: Even though the beneficial effects of elderly learning are widely acknowledged, many older Chinese people are still not involved. This paper aims to examine the barriers that affect the level of educational participation of older adults in China. Methodology: Using a focus group methodology, 43 older participants (aged 55 years…

Alcohol myopia and goal commitment

OpenAIRE

Sevincer, A. Timur; Oettingen, Gabriele

2014-01-01

According to alcohol myopia theory, acute alcohol consumption leads people to disproportionally focus on the salient rather than the peripheral aspects of a situation. We summarize various studies exploring how myopic processes resulting from acute alcohol intake affect goal commitment. After consuming alcohol student participants felt strongly committed to an important personal goal even though they had low expectations of successfully attaining the goal. However, once intoxicated participan...

What do I need to learn? An exercise to prioritize learning goals

NARCIS (Netherlands)

Gauttier, Stéphanie; Arnedillo-Sanchez, Inmaculada

2016-01-01

This paper describes an exercise for learners to identify what they should learn in order to meet their learning skills. Lifelong learners often undertake non-formal learning activities, when they try to gain knowledge outside of formal, structured, programs. They need to be self-directed and have

Enhancing Michigan's local public health accreditation program through participation in the multistate learning collaborative.

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Kushion, Mary L; Tews, Debra Scamarcia; Parker, Melody D

2007-01-01

This article presents Michigan's efforts and accomplishments as a result of its involvement with the Multi-State Learning Collaborative (MLC) project. The article gives a brief overview of Michigan's accreditation program. It outlines the two goals and six objectives associated with Michigan's MLC project, and describes the structure it used to implement the project plan. It further explains and illustrates the outcomes achieved from successfully meeting the goals and objectives. The article gives a sample of a proposed voluntary component for continuous quality improvement that local health departments can implement utilizing the Shewhart Cycle of "Plan, Do, Check, and Act" and National Association of City and County Health Officials' Operational Definition of a Functional Health Department.

Teacher Workshops in the US: Goals, Best Practices and Impact

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Hörst, S. M.

2011-10-01

The goal of the workshop is to educate the teachers on a few focused topics so that they can transfer the knowledge they gain to their students. We will recruit scientists who are attending the meeting to participate in the workshops and will also pair the teachers with scientists in the field who can serve as a resource for the teacher and their class throughout the school year. The scientists can answer questions the teachers may have, be available to do video lectures or interactive question and answer sessions over skype, and work with the teachers to develop hands-on classroom activities. We will partner closely with EPO professionals in NASA's Science Mission Directorate to ensure that best practices for the workshops are employed, including ensuring that the workshop and workshop materials are designed within the framework of the state standards, surveying participating teachers before the workshops about their needs and goals, assessing the participants pre-workshop knowledge, and engaging participants as learners during the workshop [1]. The impact of the workshop will be increased by providing the teachers and students with a scientist who will serve as a long-term resource. We will maintain contact with the teachers after the workshop to ensure that the scientists are still actively engaged in their classroom and to collect feedback. References [1] Shupla C, et al. (2011) Lessons Learned: Best Practices in Educator Workshops. 42nd Lunar and Planetary Science Conference, no. 2828. EPSC Abstracts Vol. 6, EPSC-DPS2011-1775, 2011 EPSC-DPS Joint Meeting 2011 c Author(s) 2011

Achievement Goals, Competition Appraisals, and the Psychological and Emotional Welfare of Sport Participants

OpenAIRE

Adie, James W; Duda, Joan L; Ntoumanis, Nikos

2008-01-01

Grounded in the 2 × 2 achievement goal framework (Elliot & McGregor, 2001), a model was tested examining the hypothesized relationships between approach and avoidance (mastery and performance) goals, challenge and threat appraisals of sport competition, and positive and negative indices of well-being (i.e., self-esteem, positive, and negative affect). A further aim was to determine the degree to which the cognitive appraisals mediated the relationship between the four achievement goals and th...

Threat and defense as goal regulation: from implicit goal conflict to anxious uncertainty, reactive approach motivation, and ideological extremism.

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Nash, Kyle; McGregor, Ian; Prentice, Mike

2011-12-01

Four studies investigated a goal regulation view of anxious uncertainty threat (Gray & McNaughton, 2000) and ideological defense. Participants (N = 444) were randomly assigned to have achievement or relationship goals implicitly primed. The implicit goal primes were followed by randomly assigned achievement or relationship threats that have reliably caused generalized, reactive approach motivation and ideological defense in past research. The threats caused anxious uncertainty (Study 1), reactive approach motivation (Studies 2 and 3), and reactive ideological conviction (Study 4) only when threat-relevant goals had first been primed, but not when threat-irrelevant goals had first been primed. Reactive ideological conviction (Study 4) was eliminated if participants were given an opportunity to attribute their anxiety to a mundane source. Results support a goal regulation view of anxious uncertainty, threat, and defense with potential for integrating theories of defensive compensation.

Patients with Parkinson's disease learn to control complex systems-an indication for intact implicit cognitive skill learning.

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Witt, Karsten; Daniels, Christine; Daniel, Victoria; Schmitt-Eliassen, Julia; Volkmann, Jens; Deuschl, Günther

2006-01-01

Implicit memory and learning mechanisms are composed of multiple processes and systems. Previous studies demonstrated a basal ganglia involvement in purely cognitive tasks that form stimulus response habits by reinforcement learning such as implicit classification learning. We will test the basal ganglia influence on two cognitive implicit tasks previously described by Berry and Broadbent, the sugar production task and the personal interaction task. Furthermore, we will investigate the relationship between certain aspects of an executive dysfunction and implicit learning. To this end, we have tested 22 Parkinsonian patients and 22 age-matched controls on two implicit cognitive tasks, in which participants learned to control a complex system. They interacted with the system by choosing an input value and obtaining an output that was related in a complex manner to the input. The objective was to reach and maintain a specific target value across trials (dynamic system learning). The two tasks followed the same underlying complex rule but had different surface appearances. Subsequently, participants performed an executive test battery including the Stroop test, verbal fluency and the Wisconsin card sorting test (WCST). The results demonstrate intact implicit learning in patients, despite an executive dysfunction in the Parkinsonian group. They lead to the conclusion that the basal ganglia system affected in Parkinson's disease does not contribute to the implicit acquisition of a new cognitive skill. Furthermore, the Parkinsonian patients were able to reach a specific goal in an implicit learning context despite impaired goal directed behaviour in the WCST, a classic test of executive functions. These results demonstrate a functional independence of implicit cognitive skill learning and certain aspects of executive functions.

Perceived Learning Outcomes from Participation in One Type of Registered Student Organization: Equestrian Sport Clubs

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Mikulec, Erin; McKinney, Kathleen

2014-01-01

Learning takes place both inside and outside of the classroom. While there are a few studies that focus on the professional, developmental, and learning outcomes of participation in student organizations, there has been insufficient research on these outcomes in sport clubs. The paper reports on the results of an online, primarily qualitative…

Impairments in action-outcome learning in schizophrenia.

Science.gov (United States)

Morris, Richard W; Cyrzon, Chad; Green, Melissa J; Le Pelley, Mike E; Balleine, Bernard W

2018-03-03

Learning the causal relation between actions and their outcomes (AO learning) is critical for goal-directed behavior when actions are guided by desire for the outcome. This can be contrasted with habits that are acquired by reinforcement and primed by prevailing stimuli, in which causal learning plays no part. Recently, we demonstrated that goal-directed actions are impaired in schizophrenia; however, whether this deficit exists alongside impairments in habit or reinforcement learning is unknown. The present study distinguished deficits in causal learning from reinforcement learning in schizophrenia. We tested people with schizophrenia (SZ, n = 25) and healthy adults (HA, n = 25) in a vending machine task. Participants learned two action-outcome contingencies (e.g., push left to get a chocolate M&M, push right to get a cracker), and they also learned one contingency was degraded by delivery of noncontingent outcomes (e.g., free M&Ms), as well as changes in value by outcome devaluation. Both groups learned the best action to obtain rewards; however, SZ did not distinguish the more causal action when one AO contingency was degraded. Moreover, action selection in SZ was insensitive to changes in outcome value unless feedback was provided, and this was related to the deficit in AO learning. The failure to encode the causal relation between action and outcome in schizophrenia occurred without any apparent deficit in reinforcement learning. This implies that poor goal-directed behavior in schizophrenia cannot be explained by a more primary deficit in reward learning such as insensitivity to reward value or reward prediction errors.

A Goal Orientation Analysis of Teachers' Motivations to Participate in the School Self-Assessment Processes of a Quality Assurance System in Chile

Science.gov (United States)

Montecinos, Carmen; Madrid, Romina; Fernández, María Beatriz; Ahumada, Luis

2014-01-01

The current study examined the goal orientations that could be inferred from how teachers from six municipal schools in Chile described their understandings, emotions, and behaviors during their participation in the assessment phase of the School Management Quality Assurance System. Content analysis of focus group interview transcripts evidenced…

Self-Uncertainty and the Influence of Alternative Goals on Self-Regulation.

Science.gov (United States)

Light, Alysson E; Rios, Kimberly; DeMarree, Kenneth G

2018-01-01

The current research examines factors that facilitate or undermine goal pursuit. Past research indicates that attempts to reduce self-uncertainty can result in increased goal motivation. We explore a critical boundary condition of this effect-the presence of alternative goals. Though self-regulatory processes usually keep interest in alternative goals in check, uncertainty reduction may undermine these self-regulatory efforts by (a) reducing conflict monitoring and (b) increasing valuation of alternative goals. As such, reminders of alternative goals will draw effort away from focal goals for self-uncertain (but not self-certain) participants. Across four studies and eight supplemental studies, using different focal goals (e.g., academic achievement, healthy eating) and alternative goals (e.g., social/emotional goals, attractiveness, indulgence), we found that alternative goal salience does not negatively influence goal-directed behavior among participants primed with self-certainty, but that reminders of alternative goals undermine goal pursuit among participants primed with self-uncertainty.

Grasha-richmann college students’ learning styles of classroom participation: Role of gender and major

Directory of Open Access Journals (Sweden)

ALI REZA BANESHI

2014-07-01

Full Text Available Introduction: This study aimed to investigate the male and female students’ learning styles of classroom participation and these styles’ differences between Humanities and Science majors. Methods: 1039 individuals were selected through the proportional stratified random sampling method among undergraduate and graduate students in Humanities (n=421 and Science (n=618 faculties of Tehran University. In the Humanities group, there were 285 females and 136 males, and in the Science group, there were 208 females and 410 males. The participants answered the Grasha-Riechmann student learning styles scale. Results: The findings indicated that the females obtained significantly higher means in collaborative, participative, and dependent styles than males, but in avoidant, and independent styles, the means for males were higher than those for females. Also, the science group’s means in collaborative, participative, dependent, and competitive styles were significantly higher than those for the humanities group. Conclusion: According to the findings, it seems that due to psychological characteristics, female students tend to collaborate with other students of the same sex and participate in their activities. In this way, they also are more dependent on their teacher and classroom, because otherwise they will face some problems such as anxiety. In addition, it seems that science students in comparison to humanities students are more participative and collaborative because they need more collaboration in their projects and course work.

Differences in academic performance and self-regulated learning based on level of student participation in supplemental instruction

Science.gov (United States)

Mack, Ana C.

This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less

Encouraging Student Participation While Designing Writing Exercises

Science.gov (United States)

Narayanan, M.

2017-12-01

Encouraging student participation while designing writing exercises requires a certain pragmatic approach. Wilbert James McKeachie is the author of a widely read textbook on college teaching. McKeachie was a longtime faculty member at the University of Michigan. He served as president of the American Psychological Association, the American Psychological Foundation and the American Association of Higher Education. In his famous book Teaching and Learning in the College Classroom, McKeachie provides an introduction and notes the role of research in identifying new goals for higher education. He also offers a conceptual framework based on a student mediation model and a focuses on the processs-product relationships between faculty teacher behavior and student learning outcomes. McKeachie' s Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The book does not suggest a set of recipes to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. First, it is extremely important to define the target skill areas and means of implementation. Next, the professor can then proceed to focus on the techniques that could be employed to ensure student participation. This includes selection of an appropriate topic that is relevant to the field of study as well as classroom learning experiences. By pragmatically combining these objectives, the teacher can expect both enthusiasm and effective learning among the student population. McKeachie, Wilbert James. (1980) Learning, Cognition and College Teaching. San Francisco: Jossey - Bass McKeachie, Wilbert James. (1980) Teaching Tips: A Guidebook for the Beginning College Teacher Lexington, MASS. : Heath. 1986. ISBN: 0669067520 McKeachie, Wilbert James., et. al. (2001) Teaching Tips (Eleventh Edition): Strategies, Research, and Theory for

A dynamic learning concept in early years’ education

DEFF Research Database (Denmark)

Broström, Stig

2017-01-01

-historical activity (play) theory, the author deduces four generally accepted play criteria that form the basis for the construction of a dynamic and play-based learning concept that has the three following cornerstones as focal points: (1) learning happens in activities where the child is an active participant...... and interacts and communicates with other people; (2) meaningful activities pave the way for children’s learning; these are activities where the child’s motive aligns with the goal of the activity; and (3) learning is seen as a productive and creative activity characterised by imagination....

Goals, Methods, and Progress in Neuroeconomics

OpenAIRE

Colin F. Camerer

2013-01-01

Neuroeconomics shares the main goals of microeconomics: to understand what causes choices, and the welfare properties of choice. The novel goal is linking mathematical constructs and observable behavior to mechanistic details of neural circuitry. Several complementary methods are used. An initial insight from neuroscience is that distinct systems guide choice: Pavlovian and instrumental conditioning (learning) of state-value and response-value associations, overlearned habits, and model- (or ...

Goal-directed learning and obsessive–compulsive disorder

Science.gov (United States)

Gillan, Claire M.; Robbins, Trevor W.

2014-01-01

Obsessive–compulsive disorder (OCD) has become a paradigmatic case of goal-directed dysfunction in psychiatry. In this article, we review the neurobiological evidence, historical and recent, that originally led to this supposition and continues to support a habit hypothesis of OCD. We will then discuss a number of recent studies that have directly tested this hypothesis, using behavioural experiments in patient populations. Based on this research evidence, which suggests that rather than goal-directed avoidance behaviours, compulsions in OCD may derive from manifestations of excessive habit formation, we present the details of a novel account of the functional relationship between these habits and the full symptom profile of the disorder. Borrowing from a cognitive dissonance framework, we propose that the irrational threat beliefs (obsessions) characteristic of OCD may be a consequence, rather than an instigator, of compulsive behaviour in these patients. This lays the foundation for a potential shift in both clinical and neuropsychological conceptualization of OCD and related disorders. This model may also prove relevant to other putative disorders of compulsivity, such as substance dependence, where the experience of ‘wanting’ drugs may be better understood as post hoc rationalizations of otherwise goal-insensitive, stimulus-driven behaviour. PMID:25267818

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

Science.gov (United States)

Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

Science.gov (United States)

Fernandez-Rio, Javier; Cecchini, Jose A.; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A.

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

Attitudinal and motivational antecedents of participation in voluntary employee development activities.

Science.gov (United States)

Hurtz, Gregory M; Williams, Kevin J

2009-05-01

This study investigated factors influencing ongoing participation in employee development activities. A multiple-indicator structural equation model building on the theory of planned behavior and prior employee development literature was tested with a survey across 4 organizations on 2 occasions. The model uses reactions to past participation and past supportiveness of the social and organizational environment as indirect antecedents of participation, filtered through their impact on attitudes and behavioral intentions toward future participation. Learning goal orientation also influenced attitudes toward participation. Whereas personal control over participation and higher levels of voluntariness were negatively related to participation, intentions to participate and availability of opportunities arose as strong predictors of higher participation rates. Many significant hypothesized paths were found, and 85% of the variance in participation was explained by the model variables. Increasing employee awareness of opportunities and managing positive attitudes toward those opportunities are recommended as key factors for increasing participation rates. (c) 2009 APA, all rights reserved.

Purposes, goals and challenges regarding farmers\\' participation in ...

African Journals Online (AJOL)

... towards self-help and self-sufficiency received wider support. The study concludes that the level of community involvement in extension is generally low. Among service providers, NGOs are more advanced in implementing a participation leading towards ownership and self-determination compared to other organisations.

An analysis of budgetary goals impacting organizational performance

Directory of Open Access Journals (Sweden)

Cheok MUI YEE

2016-05-01

Full Text Available This study proposes a conceptual review of how budgetary goals impact organizational performance. The aim of this study is to get a better understanding of the direct and indirect relationship between the organization’s decision-making process and operational performances. Setting the budget particularly influences subordinates’ budget goal levels and motivations (i.e., budget goal acceptance and budget goal commitment, which ultimately enhances the organization’s performance. To test these relationships, data were collected using the three perspectives approach: budgetary goal, budgetary participation and budgetary evaluation. The study provided evidence that perception of fairness mediates the relation between the levels of budget participation and goal commitment, whereas goal commitment mediates the relation between fairness perceptions and performance. At the end of the article, there are some implications for SMEs industries and some suggestions for future studies.

What Is the Participant Learning Experience Like Using YouTube to Study a Foreign Language?

Science.gov (United States)

Lo, Yuan-Hsiang

2012-01-01

This research is to explore and understand participants' experience using YouTube to learn a foreign language. YouTube and learning has become more and more popular in the recent years. The finding of this research will be adding more understanding to the emerging body of knowledge of YouTube phenomenon. In this research, there are three…

Low-literates’ support needs for societal participation learning : Empirical grounding of theory- and model-based design

NARCIS (Netherlands)

Schouten, D.G.M.; Paulissen, R.T.; Hanekamp, M.; Groot, A.; Neerincx, M.A.; Cremers, A.H.M.

2017-01-01

Specialized learning support software can address the low societal participation of low-literate Dutch citizens. We use the situated Cognitive Engineering method to iteratively create a design specification for the envisioned system VESSEL: a Virtual Environment to Support the Societal participation

Impact of a learning circle intervention across academic and service contexts on developing a learning culture.

Science.gov (United States)

Walker, Rachel; Henderson, Amanda; Cooke, Marie; Creedy, Debra

2011-05-01

Partnerships between university schools of nursing and health services lead to successful learning experiences for students and staff. A purposive sample of academics and students from a university school of nursing and clinicians from three health institutions involved in clinical learning (n=73) actively participated in a learning circles intervention conducted over 5 months in south east Queensland. Learning circle discussions resulted in enhanced communication and shared understanding regarding: (1) staff attitudes towards students, expectations and student assessment; (2) strategies enhancing preparation of students, mechanisms for greater support of and recognition of clinicians; (3) challenges faced by staff in the complex processes of leadership in clinical nursing education; (4) construction of learning, ideas for improving communication, networking and sharing; and (5) questioning routine practices that may not enhance student learning. Pre-post surveys of hospital staff (n=310) revealed significant differences across three sub-scales of 'accomplishment' (t=-3.98, pLearning circles can positively enhance organisational learning culture. The intervention enabled participants to recognise mutual goals. Further investigation around staff perception of their influence on their workplace is required. Copyright © 2010 Elsevier Ltd. All rights reserved.

purposes, goals and challenges regarding farmers' participation in ...

African Journals Online (AJOL)

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extension or rural development as well as towards self-help and self-sufficiency received wider support. The study concludes that the level of community involvement in extension is generally low. Among service providers, NGOs are more advanced in implementing a participation leading towards ownership and self- ...

A Comparison of Participation Patterns in Selected Formal, Non-formal, and Informal Online Learning Environments / Comparaison des modes de participation dans des environnements formels, non formels et informels d'apprentissage en ligne

Directory of Open Access Journals (Sweden)

Richard Schwier

2012-11-01

Full Text Available Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online discussions were analyzed and compared employing Transcript Analysis Tools for measures of density, intensity, and reciprocity of participation (Fahy, Crawford, & Ally, 2001, and mean reply depth (Wiley, n.d.. This paper provides an initial description and comparison of participation patterns in a formal, non-formal, and informal learning environment, and discusses the significance of differences observed. La participation des apprenants varie-t-elle en fonction du contexte d'apprentissage? Existe-t-il des caractéristiques de participation spécifiques aux environnements formels, non formels et informels d'apprentissage en ligne? Six environnements d'apprentissage en ligne ont été sélectionnés pour illustrer les contextes formels, non formels et informels d'apprentissage et ont été comparés. Les transcriptions des discussions en ligne ont été analysées et comparées à l’aide des Transcript Analysis Tools pour mesurer la densité, l'intensité et la réciprocité de la participation (Fahy, Crawford, et Ally, 2001, ainsi que la profondeur moyenne de réponse (John Wiley & Sons, nd. Cet article décrit et compare les modes de participation dans un environnement formel, non formel et informel d'apprentissage, et discute la portée des différences observées.

Introduction into sparks of the learning analytics future

NARCIS (Netherlands)

Pechenizkiy, M.; Gasevic, D.

2015-01-01

This section offers a compilation of 16 extended abstracts summarizing research of the doctoral students who participated in the Second Learning Analytics Summer Institute (LASI 2014) held at Harvard University in July 2014. The abstracts highlight the motivation, main goals and expected

An Eye-Tracking Study of How Color Coding Affects Multimedia Learning

Science.gov (United States)

Ozcelik, Erol; Karakus, Turkan; Kursun, Engin; Cagiltay, Kursat

2009-01-01

Color coding has been proposed to promote more effective learning. However, insufficient evidence currently exists to show how color coding leads to better learning. The goal of this study was to investigate the underlying cause of the color coding effect by utilizing eye movement data. Fifty-two participants studied either a color-coded or…

Goal Setting to Promote a Health Lifestyle.

Science.gov (United States)

Paxton, Raheem J; Taylor, Wendell C; Hudnall, Gina Evans; Christie, Juliette

2012-01-01

The purpose of this parallel-group study was to determine whether a feasibility study based on newsletters and telephone counseling would improve goal- setting constructs; physical activity (PA); and fruit and vegetable (F & V) intake in a sample of older adults. Forty-three older adults ( M age = 70 years, >70% Asian, 54% female) living in Honolulu, Hawaii were recruited and randomly assigned to either a PA or F & V intake condition. All participants completed measures of PA, F & V intake, and goal setting mechanisms (i.e., specificity, difficulty, effort, commitment, and persistence) at baseline and 8-weeks. Paired t -tests were used to evaluate changes across time. We found that F & V participants significantly increased F & V intake and mean scores of goal specificity, effort, commitment, and persistence (all p goal setting mechanisms were observed for participants in the PA condition. Overall, our results show that a short-term intervention using newsletters and motivational calls based on goal- setting theory was effective in improving F & V intake; however, more research is needed to determine whether these strategies are effective for improving PA among a multiethnic sample of older adults.

Study preferences for exemplar variability in self-regulated category learning.

Science.gov (United States)

Wahlheim, Christopher N; DeSoto, K Andrew

2017-02-01

Increasing exemplar variability during category learning can enhance classification of novel exemplars from studied categories. Four experiments examined whether participants preferred variability when making study choices with the goal of later classifying novel exemplars. In Experiments 1-3, participants were familiarised with exemplars of birds from multiple categories prior to making category-level assessments of learning and subsequent choices about whether to receive more variability or repetitions of exemplars during study. After study, participants classified novel exemplars from studied categories. The majority of participants showed a consistent preference for variability in their study, but choices were not related to category-level assessments of learning. Experiment 4 provided evidence that study preferences were based primarily on theoretical beliefs in that most participants indicated a preference for variability on questionnaires that did not include prior experience with exemplars. Potential directions for theoretical development and applications to education are discussed.

A Curriculum and Software Design Scaffolding Goal Directed Teaching in Classrooms

DEFF Research Database (Denmark)

Misfeldt, Morten; Bundsgaard, Jeppe; Slot, Marie Falkesgaard

, the tool itself, and selected findings from qualitative and quantitative studies in the project. 2. International trends in goal oriented and data driven teaching The Danish curriculum reform builds on recent trends in school development and curriculum research suggesting the importance of a competence...... development and curriculum research suggesting the importance of a competence framework, learning goals and aggregation of classroom data to efficient teaching (Earl & Fullan 2003). Learning goals are supposed to support the student’s pace and sense of progression, inform classroom decisions, structure...... student has knowledge of text structure”). The curriculum can be presented in a number of graphical modes, e.g. in a matrix or in a hypertext structure. The curriculum reform was implemented in order to promote a goal oriented teaching and learning practice based heavily on research around data driven...

Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality

NARCIS (Netherlands)

Martínez, I.; Mateos, M.; Martín, E.; Rijlaarsdam, G.

2015-01-01

The aim of the present study was to improve learning from texts via strategies that train students how to process synthesis texts. Processing such texts requires goal-oriented interaction between reading and writing activities. The participants were 62 sixth-grade students, 33 in the experimental

Motivational Profiles as a Combination of Academic Goals in Higher Education

Science.gov (United States)

Valle, Antonio; Núñez, José Carlos; Cabanach, Ramón G.; Rodríguez, Susana; Rosário, Pedro; Inglés, Cándido J.

2015-01-01

The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each…

Psychological "gel" to bind individuals' goal pursuit: gratitude facilitates goal contagion.

Science.gov (United States)

Jia, Lile; Tong, Eddie M W; Lee, Li Neng

2014-08-01

Past research demonstrates that gratitude affects individuals' self-regulation of behavior primarily through engendering a prosocial tendency. Based on theories proposing that gratitude plays an unique role in fostering communal relationship (e.g., Algoe, 2012), we propose that gratitude can have an incidental effect in facilitating goal contagion: automatically inferring and adopting the goal implied by a social other's behavior. This hypothesis is supported in 3 studies. In Study 1, after being exposed to the behaviors of a social target that implied either a cooperative or a competitive goal, individuals adopted the respective goal and behaved accordingly in a Resource Dilemma Task. This occurred, however, only when they were feeling gratitude and not when they were feeling joy or a neutral mood. In Study 2, after being exposed to a social target's behavior that implied the goal to make money, people feeling gratitude, as compared to those feeling pride or a neutral mood, strove for a future opportunity to earn money. Study 3 further demonstrated that individuals' goal striving behavior was mediated by a heightened level of goal activation. Finally, it was found that gratitude facilitated goal contagion only when the social target was a member of participants' own social group. Through this mechanism, gratitude, thus, seems to bind one's self-regulation with those of social others. Theoretical and practical implications of this new perspective are discussed.

A Tale of Two MOOCs: How Student Motivation and Participation Predict Learning Outcomes in Different MOOCs

Science.gov (United States)

Brooker, Abi; Corrin, Linda; de Barba, Paula; Lodge, Jason; Kennedy, Gregor

2018-01-01

Recent scholarly discussions about massive open online courses (MOOCs) highlight pedagogical and practical issues that separate MOOCs from other learning settings, especially how theories of learning translate to MOOC students' motivation, participation, and performance. What is missing from these discussions is the purpose of the MOOC. We report…

Does Context, Practice or Competition Affect Female Athletes’ Achievement Goal Dominance, Goal Pursuit, Burnout and Motivation?

Directory of Open Access Journals (Sweden)

Fernández-Rio Javier

2017-10-01

Full Text Available The goal of this study was to assess the effects of two different achievement sport contexts, practice and competition, on the motivational profile of professional/semi-professional athletes. Forty-eight Spanish national/international-level female athletes (basketball = 18; handball = 12; soccer = 11; volleyball = 7, mean age 25.14 ± 3.43 years, agreed to participate in the study. They completed a questionnaire, prior and after training and competition, to assess achievement goals, achievement goal dominance, goal pursuit, motivational climate, motivation, burnout and perceived recovery-exertion. Data analyses revealed that, both in practice and competition, these team-sport athletes overwhelmingly showed a strong mastery-approach achievement goal in dominance as well as in pursuit. A significant finding was that this group of national/international-level, professional/semi-professional athletes not only adopted a mastery-approach achievement goal, but they also actively pursued it. It is also remarkable that this profile remained stable at post-tests, even after a painful defeat in competition, which produced a significant negative effect on the athletes’ burnout (emotional and physical exhaustion and devaluation of sport participation and self-determined motivation. As expected, the difference between total recovery and perceived exertion significantly increased after practice and competition. National/international-level team-sport professional/semi-professional female athletes held and pursue stable mastery-approach goal dominance.

Safety goals for nuclear power

International Nuclear Information System (INIS)

Fischhoff, B.

1984-02-01

The key policy question in managing hazardous technologies is often some variant of How safe is safe enough. The US Nuclear Regulatory Commission has recently broached this topic by adopting safety goals defining acceptable risk levels for nuclear power plants. These goals are analyzed here with a general theory of standard setting (Fischhoff, 1983) which asks: (1) Are standards an appropriate policy tool in this case. (2) Can the Commission's safety philosophy be defended. (3) Do the operational goals capture that philosophy. The anlaysis shows the safety goals proposal to be sophisticated in some respects, incomplete in others. More generally, it points to difficulties with the concept of acceptable risk and any attempt to build policy instruments around it. Although focused on the NRC's safety goals, the present analysis is a prototype of what can be learned by similarly detailed consideration of other standards, not only for nuclear power but also for other hazardous technologies, as well as for issues unrelated to safety

Higher Education in the Sustainable Development Goals Framework

Science.gov (United States)

Owens, Taya Louise

2017-01-01

Agenda 2030 for sustainable development focuses attention on lifelong learning opportunities for all. The new targets expand on their predecessors, the Millennial Development Goals, by both widening and deepening the scope of system-wide quality education systems. Whilst the Millennial Development Goals focused attention on universal primary…

Activity and participation characteristics of adults with learning disabilities--a systematic review.

Directory of Open Access Journals (Sweden)

Kineret Sharfi

Full Text Available BACKGROUND: 'Learning disabilities' (LD refer to a wide group of neurological disorders caused by deficits in the central nervous system which influence the individual's ability to maintain-, process or convey information to others in an efficient way. A worldwide discussion about the definitions of LD continues while a conceptual framework for studying the diverse life outcomes of adults with LD is still missing. OBJECTIVE: The aim was to review the literature on the activity and participation of adults with LD based on the International Classification of Functioning, Disability and Health (ICF concepts. METHODS: "PsychInfo", "Eric" and "PubMed" were searched for relevant literature according to the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA. After a three-stage process, 62 articles relevant for domains of activity and participation of adults with LD were included in the review. RESULTS: Thirty-two articles focused on the domain of major life areas of education, work and employment and twelve articles focused on the domain of learning and applying knowledge. Limitations in activity and participation of the population with LD in these domains are recognized and discussed. Eighteen additional articles demonstrated that adults with LD confront difficulties in various life domains (e.g., communication, interpersonal interactions, mobility, and domestic life, however literature concerning these domains is scarce. CONCLUSIONS: The ICF can be useful for further exploration of activity and participation characteristics of adults with LD in various life domains. Such exploration is required in order to gain a wider perspective of their functional characteristics and daily needs.

Organizational structure and continuous improvement and learning: Moderating effects of cultural endorsement of participative leadership

OpenAIRE

Xiaowen Huang; Joseph C Rode; Roger G Schroeder

2011-01-01

Building upon the culturally endorsed implicit theory of leadership, we investigated the moderating effects of national culture on the relationship between organizational structure and continuous improvement and learning. We propose that the relationship between organic organizations (characterized by flat, decentralized structures with a wide use of multifunctional employees) and continuous improvement and learning will be stronger when national cultural endorsement for participative leaders...

Differentiating neural systems mediating the acquisition versus expression of goal-directed and habitual behavioral control

Science.gov (United States)

Liljeholm, Mimi; Dunne, Simon; O'Doherty, John P.

2015-01-01

Considerable behavioral data indicates that operant actions can become habitual, as evidenced by insensitivity to changes in the action-outcome contingency and in subjective outcome values. Notably, although several studies have investigated the neural substrates of habits, none has clearly differentiated the areas of the human brain that support habit formation from those that implement habitual control. We scanned participants with fMRI as they learned and performed an operant task in which the conditional structure of the environment encouraged either goal-directed encoding of the consequences of actions, or a habit-like mapping of actions to antecedent cues. Participants were also scanned during a subsequent assessment of insensitivity to outcome devaluation. We identified dissociable roles of the cerebellum and ventral striatum, across learning and test performance, in behavioral insensitivity to outcome devaluation. We also show that the inferior parietal lobule – an area previously implicated in several aspects of goal-directed action selection, including the attribution of intent and awareness of agency – predicts sensitivity to outcome devaluation. Finally, we reveal a potential functional homology between the human subgenual cortex and rodent infralimbic cortex in the implementation of habitual control. In summary, our findings suggest a broad systems division, at the cortical and subcortical levels, between brain areas mediating the encoding and expression of action-outcome and stimulus-response associations. PMID:25892332

Flexible goal imitation: Vicarious feedback influences stimulus-response binding by observation.

Science.gov (United States)

Giesen, Carina; Scherdin, Kerstin; Rothermund, Klaus

2017-06-01

This study investigated whether vicarious feedback influences binding processes between stimuli and observed responses. Two participants worked together in a shared color categorization task, taking the roles of actor and observer in turns. During a prime trial, participants saw a word while observing the other person executing a specific response. Automatic binding of words and observed responses into stimulus-response (S-R) episodes was assessed via word repetition effects in a subsequent probe trial in which either the same (compatible) or a different (incompatible) response had to be executed by the participants in response to the same or a different word. Results showed that vicarious prime feedback (i.e., the feedback that the other participant received for her or his response in the prime) modulated S-R retrieval effects: After positive vicarious prime feedback, typical S-R retrieval effects emerged (i.e., performance benefits for stimulus repetition probes with compatible responses, but performance costs for stimulus repetition probes with incompatible responses emerged). Notably, however, S-R-retrieval effects were reversed after vicarious negative prime feedback (meaning that stimulus repetition in the probe resulted in performance costs if prime and probe responses were compatible, and in performance benefits for incompatible responses). Findings are consistent with a flexible goal imitation account, according to which imitation is based on an interpretative and therefore feedback-sensitive reconstruction of action goals from observed movements. In concert with earlier findings, this data support the conclusion that transient S-R binding and retrieval processes are involved in social learning phenomena.

Intrinsically motivated action-outcome learning and goal-based action recall: a system-level bio-constrained computational model.

Science.gov (United States)

Baldassarre, Gianluca; Mannella, Francesco; Fiore, Vincenzo G; Redgrave, Peter; Gurney, Kevin; Mirolli, Marco

2013-05-01

Reinforcement (trial-and-error) learning in animals is driven by a multitude of processes. Most animals have evolved several sophisticated systems of 'extrinsic motivations' (EMs) that guide them to acquire behaviours allowing them to maintain their bodies, defend against threat, and reproduce. Animals have also evolved various systems of 'intrinsic motivations' (IMs) that allow them to acquire actions in the absence of extrinsic rewards. These actions are used later to pursue such rewards when they become available. Intrinsic motivations have been studied in Psychology for many decades and their biological substrates are now being elucidated by neuroscientists. In the last two decades, investigators in computational modelling, robotics and machine learning have proposed various mechanisms that capture certain aspects of IMs. However, we still lack models of IMs that attempt to integrate all key aspects of intrinsically motivated learning and behaviour while taking into account the relevant neurobiological constraints. This paper proposes a bio-constrained system-level model that contributes a major step towards this integration. The model focusses on three processes related to IMs and on the neural mechanisms underlying them: (a) the acquisition of action-outcome associations (internal models of the agent-environment interaction) driven by phasic dopamine signals caused by sudden, unexpected changes in the environment; (b) the transient focussing of visual gaze and actions on salient portions of the environment; (c) the subsequent recall of actions to pursue extrinsic rewards based on goal-directed reactivation of the representations of their outcomes. The tests of the model, including a series of selective lesions, show how the focussing processes lead to a faster learning of action-outcome associations, and how these associations can be recruited for accomplishing goal-directed behaviours. The model, together with the background knowledge reviewed in the paper

Intergenerational Learning at a Nature Center: Families Using Prior Experiences and Participation Frameworks to Understand Raptors

Science.gov (United States)

Zimmerman, Heather Toomey; McClain, Lucy Richardson

2014-01-01

Using a sociocultural framework to approach intergenerational learning, this inquiry examines learning processes used by families during visits to one nature center. Data were collected from videotaped observations of families participating in an environmental education program and a follow-up task to draw the habitat of raptors. Based on a…

The Importance of Multiple Representations of Mathematical Problems: Evidence from Chinese Preservice Elementary Teachers' Analysis of a Learning Goal

Science.gov (United States)

Kang, Rui; Liu, Di

2018-01-01

This article describes a study of how Chinese preservice teachers unpacked a learning goal pertaining to adding fractions and understanding the concepts underlying the operation. Based on work in the USA by Morris, Hiebert, and Spizter ("Journal for Research in Mathematics Education," 40(5), 491-529, 2009), 50 Chinese preservice teachers…

Enhancing Peer Acceptance of Children with Learning Difficulties: Classroom Goal Orientation and Effects of a Storytelling Programme with Drama Techniques

Science.gov (United States)

Law, Yin-kum; Lam, Shui-fong; Law, Wilbert; Tam, Zoe W. Y.

2017-01-01

Peer acceptance is an important facilitator for the success of inclusive education. The aim of the current study is twofold: (1) to examine how classroom goal orientation is associated with children's acceptance of peers with learning difficulties; and (2) to evaluate the effectiveness of a storytelling programme with drama techniques on…

Parents' Goals for and Perceptions of Alphabet Books

Science.gov (United States)

Nowak, Sarah N.; Evans, Mary Ann

2013-01-01

This study examined parents' goals for reading ABC books with their children and their perceptions of page features. Factor analysis of a questionnaire answered by 225 parents of junior and senior kindergarten students revealed four goals for reading alphabet books. In order of importance as rated by parents the goals were: Learning to Read,…

"But at school … I became a bit shy": Korean immigrant adolescents' discursive participation in science classrooms

Science.gov (United States)

Ryu, Minjung

2013-09-01

In reform-based science curricula, students' discursive participation is highly encouraged as a means of science learning as well as a goal of science education. However, Asian immigrant students are perceived to be quiet and passive in classroom discursive situations, and this reticence implies that they may face challenges in discourse-rich science classroom learning environments. Given this potentially conflicting situation, the present study aims to understand how and why Asian immigrant students participate in science classroom discourse. Findings from interviews with seven Korean immigrant adolescents illustrate that they are indeed hesitant to speak up in classrooms. Drawing upon cultural historical perspectives on identity and agency, this study shows how immigrant experiences shaped the participants' othered identity and influenced their science classroom participation, as well as how they negotiated their identities and situations to participate in science classroom and peer communities. I will discuss implications of this study for science education research and science teacher education to support classroom participation of immigrant students.

Do people differentiate between intrinsic and extrinsic goals for physical activity?

Science.gov (United States)

McLachlan, Sarah; Hagger, Martin S

2011-04-01

The distinction between intrinsic and extrinsic goals, and between goal pursuit for intrinsically and extrinsically motivated reasons, is a central premise of self-determination theory. Proponents of the theory have proposed that the pursuit of intrinsic goals and intrinsically motivated goal striving each predict adaptive psychological and behavioral outcomes relative to the pursuit of extrinsic goals and extrinsically motivated goal striving. Despite evidence to support these predictions, research has not explored whether individuals naturally differentiate between intrinsic and extrinsic goals. Two studies tested whether people make this differentiation when recalling goals for leisure-time physical activity. Using memory-recall methods, participants in Study 1 were asked to freely generate physical activity goals. A subsample (N = 43) was asked to code their freely generated goals as intrinsic or extrinsic. In Study 2, participants were asked to recall intrinsic and extrinsic goals after making a decision regarding their future physical activity. Results of these studies revealed that individuals' goal generation and recall exhibited significant clustering by goal type. Participants encountered some difficulties when explicitly coding goals. Findings support self-determination theory and indicate that individuals discriminate between intrinsic and extrinsic goals.

Urban Latino children's physical activity levels and performance in interactive dance video games: effects of goal difficulty and goal specificity.

Science.gov (United States)

Gao, Zan; Podlog, Leslie

2012-10-01

To examine the effects of different levels of goal specificity and difficulty on Latino children's performance and physical activity (PA) levels in an after-school program incorporating an interactive dance program (Dance Dance Revolution [DDR]; Konami Corporation). Comparison study. Rose Park Elementary School, Salt Lake City, Utah. Ninety-eight Latino children in the first through sixth grades, aged 7 to 13 years. After the pretest, the participants were randomly assigned into 1 of the following 3 goal-setting conditions: (1) easy, (2) difficult, and (3) best effort (hereinafter referred to as do-your-best goal). Participants' PA levels were measured using piezoelectric pedometers, and steps per minute were used as the outcome variable. Participants' total points for their dance on television screens were retrieved as their performance scores. These outcome variables were assessed again 8 weeks later (posttest score). The multivariate analysis of covariance yielded a significant main effect for the goal-setting condition. Follow-up tests revealed that children who set specific (easy or difficult) goals had significantly greater increased PA levels (mean scores, 10.34 for easy and 22.45 for difficult) and DDR performance (0.011 for easy and 0.67 for difficult) than those in the do-your-best group (0.83 for PA and 0.17 for performance). In addition, children's increased PA levels in the difficult-goal group were significantly higher than those in the easy-goal group. The easy- and difficult-goal groups show a significant improvement on DDR performance. The difficult- goal group also displays the highest improvement on PA levels. Strategies to enhance children's DDR performance and PA levels are discussed in relation to the extant goal-setting literature.

Driving to learn in a powered wheelchair: the process of learning joystick use in people with profound cognitive disabilities.

Science.gov (United States)

Nilsson, Lisbeth; Eklund, Mona; Nyberg, Per; Thulesius, Hans

2011-01-01

The Driving to Learn project explored ways to help people with profound cognitive disabilities practice operating a joystick-operated powered wheelchair. The project used a grounded theory approach with constant comparative analysis and was carried out over 12 yr. The participants were 45 children and adults with profound cognitive disabilities. Reference groups included 17 typically developing infants and 64 participants with lesser degrees of cognitive disability. The data sources included video recordings, field notes, open interviews, and a rich mixture of literature. The findings that emerged yielded strategies for facilitating achievements, an 8-phase learning process, an assessment tool, and a grounded theory of deplateauing explaining the properties necessary for participants to exceed expected limitations and plateaus. Eight participants with profound cognitive disabilities reached goal-directed driving or higher. Participants were empowered by attaining increased control over tool use, improving their autonomy and quality of life.

Health and Social Care Interventions Which Promote Social Participation for Adults with Learning Disabilities: A Review

Science.gov (United States)

Howarth, Sharon; Morris, David; Newlin, Meredith; Webber, Martin

2016-01-01

People with learning disabilities are among the most socially excluded in society. There is a significant gap in research evidence showing how health and social care workers can intervene to improve the social participation of adults with learning disabilities. A systematic review and modified narrative synthesis was used to appraise the quality…

Professional Student Organizations and Experiential Learning Activities: What Drives Student Intentions to Participate?

Science.gov (United States)

Munoz, Laura; Miller, Richard; Poole, Sonja Martin

2016-01-01

Experiential learning theory has been referenced as a possible method for attracting and retaining members in student organizations. In a survey, undergraduate students evaluated a variety of organizational features pertaining to their intention to participate in professional student organizations. The study found that students value activities…

FOREIGN LANGUAGE TEACHING IN SUDANESE UNIVERSITIES: GOALS, ATTITUDES, AND REALITY

Directory of Open Access Journals (Sweden)

Abdel Rahim Hamid Mugaddam

2012-07-01

Full Text Available Abstract: The goals and means of language study continue in the very center of debates among specialists in language teaching/learning. Different views relating to language and its functions are reflected in two main approaches to language teaching/learning. On the one hand, language is considered to be principally instrumental, a means of communicating thought and information. One the other hand, language is viewed as an important element of human being’s thought processes, perceptions, and self-expressions; and as such, it is placed at the core of translingual and transcultural competence. This paper investigates the current situation of teaching/learning foreign languages in the Sudanese universities with special focus on the goals of teaching these languages and their role in students’ future. Goals of language teaching and students’ attitudes towards the process will be related to the job opportunities available for the students on graduation. Data for the paper have been collected using questionnaires and interviews administered to students and teachers from five language departments at Khartoum University: English, French, German, Russian, and Chinese. Questionnaires and interviews on language attitude will be administered among Four-year language majors representing the four departments. The central question the paper tries to answer is whether there is a realistic match between the goals of language teaching/learning set by policy makers and students’ interests and expectations. Results are expected to contribute to the efforts made to restructure language-in-education curriculum at university level in a way that addresses the expectations of both policy makers and students. Keywords: Foreign language teaching and learning, goals, attitude.

Abstinence versus Moderation Goals in Brief Motivational Treatment for Pathological Gambling.

Science.gov (United States)

Stea, Jonathan N; Hodgins, David C; Fung, Tak

2015-09-01

The present study examined the nature and impact of participant goal selection (abstinence versus moderation) in brief motivational treatment for pathological gambling via secondary analyses from a randomized controlled trial. The results demonstrated that the pattern of goal selection over time could be characterized by both fluidity and stability, whereby almost half of participants switched their goal at least one time, over 25% of participants selected an unchanging goal of 'quit most problematic type of gambling', almost 20% selected an unchanging goal of 'quit all types of gambling', and approximately 10% selected an unchanging goal of 'gamble in a controlled manner.' The results also demonstrated that pretreatment goal selection was uniquely associated with three variables, whereby compared to participants who selected the goal to 'cut back on problem gambling', those who selected the goal to 'quit problem gambling' were more likely to have greater gambling problem severity, to have identified video lottery terminal play as problematic, and to have greater motivation to overcome their gambling problem. Finally, the results demonstrated that goal selection over time had an impact on the average number of days gambled over the course of treatment, whereby those with abstinence-based goals gambled significantly fewer days than those with moderation-based goals. Nevertheless, goal selection over time was not related to dollars gambled, dollars per day gambled, or perceived goal achievement. The findings do not support the contention that abstinence-based goals are more advantageous than moderation goals and are discussed in relation to the broader alcohol treatment literature.

Assessing Goal Intent and Achievement of University Learning Community Students

Science.gov (United States)

Pfeffer-Lachs, Carole F.

2013-01-01

The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to…

Focus on the Finish Line: Does High-Impact Practice Participation Influence Career Plans and Early Job Attainment?

Science.gov (United States)

Miller, Angie L.; Rocconi, Louis M.; Dumford, Amber D.

2018-01-01

High-impact practices (HIPs) are important co-curricular educational experiences in post-secondary education, as they promote learning, development, and persistence among students. The goal of this study was to extend the research on HIPs to explore potential connections with HIP participation and career outcomes. Using data from the National…

From rehabilitation to recovery: protocol for a randomised controlled trial evaluating a goal-based intervention to reduce depression and facilitate participation post-stroke

Directory of Open Access Journals (Sweden)

Hill Keith

2011-06-01

Full Text Available Abstract Background There is much discourse in healthcare about the importance of client-centred rehabilitation, however in the realm of community-based therapy post-stroke there has been little investigation into the efficacy of goal-directed practice that reflects patients' valued activities. In addition, the effect of active involvement of carers in such a rehabilitation process and their subsequent contribution to functional and emotional recovery post-stroke is unclear. In community based rehabilitation, interventions based on patients' perceived needs may be more likely to alter such outcomes. In this paper, we describe the methodology of a randomised controlled trial of an integrated approach to facilitating patient goal achievement in the first year post-stroke. The effectiveness of this intervention in reducing the severity of post-stroke depression, improving participation status and health-related quality of life is examined. The impact on carers is also examined. Methods/Design Patients (and their primary carers, if available are randomly allocated to an intervention or control arm of the study. The intervention is multimodal and aims to screen for adverse stroke sequelae and address ways to enhance participation in patient-valued activities. Intervention methods include: telephone contacts, written information provision, home visitation, and contact with treating health professionals, with further relevant health service referrals as required. The control involves treatment as usual, as determined by inpatient and community rehabilitation treating teams. Formal blinded assessments are conducted at discharge from inpatient rehabilitation, and at six and twelve months post-stroke. The primary outcome is depression. Secondary outcome measures include participation and activity status, health-related quality of life, and self-efficacy. Discussion The results of this trial will assist with the development of a model for community

From rehabilitation to recovery: protocol for a randomised controlled trial evaluating a goal-based intervention to reduce depression and facilitate participation post-stroke.

Science.gov (United States)

Graven, Christine; Brock, Kim; Hill, Keith; Ames, David; Cotton, Susan; Joubert, Lynette

2011-06-18

There is much discourse in healthcare about the importance of client-centred rehabilitation, however in the realm of community-based therapy post-stroke there has been little investigation into the efficacy of goal-directed practice that reflects patients' valued activities. In addition, the effect of active involvement of carers in such a rehabilitation process and their subsequent contribution to functional and emotional recovery post-stroke is unclear. In community based rehabilitation, interventions based on patients' perceived needs may be more likely to alter such outcomes. In this paper, we describe the methodology of a randomised controlled trial of an integrated approach to facilitating patient goal achievement in the first year post-stroke. The effectiveness of this intervention in reducing the severity of post-stroke depression, improving participation status and health-related quality of life is examined. The impact on carers is also examined. Patients (and their primary carers, if available) are randomly allocated to an intervention or control arm of the study. The intervention is multimodal and aims to screen for adverse stroke sequelae and address ways to enhance participation in patient-valued activities. Intervention methods include: telephone contacts, written information provision, home visitation, and contact with treating health professionals, with further relevant health service referrals as required. The control involves treatment as usual, as determined by inpatient and community rehabilitation treating teams. Formal blinded assessments are conducted at discharge from inpatient rehabilitation, and at six and twelve months post-stroke. The primary outcome is depression. Secondary outcome measures include participation and activity status, health-related quality of life, and self-efficacy. The results of this trial will assist with the development of a model for community-based rehabilitation management for stroke patients and their carers

Why and when do learning goal orientation and attitude decrease with aging? : The role of perceived remaining time and work centrality

NARCIS (Netherlands)

Kooij, T.A.M.; Zacher, H.

2016-01-01

We conducted two studies to improve our understanding of why and when older workers are focused on learning. Based on socioemotional selectivity theory, which proposes that goal focus changes with age and the perception of time, we hypothesized and found that older workers perceive their remaining

How Does Awareness Modulate Goal-Directed and Stimulus-Driven Shifts of Attention Triggered by Value Learning?

Directory of Open Access Journals (Sweden)

Alexia Bourgeois

Full Text Available In order to behave adaptively, attention can be directed in space either voluntarily (i.e., endogenously according to strategic goals, or involuntarily (i.e., exogenously through reflexive capture by salient or novel events. The emotional or motivational value of stimuli can also strongly influence attentional orienting. However, little is known about how reward-related effects compete or interact with endogenous and exogenous attention mechanisms, particularly outside of awareness. Here we developed a visual search paradigm to study subliminal value-based attentional orienting. We systematically manipulated goal-directed or stimulus-driven attentional orienting and examined whether an irrelevant, but previously rewarded stimulus could compete with both types of spatial attention during search. Critically, reward was learned without conscious awareness in a preceding phase where one among several visual symbols was consistently paired with a subliminal monetary reinforcement cue. Our results demonstrated that symbols previously associated with a monetary reward received higher attentional priority in the subsequent visual search task, even though these stimuli and reward were no longer task-relevant, and despite reward being unconsciously acquired. Thus, motivational processes operating independent of conscious awareness may provide powerful influences on mechanisms of attentional selection, which could mitigate both stimulus-driven and goal-directed shifts of attention.

How Does Awareness Modulate Goal-Directed and Stimulus-Driven Shifts of Attention Triggered by Value Learning?

Science.gov (United States)

Bourgeois, Alexia; Neveu, Rémi; Vuilleumier, Patrik

2016-01-01

In order to behave adaptively, attention can be directed in space either voluntarily (i.e., endogenously) according to strategic goals, or involuntarily (i.e., exogenously) through reflexive capture by salient or novel events. The emotional or motivational value of stimuli can also strongly influence attentional orienting. However, little is known about how reward-related effects compete or interact with endogenous and exogenous attention mechanisms, particularly outside of awareness. Here we developed a visual search paradigm to study subliminal value-based attentional orienting. We systematically manipulated goal-directed or stimulus-driven attentional orienting and examined whether an irrelevant, but previously rewarded stimulus could compete with both types of spatial attention during search. Critically, reward was learned without conscious awareness in a preceding phase where one among several visual symbols was consistently paired with a subliminal monetary reinforcement cue. Our results demonstrated that symbols previously associated with a monetary reward received higher attentional priority in the subsequent visual search task, even though these stimuli and reward were no longer task-relevant, and despite reward being unconsciously acquired. Thus, motivational processes operating independent of conscious awareness may provide powerful influences on mechanisms of attentional selection, which could mitigate both stimulus-driven and goal-directed shifts of attention.

Developing Global Public Participation (2) : Shaping the Sustainable Development Goals

NARCIS (Netherlands)

Spijkers, O.; Honniball, A.N.

2015-01-01

In an earlier article, we analysed the actuality and potential of participation at the international level, or more specifically: at the level of the United Nations (un). Is there a demand for public participation in the work of the United Nations, and if so, who has such demands? And how should the

Learning Environments’ Activity Potential for Preschoolers (LEAPP): Study Rationale and Design

OpenAIRE

Tucker, Patricia; Vanderloo, Leigh M.; Newnham-Kanas, Courtney; Burke, Shauna M.; Irwin, Jennifer D.; Johnson, Andrew M.; van Zandvoort, Melissa M.

2013-01-01

Background The purpose of this paper is to provide an overview of the study protocol for the Learning Environments’ Activity Potential for Preschoolers (LEAPP) study, the goal of which is to describe the activity levels of preschoolers attending various early learning venues and explore which attributes of these facilities (e.g. curriculum, policies, equipment, etc.) support activity participation. Design and methods This cross-sectional study aimed to recruit approximately 30 early learning ...

Performance-approach and performance-avoidance classroom goals and the adoption of personal achievement goals.

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Schwinger, Malte; Stiensmeier-Pelster, Joachim

2011-12-01

Students' perceptions of classroom goals influence their adoption of personal goals. To assess different forms of classroom goals, recent studies have favoured an overall measure of performance classroom goals, compared to a two-dimensional assessment of performance-approach and performance-avoidance classroom goals (PAVCG). This paper considered the relationship between students' perceptions of classroom goals and their endorsement of personal achievement goals. We proposed that three (instead of only two) classroom goals need to be distinguished. We aimed to provide evidence for this hypothesis by confirmatory factor analysis (CFA) and also by divergent associations between the respective classroom goal and students' personal goal endorsement. A total of 871 (474 female) 10th grade students from several German high schools participated in this study. Students responded to items assessing their perception of mastery, performance-approach, and performance-avoidance goals in the classroom. Additionally, the students reported how much they personally pursue mastery, performance-approach, and performance-avoidance goals. All items referred to German as a specific school subject. RESULTS.A CFA yielded empirical support for the proposed distinction of three (instead of only two) different kinds of classroom goals. Moreover, in hierarchical linear modelling (HLM) analyses all three classroom goals showed unique associations with students' personal goal adoption. The findings emphasized the need to distinguish performance-approach and PAVCG. Furthermore, our results suggest that multiple classroom goals have interactive effects on students' personal achievement strivings. ©2010 The British Psychological Society.

Lifelong learning and participation: a pedagogical turn in social work and social policy

DEFF Research Database (Denmark)

Hansen, Helle Krogh; Rothuizen, Jan Jaap; Molpeceres, Mariangeles

2012-01-01

other things because a unilateral focus on the economic aspects may cause dissolution of the social cohesion and decrease in well-being for far too many people. The HEAR ME project aimed at developing strategies for lifelong learning and new roles for older people based on their competences, network...... in involvement of older people in voluntary social work as mentors for young people. The challenge of the ageing societies is quite often discussed as the ‘burden of the elderly’ and discussed as an economic problem. However, the challenge is not only economical. It is also a social and cultural challenge, among...... and an assumed desire of generativity. Action learning seems to be an appropriate learning concept in relation to keeping older people engaged in the community. The authors thus point at participating and lifelong learning as part of the answers to the demographic challenges, and they suggest what you might call...

Republic of Senegal Disaster Preparedness and Response Exercise: Lessons Learned and Progress Toward Key Goals.

Science.gov (United States)

Morton Hamer, Melinda J; Jordan, John J; Reed, Paul L; Greulich, Jane D; Gaye, Dame B; Beadling, Charles W

2017-04-01

The Republic of Senegal Disaster Preparedness and Response Exercise was held from June 2-6, 2014, in Dakar, Senegal. The goal was to assist in familiarizing roles and responsibilities within 3 existing plans and to update the National Disaster Management Strategic Work Plan. There were 60 participants in the exercise, which was driven by a series of evolving disaster scenarios. During the separate Disaster Management Strategic Work Plan review, participants refined a list of projects, including specific tasks to provide a "road map" for completing each project, project timelines, and estimated resource requirements. Project staff administered a survey to conference participants. A total of 86% of respondents had improved knowledge of Senegal disaster plans as a result of the exercise. A total of 89% of respondents had a better understanding of their ministry's role in disaster response, and 92% had a better understanding of the role of the military during a pandemic. Participants also generated ideas for disaster management system improvement in Senegal through a formal "gap analysis." Participants were in strong agreement that the exercise helped them to better understand the contents of their disaster response plans, build relationships across ministerial lines, and effectively enhance future disaster response efforts. (Disaster Med Public Health Preparedness. 2017;11:183-189).

Elucidating a Goal-Setting Continuum in Brain Injury Rehabilitation.

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Hunt, Anne W; Le Dorze, Guylaine; Trentham, Barry; Polatajko, Helene J; Dawson, Deirdre R

2015-08-01

For individuals with brain injury, active participation in goal setting is associated with better rehabilitation outcomes. However, clinicians report difficulty engaging these clients in goal setting due to perceived or real deficits (e.g., lack of awareness). We conducted a study using grounded theory methods to understand how clinicians from occupational therapy facilitate client engagement and manage challenges inherent in goal setting with this population. Through constant comparative analysis, a goal-setting continuum emerged. At one end of the continuum, therapists embrace client-determined goals and enable clients to decide their own goals. At the other, therapists accept preset organization-determined goals (e.g., "the goal is discharge") and pay little attention to client input. Although all participants aspired to embrace client-determined goal setting, most felt powerless to do so within perceived organizational constraints. Views of advocacy and empowerment help to explain our findings and inform more inclusive practice. © The Author(s) 2015.

Activity and Participation Characteristics of Adults with Learning Disabilities - A Systematic Review

Science.gov (United States)

Sharfi, Kineret; Rosenblum, Sara

2014-01-01

Background ‘Learning disabilities’ (LD) refer to a wide group of neurological disorders caused by deficits in the central nervous system which influence the individual's ability to maintain-, process or convey information to others in an efficient way. A worldwide discussion about the definitions of LD continues while a conceptual framework for studying the diverse life outcomes of adults with LD is still missing. Objective The aim was to review the literature on the activity and participation of adults with LD based on the International Classification of Functioning, Disability and Health (ICF) concepts. Methods “PsychInfo”, “Eric” and “PubMed” were searched for relevant literature according to the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). After a three-stage process, 62 articles relevant for domains of activity and participation of adults with LD were included in the review. Results Thirty-two articles focused on the domain of major life areas of education, work and employment and twelve articles focused on the domain of learning and applying knowledge. Limitations in activity and participation of the population with LD in these domains are recognized and discussed. Eighteen additional articles demonstrated that adults with LD confront difficulties in various life domains (e.g., communication, interpersonal interactions, mobility, and domestic life), however literature concerning these domains is scarce. Conclusions The ICF can be useful for further exploration of activity and participation characteristics of adults with LD in various life domains. Such exploration is required in order to gain a wider perspective of their functional characteristics and daily needs. PMID:25184315

Mastery and Performance Goals Predict Epistemic and Relational Conflict Regulation

Science.gov (United States)

Darnon, Celine; Muller, Dominique; Schrager, Sheree M.; Pannuzzo, Nelly; Butera, Fabrizio

2006-01-01

The present research examines whether mastery and performance goals predict different ways of reacting to a sociocognitive conflict with another person over materials to be learned, an issue not yet addressed by the achievement goal literature. Results from 2 studies showed that mastery goals predicted epistemic conflict regulation (a conflict…

Children’s participation rights in early childhood education and care: the case of early literacy learning and pedagogy

OpenAIRE

Dunphy, Elizabeth

2012-01-01

This position article argues that educators’ knowledge of young children’s perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children’s participation rights in early childhood education and care. Drawing on ideas such as guided participation and Bruner’s notion of a pedagogy of mutuality, it is argued that pedagogy, as it is now understood, implies that c...

Time counts: future time perspective, goals, and social relationships.

Science.gov (United States)

Lang, Frieder R; Carstensen, Laura L

2002-03-01

On the basis of postulates derived from socioemotional selectivity theory, the authors explored the extent to which future time perspective (FTP) is related to social motivation, and to the composition and perceived quality of personal networks. Four hundred eighty German participants with ages ranging from 20 to 90 years took part in the study. In 2 card-sort tasks, participants indicated their partner preference and goal priority. Participants also completed questionnaires on personal networks and social satisfaction. Older people, as a group, perceived their future time as more limited than younger people. Individuals who perceived future time as being limited prioritized emotionally meaningful goals (e.g., generativity, emotion regulation), whereas individuals who perceived their futures as open-ended prioritized instrumental or knowledge-related goals. Priority of goal domains was found to be differently associated with the size, composition, and perceived quality of personal networks depending on FTP. Prioritizing emotion-regulatory goals was associated with greater social satisfaction and less perceived strain with others when participants perceived their future as limited. Findings underscore the importance of FTP in the self-regulation of social relationships and the subjective experience associated with them.

The effects of goal variation on adult physical activity behaviour.

Science.gov (United States)

Moon, Dal-Hyun; Yun, Joonkoo; McNamee, Jeff

2016-10-01

The purposes of this study were to examine the effects of varying levels of goals on increasing daily steps and the frequency of goal achievement among middle-aged adults. Ninety-six adults participated in a randomised control study. Participants were randomly assigned to five different step goal groups: (1) Easy (n = 19), (2) Medium (n = 19), (3) Difficult (n = 19), (4) Do-your-best (n = 19), and (5) No goal (n = 20) based on previous research. The participants wore a pedometer and were asked to reach a pre-established goal during the experimental period. In order to examine the effectiveness of the goal difficulty, (a) an average number of steps taken by different goal conditions and (b) the number of days meeting the assigned goal were tested. A one-way ANCOVA revealed significant step count differences among goal groups. Post hoc analyses indicated that the change in step count in both the Medium and Difficult goal groups was significantly greater than the remaining groups. However, there was no significant difference between the medium and difficult goal conditions. In addition, a one-way ANOVA indicated that there were no significant differences in the frequency of goal achievement among the Easy, Medium, and Difficult goal groups. Results suggest that when promoting physical activity through increasing step counts, researchers and clinicians should design goals that are specific and challenging.

Preparatory Training, States of Goal Orientation, and Mentoring Relationship Effectiveness

Science.gov (United States)

Scielzo, Shannon; Neeper, Michael; Smith-Jentsch, Kimberly A.

2012-01-01

We used an online academic-advising program to examine the effects of preparatory training designed to elicit high states of learning-goal orientation and low states of avoid goal orientation. Results indicate that training was effective in some cases for manipulating states of goal orientation. The training did not directly affect behaviors as…

Diversity in goal orientation, team reflexivity, and team performance

NARCIS (Netherlands)

Pieterse, Anne Nederveen; van Knippenberg, Daan; van Ginkel, Wendy P.

Although recent research highlights the role of team member goal orientation in team functioning, research has neglected the effects of diversity in goal orientation. In a laboratory study with groups working on a problem-solving task, we show that diversity in learning and performance orientation

How Good Is Good: Improved Tracking and Managing of Safety Goals, Performance Indicators, Production Targets and Significant Events Using Learning Curves

International Nuclear Information System (INIS)

Duffey, Rommey B.; Saull, John W.

2002-01-01

We show a new way to track and measure safety and performance using learning curves derived on a mathematical basis. When unusual or abnormal events occur in plants and equipment, the regulator and good management practice requires they be reported, investigated, understood and rectified. In addition to reporting so-called 'significant events', both management and the regulator often set targets for individual and collective performance, which are used for both reward and criticism. For almost completely safe systems, like nuclear power plants, commercial aircraft and chemical facilities, many parameters are tracked and measured. Continuous improvement has to be demonstrated, as well as meeting reduced occurrence rates, which are set as management goals or targets. This process usually takes the form of statistics for availability of plant and equipment, forced or unplanned maintenance outage, loss of safety function, safety or procedural violations, etc. These are often rolled up into a set of so-called 'Performance Indicators' as measures of how well safety and operation is being managed at a given facility. The overall operating standards of an industry are also measured. A whole discipline is formed of tracking, measuring, reporting, managing and understanding the plethora of indicators and data. Decreasing occurrence rates and meeting or exceeding goals are seen and rewarded as virtues. Managers and operators need to know how good is their safety management system that has been adopted and used (and paid for), and whether it can itself be improved. We show the importance of accumulated experience in correctly measuring and tracking the decreasing event and error rates speculating a finite minimum rate. We show that the rate of improvement constitutes a measurable 'learning curve', and the attainment of the goals and targets can be affected by the adopted measures. We examine some of the available data on significant events, reportable occurrences, and loss of

Sex differences in goal orientation in adolescents aged 10-19: The older boys adopt work-avoidant goals twice as often as girls

NARCIS (Netherlands)

Dekker, Sanne; Krabbendam, Lydia; Lee, Nikki; Boschloo, Annemarie; De Groot, Renate; Jolles, Jelle

2012-01-01

Dekker, S. J., Krabbendam, L., Lee, N. C., Boschloo, A. M., De Groot, R. H. M., & Jolles, J. (2013). Sex differences in goal orientation in adolescents aged 10-19: The older boys adopt work-avoidant goals twice as often as girls. Learning and Individual Differences, 26, 196-200.

Undergraduates' Perceived Gains and Ideas about Teaching and Learning Science from Participating in Science Education Outreach Programs