Personal Best (PB) Goal Setting and Students’ Motivation in Science: A Study of Science Valuing and Aspirations

2014 ◽  
Vol 31 (2) ◽  
pp. 85-96 ◽  
Author(s):  
Andrew J. Martin ◽  
Tracy L. Durksen ◽  
Derek Williamson ◽  
Julia Kiss ◽  
Paul Ginns
Keyword(s):  
Secondary School ◽  
Goal Setting ◽  
Learning Goals ◽  
Control Group ◽  
Treatment Control ◽  
School Students ◽  
Correlational Research ◽  
Treatment Control Group ◽  
Primary And Secondary School

To build on prior correlational research into personal best (PB) goals and motivational outcomes, an experimental study was conducted to assess the role of PB goal setting in gains (or declines) in students’ motivation in science (viz. biology, anatomy, health). The study (comprising N = 71 elementary/primary and secondary school students) applied a pre/post-treatment/control group experimental design to test whether setting a PB learning goal in a self-paced science education program (conducted in a museum context) leads to growth in science valuing and science aspirations. The treatment group (PB goal setting), but not the control group, demonstrated significant growth in science aspirations (but not valuing) between pre- and post-testing. This study provides support for the proposition that PB learning goals are associated with motivational growth in students’ lives. Findings also hold implications for museum-based education programs for students.

Protective effects of histamine on Gq-mediated relaxation in regenerated endothelium

2014 ◽  
Vol 306 (2) ◽  
pp. H286-H290 ◽  
Author(s):  
Calvin K. Chan ◽  
Song Yan Liao ◽  
Yue Lin Zhang ◽  
Aimin Xu ◽  
Hung Fat Tse ◽  
...  
Keyword(s):  
Area Under The Curve ◽  
Treated Group ◽  
Control Group ◽  
Protective Effects ◽  
Treatment Control ◽  
Porcine Coronary Artery ◽  
Endogenous Histamine ◽  
Coronary Endothelium ◽  
Treatment Control Group

In the porcine coronary artery, regenerated endothelium is dysfunctional as regards the responses to endothelium-dependent agonists. The current study aimed to determine the possible involvement of histamine in such dysfunction. Pigs were treated chronically with pyrilamine (H1 receptor inhibitor, 2 mg·kg−1·day−1) with part of their coronary endothelium and allowed to regenerate for 28 days after balloon denudation. The results showed a reduction in relaxation to bradykinin (Gq protein dependent) only in the pyrilamine-treated group (area under the curve, 269.7 ± 13.4 vs. 142.0 ± 31.0, native endothelium vs. regenerated endothelium) but not in the control group (253.0 ± 22.1 vs. 231.9 ± 29.5, native endothelium vs. regenerated endothelium). The differences in the relaxation to serotonin (Gi protein dependent) between native and regenerated endothelium were not affected by the pyrilamine treatment (control group, 106.3 ± 17.0 vs. 55.61 ± 12.7; and pyrilamine group, 106.0 ± 8.20 vs. 49.30 ± 6.31, native endothelium vs. regenerated endothelium). These findings indicate that during regeneration of the endothelium, the activation of H1 receptors by endogenous histamine may be required to maintain the endothelium-dependent Gq protein-mediated relaxation to bradykinin, suggesting a beneficial role of the monoamine in the process of endothelial regeneration.

scholarly journals La mediación lectora en contextos internacionales. Los casos de Chile, Polonia y Portugal

2020 ◽  
Author(s):  
Christian Alejandro Arenas Delgado ◽  
Herminda Otero Doval ◽  
Cecylia Tatoj
Keyword(s):  
Secondary School ◽  
Reading Skills ◽  
Training Needs ◽  
Reading Teachers ◽  
Reading Education ◽  
Reading Habits ◽  
School Students ◽  
Leisure Reading ◽  
Primary And Secondary School

The present article, part of the project “Reading habits in international contexts of secondary school students. A study of educational practices for the promotion of reading” (PR2018057), reports the results of an exploratory-observational scope research extracted from that context. The main objective is to evidence research hypotheses on the training needs of reading teachers. It investigates some areas of the reading habits of Chilean, Polish and Portuguese adolescents who are in transition between primary and secondary school. There are common and divergent patterns in the answers to a questionnaire that delves into motivational and teaching aspects linked to reading education: leisure reading habits, the provenance of the books students read and the use of libraries, the hierarchization of the importance of reading, the strategies of teachers who train reading skills and also the initiatives to promote reading in schools, and their participation. In the light of results obtained, paths of educational and didactic research are proposed that allow to add value to the role of teachers as mediators of reading in the three national contexts that are part of the analysis.

Disrupted Class, Undisrupted Learning: A Study on the Effect of Online Learning Among Primary and Middle School Students

2021 ◽  
pp. 232102222110244
Author(s):  
Li Yuelin ◽  
Liu Yujie ◽  
Shu Xiaohui
Keyword(s):  
Middle School ◽  
Online Learning ◽  
Middle School Students ◽  
Online Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Effects ◽  
School Students ◽  
Primary And Secondary School

In the first half of 2020, primary and secondary school teaching was transformed into online teaching in China, and the teaching effects have attracted considerable attention. This article collects relevant data on the effects of online learning among primary and middle school students through questionnaire surveys to study the impact of parents and teachers on learning effects, provide an experience for future online education and improve the quality of online education for primary and secondary school students in the future. Through empirical analysis, this article draws three main conclusions. First, parents improve students’ offline social presence, while teachers or classmates improve their online presence. Both changes have a significant positive impact on students’ subjective learning effects. Second, parents are more helpful with regard to the improvement of students’ objective learning effects. Third, in terms of age, parents have a greater influence on younger students. The innovation of this article is that the object of the study is primary and secondary school students. The article considers not only the role of teachers but also the role of parents, thereby filling gaps in the previous literature. JEL codes: I20, I21, I25

scholarly journals La mediación lectora en contextos internacionales. Los casos de Chile, Polonia y Portugal

2020 ◽  
pp. 169-198
Author(s):  
Christian Alejandro Arenas Delgado ◽  
Herminda Otero Doval ◽  
Cecylia Tatoj
Keyword(s):  
Secondary School ◽  
Reading Skills ◽  
Training Needs ◽  
Reading Teachers ◽  
Reading Education ◽  
Reading Habits ◽  
School Students ◽  
Leisure Reading ◽  
Primary And Secondary School

The present article, part of the project “Reading habits in international contexts of secondary school students. A study of educational practices for the promotion of reading” (PR2018057), reports the results of an exploratory-observational scope research extracted from that context. The main objective is to evidence research hypotheses on the training needs of reading teachers. It investigates some areas of the reading habits of Chilean, Polish and Portuguese adolescents who are in transition between primary and secondary school. There are common and divergent patterns in the answers to a questionnaire that delves into motivational and teaching aspects linked to reading education: leisure reading habits, the provenance of the books students read and the use of libraries, the hierarchization of the importance of reading, the strategies of teachers who train reading skills and also the initiatives to promote reading in schools, and their participation. In the light of results obtained, paths of educational and didactic research are proposed that allow to add value to the role of teachers as mediators of reading in the three national contexts that are part of the analysis.

scholarly journals Effect of Melatonin and in Combination with CIDR on Reproductive Performance in anestrus lactating Iraqi buffaloes (Bubalus bubalis).

2020 ◽  
Vol 44 (2) ◽  
pp. 99-102
Author(s):  
Al-Hamedawi, T. M.
Keyword(s):  
Reproductive Performance ◽  
Treated Group ◽  
Bubalus Bubalis ◽  
Control Group ◽  
Treatment Control ◽  
Duration Of Response ◽  
Days Open ◽  
Rectal Palpation ◽  
Treatment Control Group

The present study was performed on 30 lactating Iraqi buffaloes suffered from ovarian inactivity diagnosed by rectal palpation during 60-90 days postpartum, aged between 3-6 years at Al-Thahab Al-Abiad village / Abu-Graib / Baghdad province during the period from February- June 2020 . The animals divided into three equal groups (10 buffaloes for each one). 1st group treated with melatonin implants (90mg/animals/SC) for 30 days but 2nd group treated with melatonin implants conjugated with CIDR (1.38 gm) in day 20 for 10 days, 3rd group without treatment (control group). The results in this study were recorded animal response 90%, 100% and 50% in 1st ,2nd and 3rd groups respectively with superior significantly (P<0.01) for treated groups compared with control group and 8.26±1.33, 7.15±0.97 and 160.5±14.31 days which represented the duration of response in 1st ,2nd and 3rd groups respectively with significantly differences (P<0.01) related with control, but the number of services per conception recorded insignificantly in all groups, while the pregnancy rate revealed significant differences (P<0.01) in treated group compared with control group. Finally the days open recorded 153.6±6.72, 142.8±7.45 and 217.3±19.56 in 1st, 2nd and 3rd groups respectively with highly significantly (P<0.01) in treated group compared with control group. In conclusion in present study, the role of melatonin in improvement of reproductive performance in anestrus lactating Iraqi buffaloes suffered from ovarian inactivity was safe and effective

scholarly journals EDUCATION IN THE ERA OF THE NATIONAL TECHNOLOGICAL INITIATIVE: ALIGNING THE GOALS OF THE PARTICIPANTS IN EDUCATIONAL RELATIONS

2021 ◽  
Vol 31 (2) ◽  
pp. 199-208
Author(s):  
A.A. Miroshnichenko ◽  
D.R. Merzlyakova
Keyword(s):  
Secondary School ◽  
Goal Setting ◽  
Positive Relationship ◽  
School Students ◽  
Educational Organization ◽  
Udmurt Republic ◽  
Teachers And Parents ◽  
Academic Year ◽  
Special Relevance ◽  
Primary And Secondary School

Currently, the study of the factors that influence the readiness of participants in educational relations to learn and develop in new technological conditions is acquiring special relevance. In this regard, in this article, the authors analyze the factors influencing the goal-setting of participants in educational relations. In the 2020-2021 academic year, a computer survey was conducted in the Udmurt Republic, during which the opinions of participants in educational relations about goal-setting in the “era of the National Technological Initiative” were analyzed. The interviews were attended by 182 schoolchildren, parents of primary and secondary school students - 174 people, and 154 subject teachers. The article presents the results of answers to questions about the awareness of the markets of the National Technological Initiative and the willingness to implement them in the life. The awareness of schoolchildren about the technologies of the National Technological Initiative is higher than that of parents and teachers. The tendencies of the coordination of the goals of the participants in educational relations were identified, which ensure the readiness of graduates of a general educational organization to solve the problems of the National Technological Initiative. A positive relationship was revealed between the level of teachers' readiness to introduce innovations and the level of parents' awareness of NTI technologies. And there is a positive relationship between the readiness of schoolchildren to implement the technologies of the National Technological Initiative in their lives and the willingness of parents to use the technologies of the National Technological Initiative. The results of this study can be useful for further studying the goal-setting of participants in educational relations, as well as teachers and parents interested in the technologies of the National Technological Initiative.

scholarly journals The role of mentoring in youth development

2012 ◽  
Vol 44 (1) ◽  
pp. 196-212
Author(s):  
Boris Kordic ◽  
Lepa Babic
Keyword(s):  
Secondary School ◽  
Youth Development ◽  
Psychosocial Development ◽  
Necessary Conditions ◽  
Youth Mentoring ◽  
School Students ◽  
Personality Features ◽  
Relationship Of ◽  
Primary And Secondary School

There is an opinion that natural youth mentoring has a favourable impact on psychosocial development and that it is correlated with better success later on life. This research purports to reveal which personality features of mentors and prot?g?s figure as necessary conditions for development of youth mentoring process, which leads towards positive developmental outcomes. The questionnaire created specifically for the purposes of this study was administered to the convenient sample of primary and secondary school students (77) and university students from Belgrade (109). Respondents assessed the features of a significant person from their life through 17 sentences, the changes occurring due to experience with a significant person through 18 sentences, and one?s own features through 16 sentences. Factor analysis extracted two features of significant persons (labelled M-basic support and M-expert), two kinds of outcomes of experience with significant persons (P-self-improvement and P-self-distance) and two types of features in respondents (Openness towards learning and Relying on others). Analyses indicate that establishment of a relationship of truth and exchange, providing the feeling of basic support to prot?g?s, is a conditio sine qua non in mentoring, while competence and professionalism of the mentor figure as differentia specifica in mentoring. In order for such a relationship to be established, it is necessary for mentors to have personality features that are a precondition for establishing the basic support for prot?g?s, and for prot?g?s to be open towards learning and ready to find a support in mentors.

scholarly journals THE EFFECTS OF CRITIQUE-DRIVEN INQUIRY INTERVENTION ON STUDENTS’ CRITICAL THINKING AND SCIENTIFIC INQUIRY COMPETENCY

2020 ◽  
Vol 19 (6) ◽  
pp. 954-971
Author(s):  
Ying-Yan Lu ◽  
Huann-shyang Lin ◽  
Thomas J. Smith ◽  
Zuway-R Hong ◽  
Wen-Yi Hsu
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Scientific Inquiry ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Group 2 ◽  
Experimental Group ◽  
Primary And Secondary School ◽  
Group 1

The research aim was to examine the effects of a Critique-Driven Inquiry (CDI) intervention on primary and secondary school students’ critical thinking and scientific inquiry competency. Twenty-five 4th grade Taiwanese students from a typical primary school were selected to participate in experimental group 1 (EG1), while 28 7th grade students from a typical secondary school were randomly selected to participate in experimental group 2 (EG2). For each group, a 2-semester CDI intervention was implemented. In addition, another 28 4th graders and 30 7th graders from the same two schools were selected to participate in, respectively, control group 1 (CG1) or control group 2 (CG2). Analyses of covariance, repeated measures analysis of variance, and content theme analyses were conducted to analyze the quantitative and qualitative data. Research results indicated that EG1 and EG2 students significantly outperformed their comparison counterparts in critical thinking and scientific inquiry competency both during and following the CDI intervention. The empirical evidence provides insight into the mechanisms of promoting primary and secondary school students’ critical thinking and scientific inquiry competency. Keywords: critical thinking, critique-driven inquiry (CDI), primary and secondary school students, scientific inquiry competency, Taiwan

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