scholarly journals Compromiso con los aprendizajes: perspectivas teóricas, antecedentes y reflexiones

2021 ◽  
pp. 30-60
Author(s):  
Agustina María Manavella ◽  
Paola Verónica Paoloni ◽  
María Cristina Rinaudo
Keyword(s):  
Learning Context ◽  
Multidimensional Construct

The paper aims to theoretically review the construct of engagement to learning. The recovered authors conceive of engagement as a multidimensional construct, mainly composed of emotional, cognitive and behavioral dimensions. The review carried out allows us to appreciate that certain personal and contextual aspects are facilitators of engagement. Research on the topic has been carried out mainly in the framework of formal contexts. The paper thus integrates diverse perspectives on the construct, taking into account the particularities of the learning context. The description and analysis presented provides tools for professionals involved in the field of education to offer proposals capable of engaging apprentices with their training goals.

Multidisciplinary symmetry education with Poly-Universe toolkit in schools and informal learning context in Finland

2020 ◽  
Vol 31 (1) ◽  
pp. 23-34
Author(s):  
Kristóf Fenyvesi ◽  
Kerry Osborne ◽  
Matias Kaukolinna ◽  
Merja Sinnemäki ◽  
Leena Kuorikosi ◽  
...  
Keyword(s):  
Informal Learning ◽  
Learning Context

Science Motivation Questionnaire II (SMQ-II):Analysis of Validity and Reliability of Bahasa Indonesia Version in Science Learning Context

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Secondary School ◽  
Science Learning ◽  
Essential Element ◽  
Self Determination ◽  
Motivation To Learn ◽  
Career Motivation ◽  
Validity And Reliability ◽  
Learning Context ◽  
Science Motivation ◽  
Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, I was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 240 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, I suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

Measuring Agency Change Across the Domain of Hypnosis

2019 ◽  
Author(s):  
Vince Polito ◽  
Amanda Barnier ◽  
Erik Woody
Keyword(s):  
Rating Scale ◽  
Sense Of Agency ◽  
Pass Rates ◽  
Current Experiment ◽  
Multidimensional Construct ◽  
Time Points ◽  
Hypnotic Induction ◽  
Different Types ◽  
Over Time ◽  
Postexperimental Inquiry

Building on Hilgard’s (1965) classic work, the domain of hypnosis has been conceptualised by Barnier, Dienes, and Mitchell (2008) as comprising three levels: (1) classic hypnotic items, (2) responding between and within items, and (3) state and trait. The current experiment investigates sense of agency across each of these three levels. Forty-six high hypnotisable participants completed an ideomotor (arm levitation), a challenge (arm rigidity) and a cognitive (anosmia) item either following a hypnotic induction (hypnosis condition) or without a hypnotic induction (wake condition). In a postexperimental inquiry, participants rated their feelings of control at three time points for each item: during the suggestion, test and cancellation phases. They also completed the Sense of Agency Rating Scale (Polito, Barnier, & Woody, 2013) for each item. Pass rates, control ratings, and agency scores fluctuated across the different types of items and for the three phases of each item; also, control ratings and agency scores often differed across participants who passed versus failed each item. Interestingly, whereas a hypnotic induction influenced the likelihood of passing items, it had no direct effect on agentive experiences. These results suggest that altered sense of agency is not a unidimensional or static quality “switched on” by hypnotic induction, but a dynamic multidimensional construct that varies across items, over time and according to whether individuals pass or fail suggestions.

Science Motivation Questionnaire II (SMQ-II): Analysis on Validity and Reliability of Bahasa Indonesia Version Through Various Learning Context

2019 ◽  
Author(s):  
Whasfi Velasufah ◽  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Survey Data ◽  
Essential Element ◽  
Self Determination ◽  
Motivation To Learn ◽  
Career Motivation ◽  
Validity And Reliability ◽  
Learning Context ◽  
Science Motivation ◽  
Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we have examined empirically the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Bahasa Indonesia. The 4 expert judged our Indonesian translation version of SMQ-II and 240 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work shows that the questionnaire is a valid and reliable and the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest our version of SMQ-II in Bahasa Indonesia as an efficient instrument for assessing components of Indonesia students’ motivation to learn in various learning context.

University musical training in a blended-learning context

2017 ◽  
Vol 75 (268) ◽  
Author(s):  
Susana TOBOSO ONTORIA ◽  
Inmaculada TELLO DÍAZ-MAROTO ◽  
Francisco José ÁLVAREZ GARCÍA
Keyword(s):  
Blended Learning ◽  
Musical Training ◽  
Learning Context

Impulsivity in Adolescents

2012 ◽  
Author(s):  
Elizabeth K. Reynolds ◽  
Linda C. Mayes
Keyword(s):  
Sexual Maturation ◽  
Central Place ◽  
Self Report ◽  
Future Directions ◽  
Multidimensional Construct ◽  
Normal Behavior ◽  
Problematic Behaviors ◽  
Behavioral Tasks ◽  
Developmental Course

Adolescence is the time between the beginning of sexual maturation and adulthood, typically bounded by the ages of 13 to 19 years. One construct that holds a central place in many theories of development and psychopathology is impulsivity. Impulsivity has been considered to play an important role in normal behavior as well as linked to several problematic behaviors that are present or arise during adolescence. Impulsivity, considered to be a multidimensional construct, has been defined and measured in a variety of ways. This chapter will discuss the definitions of impulsivity, measurement (including self-report and behavioral tasks), developmental course, behaviors and disorders in which it is implicated, and future directions.

Preservice Music Teacher Identity Construction Through Metaphor

2020 ◽  
pp. 105708372098227
Author(s):  
Cynthia L. Wagoner
Keyword(s):  
Preservice Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Instrumental Music ◽  
Methods Course ◽  
Learning Context ◽  
Context Learning ◽  
Instrumental Methods ◽  
The Impact ◽  
Authentic Context

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

The More, the Merrier? Roles of Device-Student Ratio in Collaborative Inquiries and Its Interactions With External Scripts and Task Complexity

2021 ◽  
pp. 073563312110107
Author(s):  
Cixiao Wang ◽  
Huixiao Le
Keyword(s):  
Conceptual Understanding ◽  
Repeated Measures ◽  
Task Complexity ◽  
Mainland China ◽  
Fifth Grade ◽  
Learning Context ◽  
Simple Task ◽  
Fifth Grade Students ◽  
Main Effect ◽  
The Relationship

In collaborative learning, the intuition “the more device, the merrier” is somehow widely acknowledged, but little research has investigated the relationship between device-student ratio and the learning outcome. This study aims to investigate not only the main effect of different device-student ratio, also to identify the moderators in the learning context including task complexity, external script availability and students’ familiarity to the collaboration settings. A three-round quasi-experiment was conducted in a primary school in mainland China, 130 fifth-grade students from four classes participated. Group worksheet including conceptual understanding and problem-solving tasks were used to collect participants’ inquiry performance. Repeated measures ANOVA was employed in data analysis. Findings indicate that 1:m device-student ratio could be beneficial, and external scripts, and prior collaboration experience could moderate such effect. The different effect of 1:m device-student ratio to 1:1 is only significant in the situation when students are faced with relatively simple task, and the effect size is larger when external script is present. When the task is more complicated, such effect of device-student ratio would only emerge after a period of collaboration. This finding challenged the intuition that one-to-one device-student ratio could be better. Related discussions and recommendations to teaching were made.

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