scholarly journals IMPLICIT THEORIES OF INTELLIGENCE: THE IMPACT OF INCREMENTAL MINDSET INTERVENTION ON STUDENT'S ACHIEVEMENT GOALS

2020 ◽  
Vol 5 (37) ◽  
pp. 364-378
Author(s):  
Tahereh Mehrollahi ◽  
Mariani Md Nor2 ◽  
Mahmoud Danaee
Keyword(s):  
Goal Orientation ◽  
Achievement Goals ◽  
Repeated Measures ◽  
Learning Performance ◽  
Implicit Theory ◽  
Theory Of Intelligence ◽  
Significant Difference ◽  
Implicit Theory Of Intelligence ◽  
The Impact ◽  
Mindset Intervention

The achievement goal approach has led to educational and social- psychology as a foundation of practical education in schools. The implicit theory of intelligence, which is one of the leading models in motivation, is deep-rooted in goal theory. This theory suggests the student's belief system is divided into an entity and incremental mindset, which links each with a specific goal orientation: learning, performance, learning avoidance, and performance-avoidance. Therefore, the implicit theory of intelligence is considered an antecedent of achievement goals, which means that by changing the student's mindset, their goals and achievement levels will also change. This study investigates the effect of an incremental mindset intervention on student's achievement goals through a quasi-experimental design. For this purpose, a population of fifty-five eighth-grade female students was classified into control and experimental groups. Both groups performed the pre-, post-, and follow-up tests of goal orientations. The two-way repeated measures of MANOVA results showed a statistically significant difference in the impact of the applied intervention on student's goal orientation between the tested groups against time (F=5.585, P<0.001, η2=0.100).

Exploring the Impact of Interaction Modality on Students’ Learning Performance

2021 ◽  
pp. 073563312110272
Author(s):  
Neila Chettaoui ◽  
Ayman Atia ◽  
Med Salim Bouhlel
Keyword(s):  
User Interfaces ◽  
Teaching Method ◽  
Learning Performance ◽  
Controlled Study ◽  
Embodied Interaction ◽  
Multimodal Learning ◽  
Tangible User Interfaces ◽  
Embodied Learning ◽  
Significant Difference ◽  
The Impact

Embodied learning pedagogy highlights the interconnections between the brain, body, and the concrete environment. As a teaching method, it provides means of engaging the physical body in multimodal learning experiences to develop the students’ cognitive process. Based on this perspective, several research studies introduced different interaction modalities to support the implementation of an embodied learning environment. One such case is the use of tangible user interfaces and motion-based technologies. This paper evaluates the impacts of motion-based, tangible-based, and multimodal interaction merging between tangible interfaces and motion-based technology on improving students’ learning performance. A controlled study was performed at a primary school with 36 participants (aged 7 to 9), to evaluate the educational potential of embodied interaction modalities compared to tablet-based learning. The results highlighted a significant difference in the learning gains between all groups, as determined by one-way ANOVA [F (3,32) = 6.32, p = .017], in favor of the multimodal learning interface. Findings revealed that a multimodal learning interface supporting richer embodied interaction that took advantage of affording the power of body movements and manipulation of physical objects might improve students’ understanding of abstract concepts in educational contexts.

scholarly journals The impact of the level of parental involvement and parental demands on students' attitudes to learning

2021 ◽  
Vol 70 (1) ◽  
pp. 69-86
Author(s):  
Ranka Perućica ◽  
Olivera Kalajdžić
Keyword(s):  
Parental Involvement ◽  
Goal Orientation ◽  
Family Environment ◽  
Approaches To Learning ◽  
Goal Orientations ◽  
Approach To Learning ◽  
Learning Goal ◽  
Significant Difference ◽  
Students Attitudes ◽  
The Impact

The attitudes that parents have towards learning are very significant for the forming of staudents' attitudes towards learning. The importance of this study lies in uncovering the extent to which students' own attitudes to learning depend on the level of parental involvement and parental demands, and the extent to which the insights obtained can be used as the basis for determining the manner in which parents should be engaged in and devote attention to their children's learning. In this paper, students' attitudes to learning were observed through two variables, namely students' learning goal orientation and their approaches to learning. The research sample consisted of 802 seventh-, eighthand ninth-grade primary school students. We started from the assumption that certain differences exist among the given variables. For the purposes of the study we used an instrument for measuring students' approach to learning, an instrument for measuring learning goal orientations and an instrument for measuring the level of demands and the level of support in the family environment. The reliability of the instruments was verified through Cronbach's alpha coefficient. The data obtained indicate that there is a statistically significant difference in learning goal orientations and approaches to learning among students depending on the level of parental demands and the level of parental involvement. Students whose parents provide high levels of support are more likely to have mastery goal orientation and an in-depth approach to learning, regardless of the level of demands. The pedagogical recommendation that can be made based on the results is that parents should provide their children with a high level of support for learning so that they can achieve the best possible results.

scholarly journals Effect of acute antagonist static stretching on upper-body agonist power

2019 ◽  
Vol 15 (1) ◽  
pp. 53-59
Author(s):  
Dave Elliott ◽  
Dayne Massey
Keyword(s):  
Repeated Measures ◽  
Effective Means ◽  
Upper Body ◽  
Static Stretching ◽  
Repeated Measures Design ◽  
Significant Difference ◽  
Potential Benefits ◽  
Upper Body Power ◽  
The Impact ◽  
Practical Implications

There are many studies showing acute static stretching to be detrimental to power generation. However, the majority have focused upon the impact of stretching the agonist musculature. To date, few have examined the potential benefits of acute antagonist static stretching; none have focused on upper-body power. Utilising a repeated-measures design, 30 male participants were randomly assigned to one of two groups whereupon they performed four bench-throw tests; two control (NO-STRETCH) and two experimental (STRETCH), in a counter-balanced manner. Prior to the experimental measures, participants undertook a series of static antagonist stretches. Mean Pmax (SD) in the NO-STRETCH trials was 862.76 (146)W and 898.50 (144)W, respectively. For STRETCH trial 1, Pmax = 930.10 (146)W and trial 2, Pmax = 953.36 (136)W. When compared to the respective NO-STRETCH trials, antagonist static stretching did have a significant effect on Pmax for both the initial ( P < 0.01, d = 1.33) and the re-stretching procedures ( P < 0.01, d = 1.35). A significant difference was also found between the STRETCH trials ( P < 0.01, d = 0.46). The results have practical implications for those involved in upper-body power activities. Specifically, incorporating upper-body antagonist static stretching into pre-performance routines might offer a simple and effective means of enhancing agonist power.

Conceptual Issues and Assessment of Implicit Theories

2017 ◽  
Vol 225 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Marko Lüftenegger ◽  
Jason A. Chen
Keyword(s):  
Virtual Environments ◽  
Implicit Theories ◽  
The State ◽  
Implicit Theory ◽  
Implicit Association ◽  
Incremental Theory ◽  
Entity Theory ◽  
Theory Of Intelligence ◽  
Implicit Theory Of Intelligence ◽  
State Of Research

Abstract. We reviewed fundamental conceptual issues and the state of research on the definition and assessment of implicit theories. We grappled with the following controversies related to the construct: (a) Are entity theory and incremental theory opposite ends of the same continuum? (b) How can scholars use more sophisticated methodologies to classify individuals into either the entity or incremental theory? (c) Given shifting conceptions of what intelligence is, how can scholars refine the implicit theory of intelligence construct? Given these conceptual issues, we then addressed practical issues related to the assessment of implicit theories. We point to the need for more sophisticated methods such as implicit association tests and the use of virtual environments as more “stealthy” ways to assess the construct.

Abstract 15980: Effects of a Concurrent Strength and Endurance Training Program in Diabetes Patients a Randomized Controlled Trial

Circulation ◽  
2015 ◽  
Vol 132 (suppl_3) ◽  
Author(s):  
Daniela Bassi ◽  
Vivian M Arakelian ◽  
Renata G Mendes ◽  
Flavia C Caruso ◽  
José C Bonjorno Júnior ◽  
...  
Keyword(s):  
Glycemic Control ◽  
Repeated Measures ◽  
Functional Performance ◽  
Controlled Trial ◽  
Intervention Strategy ◽  
Peak Torque ◽  
Peak Oxygen Consumption ◽  
Significant Difference ◽  
Patients With Diabetes ◽  
The Impact

Background: The prevalence of diabetes have increased globally to epidemic proportions; glycemic control and treatment remains a challenge. Concurrent aerobic and resistance training programs (CART) have been widely recommended as an important strategy to improve physiologic and functional performance. Objective: The impact of CART programs on metabolic profile, glycemic control and exercise capacity status in patients with diabetes requires additional study, which is the primary aim of the current study. Materials and Methods: We evaluated 41 patients (15 female and 19 male, 50.8±7 years) with a confirmed diagnosis of diabetes. The subjects were randomized in two groups: sedentary group (SG) and CART group (CART-G). CART was performed 12 weeks, 3 times a week for approximately 1 hour per session (30 minutes aerobic and 30 minutes resistance). Body habitus was assessed by body mass index, waist circumference, and skinfolds. Peripheral muscular strength was evaluated by an isokinetic dynamometer and pulmonary gas exchange was measured breath-by-breath, using a portable telemetric system during maximal incremental exercise testing on a cycle ergometer. Statistical analysis included Shapiro-Wilk test follow by ANOVA two way repeated measures. Results: We observed a decrease in HbA1c (8.1±1.6 to 7.3±1.2%), cholesterol (198.38.1±50.3 to 186.8±35.1 mg/dL) and HOMA IR (6.4±6.8 to 5.0±1.4) in the CART-G compared to the SG. There was no significant difference in fasting plasma glucose. Although body weight did not significantly change after training, skinfold measurements indicated decreased body fat in the CART-G only. CART significantly enhanced muscle strength (p<0.05) (peak torque: 135.5±4 to 159.7±47.7 N.m) compared to the SG (Peak torque: 145.3±47.9 to 143±42.2 N.m). CART was also associated with a significant increase in peak oxygen consumption, from 22.9±6.1 to 27.2±4.7 ml•kg –1 •min –1 compared to the SG, from 21.7±4.5 to 21±3.3 ml•kg –1 •min –1 as well as the maximal workload (124.6±29.1 to 149.9±29 watts) compared to the SG (123.6±36.9 to 122.1±32.9 watts). Conclusion: We concluded that CART is an important intervention strategy, producing both physiologic and functional improvements, in patients with diabetes.

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