Computer Experience, Self-Concept and Problem-Solving: The Effects of Logo on Children's Ideas of Themselves as Learners

1989 ◽  
Vol 5 (2) ◽  
pp. 199-212 ◽  
Author(s):  
Barbara Burns ◽  
Alison Hagerman
Keyword(s):  
Problem Solving ◽  
Achievement Motivation ◽  
Computer Programming ◽  
Control Group ◽  
Attention Task ◽  
Internal Locus Of Control ◽  
Failure Feedback ◽  
Before And After ◽  
Logo Programming ◽  
And Performance

The effects of LOGO programming experiences on children's ideas of themselves as learners were examined. Two measures of children's ideas about themselves as learners, the Intellectual Achievement Responsibility (IAR) Scale and performance on an attention task after noncontingent success and failure feedback, were employed with third-grade children before and after four and a half months of LOGO computer programming experiences. The selection of these measures was based on previous work by Carol Dweck and her colleagues on achievement motivation. The control group received computer programming experience, which in contrast to LOGO, did not emphasize the decomposition of complex problems or the recognition of errors as a natural part of problem-solving. As predicted, the children who received LOGO experience showed significant increases on the IAR scale (i.e., increases in internal locus-of-control) and a differential pattern of responding after noncontingent success feedback as compared to the control group. No differences existed between the two groups on noncontingent failure feedback. Results support our proposal that particular qualities of LOGO can increase incremental or mastery-oriented thinking in young children.

scholarly journals The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

2020 ◽  
Vol 9 (4) ◽  
pp. 465-476
Author(s):  
E. Purwaningsih ◽  
S. P. Sari ◽  
A. M. Sari ◽  
A. Suryadi
Keyword(s):  
Problem Solving ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Comparison Class ◽  
Significant Difference ◽  
Before And After ◽  
And Mathematics

This study aims to investigate the effect of Science, Technology, Engineering, and Mathematics-Project Based Learning (STEM-PjBL) and discovery learning on students' problem-solving abilities. The research is a Quasi-Experiment with a Nonequivalent Pretest-Posttest Control Group Design. The participants involved are 53 students of class X from a high school in Malang, where 28 students studied with STEM-PjBL, and 25 students studied with discovery learning. This research was conducted on the subject of impulse and momentum. In this analysis, researchers have developed problem-solving tools with a particular field approach to impulse and momentum topics in order to obtain an instrument with a reliability of  0.81. This instrument collects student problem-solving data before and after learning both in the experimental class and in the comparison class. Problem-solving skills data were analyzed using descriptive statistics and inferential statistics. The results showed a significant difference in the scores of students' problem-solving abilities in the experimental class and the comparison class (p<0.05). The problem-solving ability in the experimental class (Md=78.74) was higher than the comparison class (Md=70.00). In STEM-PjBL learning, students are better trained and challenged to solve problems in everyday life. Compared to the comparison class, learning in the experimental class is more able to accommodate students' ideas and make students more interested in learning. In conclusion, STEM-PjBL has a significant positive effect on improving students' problem-solving abilities rather than discovery learning.

scholarly journals Pengaruh Problem Based Learning Dan Motivasi Berprestasi Terhadap Kemampuan Pemecahan Masalah

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Miftahus Surur ◽  
Tartilla Tartilla
Keyword(s):  
Problem Solving ◽  
Achievement Motivation ◽  
Univariate Analysis ◽  
Problem Based Learning ◽  
Control Group ◽  
Final Conclusion ◽  
Low Achievement ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Quasi Experimental

This study aims to examine students' problem solving abilities in mathematics with different achievement motivation between those taught through problem based learning and discussion. The design of this study uses quasi-experimental forms of Non-equivalent Control Group Design. The experimental group from this study was given PBL treatment, while the control group was treated with the discussion method. The data of this study were analyzed by the Univariate Analysis of Variance technique. The results showed that (1) there was a significant effect between PBL models and discussion models on students 'problem solving abilities, (2) there was a significant effect between students with high and low achievement motivation on students' problem solving abilities, (3) there were interactions between PBL models, achievement motivation and student problem solving abilities. So that it can be concluded that students who learn with the PBL model have a better ability to solve problems than students who learn with a discussion model. Students with high achievement motivation have better problem solving skills than students with low achievement motivation. The final conclusion is that students' problem solving abilities can be achieved well if they pay attention to both variables at once, namely the model and achievement motivation.  

scholarly journals Pleasant Emotions Widen Thought–Action Repertoires, Develop Long-Term Resources, and Improve Reaction Time Performance: A Multistudy Examination of the Broaden-and-Build Theory Among Athletes

2021 ◽  
Vol 43 (2) ◽  
pp. 155-170
Author(s):  
Mark A. Thompson ◽  
Adam R. Nicholls ◽  
John Toner ◽  
John L. Perry ◽  
Rachel Burke
Keyword(s):  
Reaction Time ◽  
Reaction Time Task ◽  
Control Group ◽  
Performance Impact ◽  
Time Performance ◽  
Reaction Time Performance ◽  
Before And After ◽  
Broaden And Build Theory ◽  
And Performance

The authors investigated relationships between emotions, coping, and resilience across two studies. In Study 1a, 319 athletes completed dispositional questionnaires relating to the aforementioned constructs. In Study 1b, 126 athletes from Study 1a repeated the same questionnaires 6 months later. In Study 2, 21 athletes were randomly allocated to an emotional (e.g., pleasant or unpleasant emotions) or control group and undertook a laboratory-based reaction-time task across three time points. Questionnaires and salivary cortisol samples were collected before and after each performance with imagery-based emotional manipulations engendered during the second testing session. Partial longitudinal evidence of the broaden-and-build effects of pleasant emotions was found. Pleasant emotions may undo lingering cognitive resource losses incurred from previous unpleasant emotional experiences. In Study 2, pleasant and unpleasant emotions had an immediate and sustained psychophysiological and performance impact. Taken together, this research supports the application of broaden-and-build theory in framing emotional interventions for athletes.

scholarly journals Pengembangan Internal Locus of Control dalam Pelayanan Konseling dan Implikasinya terhadap Perbedaan Budaya Klien

2013 ◽  
Vol 1 (2) ◽  
pp. 136
Author(s):  
Marjohan Marjohan
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Achievement Motivation ◽  
Hard Work ◽  
Social Activities ◽  
Counseling Process ◽  
Internal Locus ◽  
Internal Locus Of Control

The goal of counseling, among other thing,   is to develop an internal locus of control of a clients. Research, especially in western cultures, has shown that those with an internal locus of control were correlated to their characters, they are:  hard work, problem solving skilss, optimistic, engaging in social activities and high in achievement motivation. However, for clients who are not from western cultures a tendency to foster an internal locus of control in the counseling process should be considered properly. This paper describes how to  enhance client’s internal locus of control for those who do not embrace western cultures

scholarly journals The Effect of Simulation-based Training on Athletic Performances among Female Basketball Players

2021 ◽  
Vol 14 (1) ◽  
pp. 51-57
Author(s):  
Zahra Javanmardi ◽  
Maryam K. Jahromi ◽  
Mohammad Hemmatinafar ◽  
Beat Knechtle ◽  
Pantelis T. Nikolaidis
Keyword(s):  
Perceived Exertion ◽  
Simulation Training ◽  
Vertical Jump ◽  
Anaerobic Power ◽  
Control Group ◽  
Simulation Test ◽  
Basketball Players ◽  
Simulation Based ◽  
Before And After ◽  
And Performance

Background: The effectiveness of simulation-based training has been examined in various sports. However, considering the effect of gender and sport on training, it would be interesting to evaluate simulation-based training in female basketball. Objective: The purpose of the study was to examine the effect of simulation-based training on physical fitness and performance indices in female basketball players. Methods: Sixteen female semi-professional basketball players were randomly assigned to experimental (n=8; age, 25±2 years; weight, 62±9 kg; height, 167±8 cm) or control (n=8; age, 24±1 years; weight, 57±9 kg; height, 170±8 cm) groups. The experimental group participated in a six week basketball simulation training program including running with different speeds (jogging to sprinting), agility, jumping, and shuffling. Both groups performed the Cooper 12 min run, line drill, an adjusted T-test, 20 ms print, the Sargent vertical jump and basketball exercise simulation test before and after six weeks of the study period. Control and experimental groups performed typical basketball training, three times weekly. The overall training volume was similar for both groups. Results: The perceived exertion was higher in the simulation-based training than control (p<0.05) group. The findings of this study indicated a significant increase in VO2 max (p=0.001), anaerobic power (p=0.009), explosive leg strength (p=0.036), and total distance covered in basketball exercise simulation test (p=0.001) and decrease of the meantime of one round of basketball exercise simulation test (p=0.001) in the simulation training compared to the control group. Conclusion: Generally incorporation of the simulation-based training in conditioning programs is recommended for improving aerobic, anaerobic and leg explosive strength of basketball players.

STATION ROTATION MODEL WITH ICT INTEGRATION ENHANCES STUDENTS’ PROBLEM SOLVING SKILL IN PHYSICS

2021 ◽  
Vol 8 (4) ◽  
pp. 619-640
Author(s):  
Alibai Unsi ◽  
Alnoury Cauring ◽  
Amour Camua ◽  
Norma Dalgan
Keyword(s):  
Problem Solving ◽  
Control Group ◽  
Ict Integration ◽  
Innovation In Education ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
K 12 ◽  
Experimental Group ◽  
Rotation Model

Station rotation model has recently become a promising innovation in education in which learners lead to deeper learning and problem-solving development (Jones, 2018). The study determined the effectiveness of station rotation model with ICT integration to enhance the problem solving skill of ninth grade students of ARMM Regional Science High School during five weeks of intervention. The data of this study were obtained from the pre-test and post-test with open-ended questions from Control and Experimental Groups. These tests were administered before and after the intervention and scored using rubric. Moreover, attitude test was answered by the students to provide feedbacks on the use of station rotation model with ICT integration. Results revealed that there is no significant difference in the post-test performances under the Control Group (K-12 teaching instruction) and the Experimental Group (SRM with ICT Integration), t (25) =-1.324, p=.197. At the end of the study, experimental group under station rotation model with ICT integration does not significantly enhance students’ problem solving skill in Physics.

Effects of Achievement Motivation and Success/Failure on Attributions, Expectancies, and Performance on a Psychomotor Task

1983 ◽  
Vol 56 (3) ◽  
pp. 901-902 ◽  
Author(s):  
L. R. McCaughan
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
School Students ◽  
Performance Attribution ◽  
Performance Differences ◽  
Failure Feedback ◽  
Male High School ◽  
And Performance

Groups of male high school students ( N = 420) classified as high and low need achievers by the Mehrabian scale used a lever-positioning task to determine performance differences. Success and failure feedback was administered after successive blocks of trials, and both attribution and expectancy data were collected. No differences were found between the motive groups for performance, attribution or expectancy. However, success/failure feedback did produce significant differences for attribution and expectancy, evidence for a situational rather than dispositional effect.

scholarly journals 195 Depriving piglets of maternal feces changes piglet physiology and performance before and after weaning

2019 ◽  
Vol 97 (Supplement_2) ◽  
pp. 114-114
Author(s):  
Edgar O Aviles ◽  
Anoosh Rakhshandeh ◽  
John J McGlone
Keyword(s):  
Growth Performance ◽  
Treatment Effects ◽  
Post Partum ◽  
Control Group ◽  
Blood Samples ◽  
Male And Female ◽  
Fecal Output ◽  
Before And After ◽  
And Performance

Abstract Coprophagy has been described in piglets, but its effects on piglet physiology, behavior, and performance have not been fully assessed. Therefore, this study was conducted to evaluate how deprivation of maternal feces influenced these measures before and after weaning. Eight litters were randomly assigned to one of two treatments following a CRD design: Control and treatment (TRT). Piglets in the control group had access to maternal feces while piglets in TRT litters were deprived of maternal feces for the first 7 d of age. Measures of piglet behavior were observed for 24 h on d 7 of age. Blood samples were collected from two piglets from each litter (i.e. male and female) at 0, 7, and 21 d of age for hematological analyses. Litters were weaned at 25 ±2 d of age and post-weaning growth performance was assessed until 100 d post weaning. During the first 3 d post-partum, sow fecal output was low or absent. After 3 d post-partum, sows defecated 220.7 ± 43.86 g/d (DM basis). No treatment effects were observed on measures of behavior, hematocrit or hemoglobin at 0, 7, and 21 d of age (P > 0.05). Relative to the control group, TRT piglets had 25% lower WBC numbers (PP ≤ 0.05). At 100-d post-weaning, control pigs were 8.33 ± 1.9 kg heavier than TRT pigs (P < 0.05). Collectively, these results show that when piglets had access to maternal feces during the first 7 d of age, while not changing nursing or other behaviors, they had better pre- and post-weaning performance than piglets deprived of maternal feces. Further studies are needed to determine the mechanisms (nutritional, microbial, or pheromonal) through which maternal feces changes physiology and improves the growth of piglets.

Live high-train low for 24 days increases hemoglobin mass and red cell volume in elite endurance athletes

2006 ◽  
Vol 100 (6) ◽  
pp. 1938-1945 ◽  
Author(s):  
Jon Peter Wehrlin ◽  
Peter Zuest ◽  
Jostein Hallén ◽  
Bernard Marti
Keyword(s):  
Cell Volume ◽  
Sea Level ◽  
Endurance Athletes ◽  
Control Group ◽  
Red Cell ◽  
Red Cell Volume ◽  
National Team ◽  
Before And After ◽  
Hemoglobin Mass ◽  
And Performance

The effect of live high-train low on hemoglobin mass (Hbmass) and red cell volume (RCV) in elite endurance athletes is still controversial. We expected that Hbmass and RCV would increase, when using a presumably adequate hypoxic dose. An altitude group (AG) of 10 Swiss national team orienteers (5 men and 5 women) lived at 2,500 m (18 h per day) and trained at 1,800 and 1,000 m above sea level for 24 days. Before and after altitude, Hbmass, RCV (carbon monoxide rebreathing method), blood, iron, and performance parameters were determined. Seven Swiss national team cross-country skiers (3 men and 4 women) served as “sea level” (500–1,600 m) control group (CG) for the changes in Hbmass and RCV. The AG increased Hbmass (805 ± 209 vs. 848 ± 225 g; P < 0.01) and RCV (2,353 ± 611 vs. 2,470 ± 653 ml; P < 0.01), whereas there was no change for the CG (Hbmass: 849 ± 197 vs. 858 ± 205 g; RCV: 2,373 ± 536 vs. 2,387 ± 551 ml). Serum erythropoietin ( P < 0.001), reticulocytes ( P < 0.001), transferrin ( P < 0.001), soluble transferrin receptor ( P < 0.05), and hematocrit ( P < 0.01) increased, whereas ferritin ( P < 0.05) decreased in the AG. These changes were associated with an increased maximal oxygen uptake (3,515 ± 837 vs. 3,660 ± 770 ml/min; P < 0.05) and improved 5,000-m running times (1,098 ± 104 vs. 1,080 ± 98 s; P < 0.01) from pre- to postaltitude. Living at 2,500 m and training at lower altitudes for 24 days increases Hbmass and RCV. These changes may contribute to enhance performance of elite endurance athletes.

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