1,720,971 research outputs found
Self-determination theory and mindfulness
No full textThis book approaches the field of mindfulness research from the perspective of self-determination theory (SDT). It is a timely presentation of work promoting better understanding of the mental and socioemotional well-being of individuals; of need-based satisfaction for one’s own work and learning; of mindfulness of self and others; of awareness and conflict resolution, with strategies for dealing with critical situations. As the first book employing SDT to examine mindfulness research in schools, institutions, workplaces, the authors show in what ways mindfulness involves self- and social awareness, self-regulation, and cognitive, and socioemotional skills. These, in turn, lead to well-being competencies in combinations of behaviours, cognitions, and emotions that are essential for all individuals’ success across various settings, including educational and working contexts. It draws on SDT which emphasises on motivation processes and relations among people engaged in activities to promote or nurture mindfulness, ranging from schools and tertiary institutions to various workplaces. It is an essential resource for practitioners and educators, as well as researchers and graduate students in special and general education, educational psychology, well-being, organisational culture, and family-related fields
Nurture intrinsic motivation, inspire students in learning: A study on motivating students to learn in the classroom
No full textWhat are students motivated by when they are learning? What can teachers do to promote the love for learning? This mixed-methods research study has as its objectives the investigation of the motivational profiles of students and the examination of the effects of autonomy-supportive instructional behaviours characterised by provision of choice, provision of meaningful rationale and acknowledgement of perspective-taking on students’ perceived autonomy-support, psychological needs satisfaction, motivational regulation, motivational beliefs of self-efficacy and intrinsic task value, use of cognitive strategies, self-regulation, enjoyment and effort in learning.Quantitative findings revealed that as a collective group, the secondary school female students experienced slightly more autonomous than controlled motivational regulations and responded favourably to the autonomy-supportive instructional behaviours. Findings also revealed that there exist clusters of students with distinctive motivational profiles who responded differently to the autonomy-supportive instructional behaviours.Qualitative findings from focused-group discussions with the students and an interview with the teacher provided more in-depth understanding into the reasons for the motivational regulations of the students and the students' experiences in learning in an autonomy-supportive classroom. Findings further suggested ways in which the intervention programme could be modified to be more beneficial for students.The implication of the findings was discussed in the socio-cultural-political context of the Singapore society with the Self-Determination Theory embedded in an Ecological-System framework
Mindfulness, volition and motivation in learning
No full textThis thesis is on motivating students in learning. It is anchored on a macro-theory of human motivation – the Self-Determination Theory (SDT). In recent years, mindfulness has been integrated into the SDT framework. This thesis attempts to extend extant research on the SDT and thus to contribute to theory-building by integrating the SDT and mindfulness in social-emotional learning.In Study 1, the researcher developed and validated an instrument for the measurement of mindfulness – attentional and attitudinal components, in children and adolescents. Participants for this study were 717 students, Mage = 12.25 years old, SD = .91, 48.12% females. Exploratory factor analysis conducted on the data collected suggested a four-factor solution to the instrument. Confirmatory factor analysis confirmed the four-factor solution which measured nuanced aspects of mindfulness. The four factors were labelled “attention and awareness”, “self-acceptance”, “curiosity”, and “openness to negative emotions”, with “attention and awareness” being the attentional component and “self-acceptance”, “curiosity”, and “openness to negative emotions” being the attitudinal components.In Study 2 (N = 958 students, Mage = 13.28 years old, SD = 1.06, 58.04% female), the researcher evaluated a hypothesised model in an attempt to explain the mechanisms through which mindfulness influences basic psychological needs satisfaction, motivational regulatory outcomes (autonomous and controlled regulations), emotional regulatory outcomes (self-control, stress-management, conditional goal-setting) and cognitive regulatory outcomes (use of organisational skills) in learning. Regression analyses showed that attention and awareness significantly predicted basic psychological needs satisfaction, autonomous regulation, self-control, stress-management and use of organisational skills in learning, but not controlled regulation and conditional goal-setting. The relationships between the attitudinal components of mindfulness and the social-emotional learning outcomes were complex. In general, the attitudinal components of mindfulness, in particular, self-acceptance and curiosity predicted the emotional and cognitive regulatory outcomes above and beyond the prediction made by attentional and awareness. Additionally, basic psychological needs satisfaction and autonomous regulation mediated the relationships between mindfulness (attention and attitudinal components) and the emotional and cognitive regulatory outcomes in learning.In Study 3 (N = 119 students, Mage = 13.03 years old, SD = 1.01, 55.46% female), using both quantitative and qualitative methods, the researcher evaluated the effects of a mindfulness-based intervention programme (.b programme) on students’ motivational, emotional and cognitive regulatory outcomes in learning. Mixed ANOVA analyses suggested that mindfulness practices hold potential for nurturing motivational, emotional and cognitive regulatory outcomes in learning. Qualitative data from the students provided more insight into the mechanisms on how mindfulness practices could promote more favourable motivational, emotional and cognitive regulatory outcomes in learning.The implications of the thesis are discussed in the context of social-emotional learning in Singapore school settings
ADOLESCENTS' PERCEPTIONS OF AND ATTITUDES TOWARDS THE OLDER PERSONS
No full textBachelor'sBACHELOR OF SOCIAL SCIENCES (HONOURS
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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