From Postgame to Pregame: An Analysis of Evaluative Tendencies on Self-Motivation Beliefs

2017 ◽  
Author(s):  
Lauren E. Pierce
Keyword(s):  
Motivation Beliefs

Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study

2008 ◽  
Vol 24 (7) ◽  
pp. 1919-1934 ◽  
Author(s):  
Robert M. Klassen ◽  
Wan Har Chong ◽  
Vivien S. Huan ◽  
Isabella Wong ◽  
Allison Kates ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Motivation Beliefs

scholarly journals PEMPROFILAN PELAKU TERORIS ANAK

2020 ◽  
Vol 9 (2) ◽  
pp. 130-139
Author(s):  
Saraswati Saraswati ◽  
Elsafira Maghfiroti Resyanta
Keyword(s):  
Qualitative Study ◽  
Life Experience ◽  
Point Of View ◽  
Development Theory ◽  
The Past ◽  
Behavior Motivation ◽  
Motivation Beliefs ◽  
The Subject ◽  
Speaking Style ◽  
Main Factor

The background of this study is to examine the profile of child terrorist and the motivation behind the crime of terrorism in children by using child development theory and sosial ecology theory. This research is a qualitative study using a phenomenology approach. The phenomenology approach aims to describe the meaning of the life experience of a terrorist child so that the level of belief or paradigm of the terrorist child changes, so to learn and understand it must be based on the point of view of a terrorist child as a subject who directly experiences the incident. The subject of this research is a child who commits a terrorist crime. Data collection techniques by conducting deep interviews, observation and documentation study. This research was conducted at the Juvenile Penitentiary Class I Tangerang (LPKA). The results of this study indicate that the profile picture of a child terrorist can be assessed based on the child's speaking style, behavior, motivation, beliefs, and experiences in the past. The main factor for a child committing a terrorist crime comes from the lack of figures and supervision from parents in their teens so that children look for other figures to be used as examples.

scholarly journals Affective field during collaborative problem posing and problem solving: a case study

2020 ◽  
Vol 105 (3) ◽  
pp. 303-324 ◽  
Author(s):  
Maike Schindler ◽  
Arthur Bakker
Keyword(s):  
Problem Solving ◽  
Problem Posing ◽  
Dynamic Nature ◽  
School Students ◽  
Affective Characteristics ◽  
Affective Factors ◽  
Collaborative Problem ◽  
Upper Secondary ◽  
Motivation Beliefs

AbstractEducators in mathematics have long been concerned about students’ motivation, anxiety, and other affective characteristics. Typically, research into affect focuses on one theoretical construct (e.g., emotion, motivation, beliefs, or interest). However, we introduce the term affective field to account for a person’s various affective factors (emotions, attitudes, etc.) in their intraplay. In a case study, we use data from an extracurricular, inquiry-oriented collaborative problem posing and problem solving (PP&PS) program, which took place as a 1-year project with four upper secondary school students in Sweden (aged 16–18). We investigated the affective field of one student, Anna, in its social and dynamic nature. The question addressed in this context is: In what ways does an affective field of a student engaging in PP&PS evolve, and what may be explanations for this evolvement? Anna’s affective field was dynamic over the course of the program. Her initial anxiety during the PP&PS program was rooted in her prior affective field about mathematics activities, but group collaboration, the feeling of safety and appreciation, together with an increased interest in within-solution PP and openness for trying new things went hand in hand with positive dynamics in her affective field.

Collective motivation beliefs of early adolescents working in small groups

2009 ◽  
Vol 47 (2) ◽  
pp. 101-120 ◽  
Author(s):  
Robert M. Klassen ◽  
Lindsey L. Krawchuk
Keyword(s):  
Small Groups ◽  
Early Adolescents ◽  
Motivation Beliefs

scholarly journals Misconceptions Yesterday, Today, and Tomorrow

2014 ◽  
Vol 13 (2) ◽  
pp. 179-186 ◽  
Author(s):  
Mary J. Leonard ◽  
Steven T. Kalinowski ◽  
Tessa C. Andrews
Keyword(s):  
Education Research ◽  
Learning Strategies ◽  
Biology Education ◽  
Warming Trend ◽  
Metacognitive Skills ◽  
Student Knowledge ◽  
Motivation Beliefs ◽  
Continued Use ◽  
Biology Instruction ◽  
Future Work

A recent essay in CBE—Life Sciences Education criticized biology education researchers’ use of the term misconceptions and recommended that, in order to be up-to-date with education research, biology education researchers should use alternative terms for students’ incorrect ideas in science. We counter that criticism by reviewing the continued use and the meaning of misconceptions in education research today, and describe two key debates that account for the controversy surrounding the term. We then identify and describe two areas of research that have real implications for tomorrow's biology education research and biology instruction: 1) hypotheses about the structure of student knowledge (coherent vs. fragmented) that gives rise to misconceptions; and 2) the “warming trend” that considers the effects of students’ motivation, beliefs about the nature of knowledge and learning (their epistemic beliefs), and learning strategies (their cognitive and metacognitive skills) on their ability to change their misconceptions in science. We conclude with a description of proposed future work in biology education research related to misconceptions.

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