Learning Context through Cognitive Priming

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.

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

10.31237/osf.io/xdjqt ◽

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.

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Effects of thwarted interpersonal needs and acute alcohol consumption on cognition and affect about death

Social Behavior and Personality An International Journal ◽

10.2224/sbp.8897 ◽

2020 ◽

Vol 48 (4) ◽

pp. 1-12

Author(s):

Young-Sil Kwon ◽

Seung-Cheol Kim ◽

Yu-Ra Lee ◽

Myoung-Ho Hyun

Keyword(s):

Alcohol Consumption ◽

Aggressive Behavior ◽

Interpersonal Relationships ◽

Clinical Assessment ◽

Significant Interaction ◽

Affective Responses ◽

Alcoholic Beverages ◽

Related Risk ◽

Cognitive Priming ◽

Interpersonal Needs

We investigated the effects of thwarted interpersonal needs and acute alcohol consumption on cognitive and affective responses regarding death, with data from 67 students who were drinkers of alcoholic beverages. Each student was randomly assigned to 1 of 4 groups distinguished by the presence or absence of both thwarted interpersonal needs and acute alcohol consumption. Cognitive priming bias about death-related risk and fearlessness about death were assessed. Results show significant interaction effects between thwarted interpersonal needs and acute alcohol consumption on cognitive priming bias about death-related risk and fearlessness about death. The findings contribute to explaining how acute alcohol consumption can transform individuals' self-aggressive desire into behavior. Therefore, careful clinical assessment of individuals' frustration in interpersonal relationships and their alcohol consumption is required to prevent risks associated with self-aggressive behavior.

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University musical training in a blended-learning context

Revista Española de Pedagogía ◽

10.22550/rep75-3-2017-11 ◽

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

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Preservice Music Teacher Identity Construction Through Metaphor

Journal of Music Teacher Education ◽

10.1177/1057083720982278 ◽

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.

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

Journal of Educational Computing Research ◽

10.1177/07356331211010794 ◽

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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