Differential Perceptual and Motivational Patterns When Different Goals Are Adopted

1995 ◽  
Vol 17 (1) ◽  
pp. 18-34 ◽  
Author(s):  
Athanasios Papaioannou
Keyword(s):  
High School Students ◽  
Perceived Competence ◽  
Low Achievers ◽  
Differential Treatment ◽  
High Achievers ◽  
Learning Goals ◽  
High Learning ◽  
School Students ◽  
Perceived Ability ◽  
Perceived Motivational Climate

This study examined how perceived motivational climate in physical education is related to (a) perceptions of teachers’ differential treatment toward high and low achievers, (b) reported motivation and anxiety of children with high and low perceived competence during play or exercise with high- or low-ability children. One thousand three hundred ninety-three high school students completed measures of the above variables. The perception of teacher’s differential treatment was positively related to the perception of an environment emphasizing social comparison and negatively related to the perception of a climate emphasizing personal progress. Perceived competence had no effect on intrinsic motivation when extremely high learning goals were adopted. When low learning goals were adopted, motivation decreased for children with low perceived ability playing with high achievers and for children with high perceived ability playing with low achievers. A high learning-oriented climate should be created to enhance equality and maximize motivation.

An Empirical Study of the Incidence, Diagnosis, Treatment and Follow-Up of Academically Under-Achieving Children

1982 ◽  
Vol 3 (4) ◽  
pp. 219-230 ◽  
Author(s):  
L.F. Lowenstein
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Low Achievers ◽  
Parental Influences ◽  
High Achievers ◽  
Parent Child Relationship ◽  
School Students ◽  
Child Relationship ◽  
Males And Females

The well-known view that success leads to success and failure or frustration with learning to more failure has been investigated by Keister and Updegraff (1937). This has also been proved correct in recent years (Latta, 1978). Ample research observations exist concerning under-achievement and its aetiology or associated features. One of the more recent pieces of research refers to parental influences on a child's capacity to achieve academically (Su, 1976). Su surveyed the perceptions of parents of 352 male and female Junior high-school students who were classified as high, medium or low achievers on the basis of the differences between their expected and actual scores in school examinations. Only students scoring between 90 and 135 on the Army General Classification Test were included. Attitudes towards parents were assessed with ‘the parent/child relationship questionnaire’. Results indicate that high achievers perceive their parents more favourably than do low achievers, rating them higher in giving love and respect. Low achievers felt more rejection and neglect, and received fewer symbolic rewards and more symbolic punishments. Males more than females perceived their parents as demanding and not as showing love and care. Both males and females felt their mothers were more rejecting than their fathers.

Perceptions of Motivational Climate, Perceived Competence, and Motivation of Students of Varying Age and Sport Experience

1997 ◽  
Vol 85 (2) ◽  
pp. 419-430 ◽  
Author(s):  
Athanasios Papaioannou
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Learning Goals ◽  
Learning Orientation ◽  
Perceived Learning ◽  
Physical Competence ◽  
School Students ◽  
Perceived Importance

This study examined differences in students' motivation in Greek physical education classes depending on age and amount of experience in sport and the extent to which these differences reflected divergent perceptions of competence and classes' motivational climate. 1,393 students responded to questionnaires measuring motivational climate, perceived competence, preference for challenge, interest in the lesson, and perceived importance of the lesson. Students who were not involved in out-of-school sport activities had lower scores on perceived physical competence, perceived learning orientation of the class, preference for challenge, interest in the lesson, and perceived importance of the lesson than students who were involved in organized sport. These differences in students' motivations decreased when scores on perceived learning goals and perceived physical competence were adjusted. Senior high school students (16 yr. old) were much less motivated than junior students (13 yr. old), but these differences were decreased or eliminated when scores on perceived learning orientation were controlled. These results suggest that to increase all students' motivation in physical education, a strong emphasis on personal progress should be adopted.

scholarly journals Zone of proximal development and scaffolding required by junior high school students in solving mathematical problems

2021 ◽  
Vol 23 (9) ◽  
pp. 186-202
Author(s):  
D. P. Utomo ◽  
T. Santoso
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Low Achievers ◽  
High Achievers ◽  
Proximal Development ◽  
School Students ◽  
Mathematical Problems ◽  
Scaffolding Strategies

Introduction. Mathematics comprises grading concepts. It means that one specific concept can be interrelated to another concept, which embodies a continuous process. Mathematics instruction at schools is ordinarily delivered from the easiest to the hardest concepts and requires a considerably deep understanding of each concept. By acquiring the understanding, it is quite certain that students can solve mathematical problems effectively.Aim. The current research aimed to analyse and describe the Zone of Proximal Development (ZPD) and scaffolding required by junior high school students in mathematical problem-solving. There is also an attempt to describe the actual level of competence possessed by students, and to determine the level of scaffolding needed to develop students’ learning competencies.Methodology and research methods. The present research employed a qualitative method within the descriptive approach. The research sample consisted of six students who attended the ninth grade at Muhammadiyah Junior High School 1 in Malang, Indonesia. The participants were grouped based on their mathematical competence levels, i.e. two high-achievers, two average-achievers, and two low-achievers. The data collection technique is done by giving tests, interviews, and observations. As for the teaching material, geometry was chosen as the main theme, covering the topic “Volumes of a Tube and a Ball”.Results. This research revealed that ZPD of the high-achievers was effective to help them solve mathematical problems independently. Conversely, the average- and low-achievers were found to be problematic at solving mathematical problems independently. The teachers must review and restructure the scaffolding strategies, dealing intensively with students who are less competent in solving mathematical problems.The scientific novelty of the work lies in the fact that previous studies have described efforts to improve the quality of learning through scaffolding (Siyepu S., 2013). This study describes in full the scaffolding process in the classroom: identification of students’ actual abilities and potential abilities after implementing instructional scaffolding.Practical significance. Referring to the results of the research, it is suggested that teachers should be so heedful about their students’ ZPD and thus more appropriate scaffolding treatments can be applied. In addition, teachers are strongly recommended doing self-training in scaffolding and keeping the instruction for their students to analyse their answers repeatedly to avoid a fallacy in operations. Besides, teachers should prepare their students to be good problem-solvers by exposing them to various exercises. For further studies, it is highly expected that more relevant research should be conducted from different viewpoints, i.e. investigating the effective scaffolding strategies.

scholarly journals The Effectiveness of Teachers’ Corrective Feedback in Enhancing Students’ Ability to Recount Text Writing

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Irra Wahidiyati
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Corrective Feedback ◽  
Low Achievers ◽  
High Achievers ◽  
Control Group ◽  
School Students ◽  
Direct Feedback ◽  
Mixed Groups ◽  
Text Writing

Most junior high school students get some difficulties in recount text writing. The purpose of this research is to explain the kind of corrective feedback that is more effective for high achievers’, for low achievers, and for mixed groups of high and low achievers in enhancing their ability in recount text writing and explain the interaction between corrective feedback, students’ prior achievement, and ability in recount text writing. The samples are eighth-graders of SMP Agus Salim. The experiment group receives direct corrective feedback while the control group receives indirect corrective feedback. And from both groups, the researcher divides again into two groups of high and low achievers. Finally, direct feedback is more effective for mixed groups of high and low achievers. The sum of means score of the experimental group is 63.75. While the total means score of the control group is 63.50. The mean score of the high achievers that received direct corrective feedback is 62.00, while the low achievers were 65.5. And from the control group, the high achiever group mean is 66.00 while the low achiever group means is 61.00. So direct corrective feedback is better used for low achievers. 

scholarly journals The Strategies of Indonesian Junior High School Students in Learning Listening Skill

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Alfan Zuhairi ◽  
Ika Hidayanti
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Cognitive Strategies ◽  
Low Achievers ◽  
High Achievers ◽  
Social Strategies ◽  
School Students ◽  
Listening Skill

The present study addresses three objectives: 1) identifying the intensity of strategies use in learning listening, 2) investigating the inter-correlation among the strategies deployment, and 3) describing how significantly successful and less successful learners differ in the use of strategies. The accessible subjects were two hundred and fifty seven students at seventh and eighth grade of junior high school in Malang, Indonesia. They were required to complete 50 items strategies questionnaire of learning listening taken from Oxford strategy taxonomy. They are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The statistical result utilizing SPSS 15 indicated that the overall strategies use were at moderate level, compensation strategies were taken as the most frequent and social strategies were used at the least frequent. Then the intercorrelation among the use of strategies showed that some of the strategies interrelated positively and significantly, while some others were not correlated. In relation to the strategies used by the two groups, the finding showed that both high achievers and low achievers were not significantly different in the applying strategies in learning listening skill.

Peer Tutoring in a Physical Education Setting: Influence of Tutor Skill Level on Novice Learners’ Motivation and Performance

2002 ◽  
Vol 22 (1) ◽  
pp. 105-123 ◽  
Author(s):  
Fabienne d’Arripe-Longueville ◽  
Christophe Gernigon ◽  
Marie-Laure Huet ◽  
Marielle Cadopi ◽  
Fayda Winnykamen
Keyword(s):  
High School Students ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Skill Level ◽  
Learning Goals ◽  
Proximal Development ◽  
School Students ◽  
Novice Learners ◽  
Peer Tutor ◽  
And Performance

Based on Vygotsky’s theory of cognitive development and its concept of zone of proximal development, this study examined how the skill level of a peer tutor affects the achievement motivation of novice learners and their performance in a swimming task. Gender differences were also explored. High school students (N = 48) were assigned in a 2 × 3 (Gender × Tutor skill level: novice vs. intermediate vs. skilled) factorial design. Participants were invited to observe a same-sex peer tutor, complete a self-efficacy questionnaire, train with their tutor for 8 minutes, and complete a goal involvement questionnaire. Results demonstrated that skilled tutors yielded the best swimming skills for boys, whereas skilled and intermediate tutors yielded better skills than did novice tutors for girls. The skilled tutor group led to higher self-efficacy for improvement and gave more demonstrations and verbal information than did the novice group. Male tutees adopted higher ego involvement goals and trained more physically, whereas female tutees adopted higher learning goals and received more demonstrations and verbal instructions. Results are discussed in relation to educational studies conducted in a Vygotskian perspective.

Robots Underwater! Learning Science, Engineering and 21st Century Skills

2012 ◽  
pp. 141-167 ◽  
Author(s):  
Elisabeth McGrath ◽  
Susan Lowes ◽  
Mercedes McKay ◽  
Jason Sayres ◽  
Peiyi Lin
Keyword(s):  
High School Students ◽  
Curriculum Design ◽  
Scale Up ◽  
Lessons Learned ◽  
Learning Goals ◽  
Underwater Robotics ◽  
School Students ◽  
Curriculum Redesign ◽  
Core Elements ◽  
K 12

The underwater environment presents novel challenges that can facilitate unique learning experiences for students engaged in robotics programs. Although the number of underwater educational robotics programs is small by comparison to other forms of K-12 robotics initiatives, several do exist, which have varying learning goals, implementation approaches, and tools. This chapter describes an underwater robotics program using LEGO® MINDSTORMS® components and related materials for middle and high school students. The program, known as WaterBotics™, has undergone an extensive, four-year research and development phase and curriculum redesign effort. This chapter describes the theoretical framework of the curriculum design, the components and resources available in the challenge-based curriculum, and lessons learned about teacher practices and their relationship to student learning outcomes in physical science, Information Technology skills, engineering design, and engineering career interest. “Core elements of success” of the program and curricular adaptations are described in the context of a scale-up initiative that is adapting the curriculum for use in informal education settings.

scholarly journals A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional Use

2016 ◽  
Vol 15 (2) ◽  
pp. rm2 ◽  
Author(s):  
Kristin M. Bass ◽  
Dina Drits-Esser ◽  
Louisa A. Stark
Keyword(s):  
High School Students ◽  
Content Knowledge ◽  
Cell Biology ◽  
Educational Interventions ◽  
Learning Goals ◽  
Small Scale ◽  
Science Content ◽  
School Students ◽  
Instructional Use

The credibility of conclusions made about the effectiveness of educational interventions depends greatly on the quality of the assessments used to measure learning gains. This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments. We illustrate our discussion with examples from our assessments of high school students’ understanding of concepts in cell biology and epigenetics. Throughout, we emphasize the iterative nature of the development process, the importance of creating instruments aligned to the learning goals of an intervention or curricula, and the importance of collaborating with other content and measurement specialists along the way.

scholarly journals Research on Strategies to Effectively Promote English Reading Teaching in Junior High School

2020 ◽  
Vol 9 (2) ◽  
pp. 55
Author(s):  
Haohao Xu
Keyword(s):  
High School ◽  
High School Students ◽  
Curriculum Reform ◽  
Junior High School ◽  
Junior High ◽  
Learning Goals ◽  
School Students ◽  
High School English ◽  
English Reading ◽  
Reading Teaching

Reading is not only one of the purposes of English teaching, but also an important way of English learning. Students’ knowledge of English reading enables them to read effectively. At this time, students’ reading focus will gradually shift from learning to using English to obtain information and experience the real purpose of English reading. The traditional junior high school English reading teaching can’t meet the requirements of the new curriculum reform and helps students achieve their initial learning goals. Based on the basic theoretical knowledge of English reading teaching, this article analyzes the problems encountered by teachers and students in the process of English reading teaching, and puts forward the corresponding countermeasures, hoping to promote the level of junior high school students’ English reading teaching.

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