266,666 research outputs found
The Effects of Implementing Vocabulary Journals into Main Course Classes on Student Success at a Private University
Vocabulary learning is one of the most difficult components of foreign language education. Therefore, students are in need of some strategies to cope with it and keeping vocabulary journals is one of these particular strategies. This study examined the vocabulary journals kept by the preparatory school students of a private university to determine the effects of them on learner success and learner autonomy as well as the attitudes of students and instructors towards them. A mixed method approach in which qualitative data was supported by quantitative data was applied to totally 346 participants. The findings of the study provide relevant information and insight for the instructors and administrators who aim to enhance vocabulary learning and plan to implement vocabulary journals into their own educational systems.
Keywords: vocabulary journal, vocabulary learning, retention, learner autonomy, homewor
Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates
This study investigated the impact of a 12-week problem-based learning (PBL) intervention on three psychological constructs (motivation, locus of control and self-esteem) linked to learner autonomy. Results indicated that there was a significant increase in the studentsâ intrinsic motivation (P<0.05) and a non-significant shift towards an internal locus of control after the intervention period. Students perceived the benefits of PBL to be the opportunity to work in teams and to consider a wider knowledge base. A short course of PBL was successful in developing learner autonomy and other key employability skills alongside the application of content knowledge
Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory
Purpose: This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of studentsâ motivation to engage in academic activities based on the self-determination theoryâs perspective. Methods: A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases), hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in health professions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria. Results: A total of 17 studies met the inclusion and quality criteria. Articles retrieved came from diverse locations and mainly from medical education and to a lesser extent from psychology and dental education. Intrapersonal (gender and personality traits) and interpersonal determinants (academic conditions and lifestyle, qualitative method of selection, feedback, and an autonomy supportive learning climate) have been reported to have a positive influence on studentsâ motivation to engage in academic activities. No studies were found that tested mediation effects between determinants and studentsâ motivation. In turn, studentsâ self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes. Conclusion: This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of studentsâ characteristics. Doing so may support future health practitionersâ self-determined motivation and positively influence how they process information and their emotions and how they approach their learning activities
Proceedings of the Salford Postgraduate Annual Research Conference (SPARC) 2011
These proceedings bring together a selection of papers from the 2011 Salford Postgraduate Annual Research Conference(SPARC). It includes papers from PhD students in the arts and social sciences, business, computing, science and engineering, education, environment, built environment and health sciences. Contributions from Salford researchers are published here alongside papers from students at the Universities of Anglia Ruskin, Birmingham City, Chester,De Montfort, Exeter, Leeds, Liverpool, Liverpool John Moores and Manchester
The Social Context as a Determinant of Teacher Motivational Strategies in Physical Education
The purpose of the study was to provide an in-depth analysis of how Physical Education (PE) teachers perceive the social context to influence the motivational strategies that they use towards students. Semi-structured interviews of 22 PE teachers were examined using categorical content analysis. The teachers perceived that an emphasis on student assessment and the time constraints associated with PE lessons influenced their motivational strategies towards students; however, these strategies often conflicted with the teachersâ beliefs about the most appropriate motivational strategies. The teachersâ own performance evaluations and pressure to conform to other teachersâ methods also influenced the teachersâ motivational strategies, but these influences were often congruent with their teaching beliefs. Additionally, the teachers discussed how perceived cultural norms associated with the teacher-student relationship impacted upon their chosen motivational strategies. These cultural norms were reported by different teachers as either in line, or in conflict with their teaching beliefs. Finally, the influence of the teachersâ perceptions of their students helped produce strategies that were congruent with their beliefs, but often different to empirically suggested strategies. Consequently, it is important that teacher beliefs are targeted in education programs and that the teaching context aid in facilitating adaptive motivational strategies
Decentralization, identity construction, and conflict : education under Aceh's special autonomy : a dissertation presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Development Studies, Massey University, Palmerston North, New Zealand
This study contributes to the existing literature on decentralization by exploring the relationship between decentralization, identity construction and conflict in the context of decentralization reform in Indonesia. Using the concept of bottom-up autonomy as its theoretical lens, this study explores the impact of political decentralization on the autonomy of Aceh and examines the notion that autonomy can contribute to peaceful management of intra-state conflict. The study involves research into education stakeholders in the two districts of Aceh and uses the qualitative methods of pairwise ranking, semi-structured interviews, observation, and document analysis.
More specifically, the impact of decentralization on the autonomy of Aceh is investigated through perceived changes in three areas of education: the curriculum, the structure, and the financing of education. The results demonstrate that the autonomy agreed between Aceh and the Indonesian government has contributed to extensive bottom-up autonomy for Aceh by accommodating the distinct identity of the Acehnese and by providing a political framework for local empowerment. Through providing frameworks for the accommodation of local identity and for local empowerment, the form of bottom-up autonomy resulting from political decentralization has offered negotiated avenues for managing intra-state conflict peacefully. These frameworks have hopefully created common ground for both parties to sustain peace.
However, this study also revealed that there is potential for internal discontent within Aceh society as a result of perceived unequal access to resources. This study does not, therefore, emphatically conclude that political decentralization necessarily reduces conflict. Instead, this research suggests that political decentralization which results in extensive bottom-up autonomy may be a tool for promoting a more peaceful management of conflict between regions and the central state than would otherwise be possible
How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory
Purpose: Internalization of studentsâ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy studentsâ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more âhuman centredâ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support studentsâ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery
Trust, choice and power in mental health
The original publication is available at www.springerlink.co
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