Since Malone's Theory of Intrinsically Motivating Instruction: What's the Score in the Gaming Literature?

1993 ◽  
Vol 22 (2) ◽  
pp. 173-183 ◽  
Author(s):  
John Dempsey ◽  
Barbara Lucassen ◽  
William Gilley ◽  
Karen Rasmussen
Keyword(s):  
Instructional Design ◽  
Future Study ◽  
Self Esteem ◽  
Alternative Strategy ◽  
The Future ◽  
The Impact ◽  
Instructional Gaming

Instructional gaming is an alternative strategy that can be used for many applications including tutoring, promotion of self-esteem, and practice of existing skills. The article begins with an overview instructional gaming and discusses the impact of Thomas Malone's theory of intrinsically motivating instruction. Next, we look for common threads in the instructional gaming literature during the last dozen years. Our approach was to systematically examine five categories of articles in order to offer guidance to designers and educators. The article ends with implications of the gaming literature for the future study of gaming and instructional design.

scholarly journals Ghosts of the Past and Dreams of the Future

2011 ◽  
Vol 38 (3) ◽  
pp. 397-410 ◽  
Author(s):  
Anna Rabinovich ◽  
Thomas A. Morton
Keyword(s):  
Group Identification ◽  
Experimental Studies ◽  
Self Esteem ◽  
The Past ◽  
Negative Appraisal ◽  
The Future ◽  
Group Members ◽  
Individual Self ◽  
Temporal Focus ◽  
The Impact

The authors investigated the impact of temporal focus on group members’ responses to contextual ingroup devaluation. Four experimental studies demonstrated that following an induction of negative ingroup evaluation, participants primed with a past temporal focus reported behavioral intentions more consistent with this negative appraisal than participants primed with a future temporal focus. This effect was apparent only when a negative (but not a positive) evaluation was induced, and only among highly identified group members. Importantly, the interplay between temporal focus and group identification on relevant intentions was mediated by individual self-esteem, suggesting that focus on the future may be conducive to separating negative ingroup appraisals from individual self-evaluations. Taken together, the findings suggest that high identifiers’ responses to ingroup evaluations may be predicated on their temporal focus: A focus on the past may lock such individuals within their group’s history, whereas a vision of the future may open up opportunities for change.

DYNAMICS OF SELF-RELATIONSHIP OF STUDENTS-PSYCHOLOGISTS IN THE PROCESS OF PROFFESIONALIZATION

2021 ◽  
Vol 23 (4) ◽  
pp. 25-31
Author(s):  
Kolomiets E.A. ◽  
Kolesnikova G.Y. ◽  
Galaktionov I.V.
Keyword(s):  
Factor Analysis ◽  
Self Esteem ◽  
Negative Effects ◽  
Professional Activities ◽  
Self Development ◽  
The Future ◽  
The Individual ◽  
Relationship Of ◽  
The Impact

This article examines the problem of self-relationship of students-psychologists in the process of professionalization, on the basis of correlation and factor analysis is compared two groups of subjects of junior and senior courses with varying degrees of involvement in the professional activities of a psychologist, analyzes the causes and possible results of changes in self-relationship. The article established the following patterns: motivational and semantic mechanisms of self-development assume the impact on the personality of the future specialist through a change in the meaning of activity. Depending on the level of self-fulfillment of the individual, the appropriate dynamic semantic systems were allocated at different stages of the training. External negative motivation, as professionalization begins to correlate more strongly with both self-esteem and global self-relationship. This is a consequence of the abandonment of externally asked forms of activity in favor of the growth of self-determinized motivational tendencies. The role of external evaluation does not decrease, but the tolerance for being in a highly competitive environment increases. Negative external assessments activate the desire to confirm the level of global self-relationship. Factor analysis allowed us to identify an integral complex of "primary professionalization" that combines high resistance to external negative effects on self-esteem, high conceit, as well as professionally important for the psychologist traits of sensitivity and propensity to carefully analyze behavior. The impact on the formation of a professional psychologist during the course of training can be distinguished by how objectively they are, or perceived subjectively significant for students as controlling, informing or amotivating, how much weight their contribution to the formation of internal motivation of the individual. In particular, the study found that changes in self-relationship at different stages of professionalization lead to the development of sensitivity as a factor of empathy, a number of qualities become self-determinized depending on the degree of importance for the future profession.

scholarly journals Comment: Socialism’s Mal(e)contents

Aspasia ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 140-145
Author(s):  
Marko Dumančić
Keyword(s):  
Future Study ◽  
Gender Relations ◽  
State Intervention ◽  
Masculinity Studies ◽  
Forward Movement ◽  
East Europe ◽  
The Future ◽  
The Impact ◽  
Relational Process

This article reflects on how the authors in this Special Forum collectively advance the work in the subfield of critical masculinity studies. The several significant themes emerging in this collection of articles include: persistent state intervention in gender relations, the impact of longstanding patriarchal norms, the rapidly changing postwar gender equilibrium, and the continuing significance of war and martial masculinity. Furthermore, the Special Forum illuminates the importance of micro-histories and ego-documents to the study of masculinities in Central and East Europe. Finally, by framing agency as a relational process affected by a variety of constraints, these authors’ work marks a productive forward movement for the future study of critical masculinity studies more generally.

scholarly journals Effects of a life-skills-based prevention program on self-esteem and risk behaviors in adolescents: a pilot study

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Virginie Moulier ◽  
Hélène Guinet ◽  
Zorica Kovacevic ◽  
Zohra Bel-Abbass ◽  
Yacine Benamara ◽  
...  
Keyword(s):  
Risk Behaviors ◽  
Prevention Program ◽  
Life Skills ◽  
Well Being ◽  
Self Esteem ◽  
Controlled Study ◽  
Public Health Issue ◽  
Control Group ◽  
The Future ◽  
The Impact

Abstract Background Risk behaviors among young people are a major social and public health issue. This study aims to assess the impact of a life-skills-based prevention program (called Mission Papillagou) on self-esteem, well-being, and risk behaviors among adolescents. Method In a two-arm controlled study involving 520 school pupils aged between 10 and 15 years old, participants taking part in the prevention program (the Papillagou group) were compared to pupils who did not take part (the control group). Two assessment sessions were performed, one at baseline, and one after either the Mission Papillagou program (Papillagou group) or usual lessons (control group). Participants self-reported on their self-esteem, well-being, behaviors, interests and opinions. Results The Mission Papillagou program significantly improved Self-Esteem scores (ηρ2 = .035). Well-being (Cramér’s V = .14) and mood (“feeling of depression”: Cramér’s V = .503; “feeling hopelessness about the future”: Cramér’s V = .357; “waking up at night”: Cramér’s V = .343) also improved in the Papillagou group compared to the control group. Regarding risk behaviors, the prevention program produced a decrease in the frequency of insults (Cramér’s V = .267) and rumor-spreading (Cramér’s V = .440), and a change of opinion toward the possibility of smoking an electronic cigarette in the future (Cramér’s V = .372). Conclusion This study suggests that life-skills-based risk prevention programs are effective.

Increases in Positive Self-Views Among High School Students

2008 ◽  
Vol 19 (11) ◽  
pp. 1082-1086 ◽  
Author(s):  
Jean M. Twenge ◽  
W. Keith Campbell
Keyword(s):  
High School ◽  
High School Students ◽  
Future Study ◽  
Self Esteem ◽  
National Study ◽  
School Students ◽  
Generational Change ◽  
The Future ◽  
Monitoring The Future

Previous research has produced contradictory findings on generational change in positive self-views. We examined 13 items measuring self-views in the Monitoring the Future study, a large national study of high school students conducted between 1975 and 2006 (in this analysis, ns between 4,698 and 29,673). Relative to high school students in the 1970s, those in 2006 were more likely to predict that they would be “very good” spouses, parents, and workers; were more satisfied with themselves; and scored higher on self-esteem items measuring self-liking. The 2006 students also reported earning higher grades and being more intelligent. However, 2006 students scored lower on two self-esteem items measuring self-competence than did students in 1975. These results suggest that there has been a small increase in positive self-views across the generations, but that it has not been accompanied by an increase in general self-competence.

Investigating the Relationship Between Self-Esteem and Stigma Among Young Adults With History of Suicide Attempts

Crisis ◽  
2016 ◽  
Vol 37 (4) ◽  
pp. 265-270 ◽  
Author(s):  
Meshan Lehmann ◽  
Matthew R. Hilimire ◽  
Lawrence H. Yang ◽  
Bruce G. Link ◽  
Jordan E. DeVylder
Keyword(s):  
Young Adults ◽  
Suicide Attempts ◽  
Self Esteem ◽  
High Risk Population ◽  
High Functioning ◽  
People With Mental Illness ◽  
History Of ◽  
The Individual ◽  
The Impact ◽  
The Relationship

Abstract. Background: Self-esteem is a major contributor to risk for repeated suicide attempts. Prior research has shown that awareness of stigma is associated with reduced self-esteem among people with mental illness. No prior studies have examined the association between self-esteem and stereotype awareness among individuals with past suicide attempts. Aims: To understand the relationship between stereotype awareness and self-esteem among young adults who have and have not attempted suicide. Method: Computerized surveys were administered to college students (N = 637). Linear regression analyses were used to test associations between self-esteem and stereotype awareness, attempt history, and their interaction. Results: There was a significant stereotype awareness by attempt interaction (β = –.74, p = .006) in the regression analysis. The interaction was explained by a stronger negative association between stereotype awareness and self-esteem among individuals with past suicide attempts (β = –.50, p = .013) compared with those without attempts (β = –.09, p = .037). Conclusion: Stigma is associated with lower self-esteem within this high-functioning sample of young adults with histories of suicide attempts. Alleviating the impact of stigma at the individual (clinical) or community (public health) levels may improve self-esteem among this high-risk population, which could potentially influence subsequent suicide risk.

The impact of self-esteem threat on interactional justice behavior

2008 ◽  
Author(s):  
Camilla Holmvall ◽  
Lianne Sarson ◽  
Lori Francis
Keyword(s):  
Interactional Justice ◽  
Self Esteem ◽  
The Impact
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