Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
322
result(s) for
"Lernziel."
Sort by:
Measuring Language Mindsets and Modeling Their Relations With Goal Orientations and Emotional and Behavioral Responses in Failure Situations
Some people ascribe successful language learning to an innate aptitude that cannot be further developed, at least after a certain young age (i.e., an entity mindset), while other people believe that language learning ability can be improved (i.e., an incremental mindset). The purpose of this research is to (a) introduce the Language Mindsets Inventory (LMI), and (b) test the mindsets-goals-responses model, which maintains that learners' mindsets predict the goals that they set for language learning, and that these goals in turn affect how they respond to difficult academic and communication episodes. Correlational and factor analyses provided evidence of the LMI's valid and reliable use in research with university-level language students. Path analyses showed that regardless of their competence level, greater endorsement of an incremental mindset was associated with the goal of learning more about the language, and this learning goal in turn predicted greater mastery and less helpless responses in failure situations. Greater endorsement of an entity mindset predicted the goal of demonstrating competence (i.e., performance approach goals) when students believed that they had stronger language skills. The use of the LMI in future research and the importance of supporting incremental mindsets for language education are discussed. (Verlag).
Journal Article
Agency in Educational Technology: Interdisciplinary Perspectives and Implications for Learning Design
Advancing learners’ agency is a key educational goal. The advent of personalized EdTech, which automatically tailor learning environments to individual learners, gives renewed relevance to the topic. EdTech researchers and practitioners are confronted with the same basic question: What is the right amount of agency to give to learners during their interactions with EdTech? This question is even more relevant for younger learners. Our aim in this paper is twofold: First, we outline and synthesize the ways in which agency is conceptualized in three key learning disciplines (philosophy, education, and psychology). We show that there are different types and levels of agency and various prerequisites for the effective exercise of agency and that these undergo developmental change. Second, we provide guiding principles for how agency can be designed for in EdTech for children. We propose an agency personalization loop in which the level of agency provided by the EdTech is assigned in an adaptive manner to strike a balance between allowing children to freely choose learning content and assigning optimal content to them. Finally, we highlight some examples from practice.
Journal Article
Feedback-Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents
This study investigated the concept of corrective feedback in second language learning as a learning resource, recasting it as feedback-seeking behavior. Dweck's (1999) mindsets, Korn and Elliot's (2016) achievement goals, and Ashford's (1986) model of feedback-seeking behavior were re-operationalized in the context of language learning. Questionnaire data from 287 college students studying foreign languages in the United States confirmed that learners make calculated decisions regarding whether to seek feedback, by what method, and from what source, based on their own perceptions of the costs and values associated with different feedback-seeking strategies, which are, in turn, largely predicted by the learners' language mindsets and achievement goals. Learners with a growth language mindset and development-approach goals sought feedback using both monitoring and inquiry methods and from teachers and others. Learners with a fixed language mindset and demonstration goals sought feedback only by method of inquiry but from different sources depending on the valence (approach vs. avoidance) of their goals. (Verlag).
Journal Article
Epistemological Reorientations and L2 Interactional Settings. A Postscript to the Special Issue
This postscript discusses the contributions of the four articles in this issue to the field and positions them in relation to other studies in recent CA research on L2. The articles focus on the two arenas for L2 learning: the classroom and the lifeworld of learners. These arenas are widely different from each other and equally so within with respect to organization and participation frameworks and the social practices deployed; but the interactional problems that participants confront inside and outside of the classroom partially overlap. Learning and teaching objects (or 'learnables') are brought into being by the participants through their joint actions, at particular moments in the ongoing activity, be it in a classroom or a situation in the lifeworld. The four articles re-specify standard SLA concepts in interactional terms: attention and noticing, corrective feedback, negotiation of/for meaning, and corrections and metalinguistic explanations. Their re-specification adds value to these concepts because it furnishes them with a publicly visible interactional grounding and shows in each case how linguistic items become objects for reflexive linguistic practices by the participants. (Verlag).
Journal Article
Physical education's role in public health
The 1991 paper, \"Physical Education's Role in Public Health\" described the importance of physical education in addressing public health problems. On its 20th anniversary, this article reviews accomplishments in improving the health impact of physical education and identifies areas lacking progress. Major accomplishments include development of evidence-based programs, documentation of health and academic benefits of physical education, and acceptance of physical education as a public health resource. Additional work is needed to evaluate the uptake of evidence-based programs, improve national surveillance of physical education quantity and quality, establish stronger policies supporting active physical education, and achieve wide acceptance of public health goals within the physical education field. These opportunities constitute an agenda for actualizing the promise of Health-Optimizing Physical Education before the next 20-year anniversary. Verf.-Referat.
Journal Article
Relationship between the 24-Hour Movement Guidelines and fundamental motor skills in preschoolers
To examine the association among 24-Hour Movement Guidelines and fundamental motor skills (FMS) in preschoolers.
Prospective cohort study with one-year follow-up.
Parents of 3−4-year-old children reported child age, sex, race, and time spent viewing screens (hours/day). Accelerometers measured preschooler physical activity (PA) and sleep. The 24-Hour Movement Guidelines were examined (≥3 h/day total PA including ≥1 h/day of moderate-to-vigorous [MVPA], 10−13 h/day of sleep, and ≤1 h/day of screen-time). Trained researchers administered the Test of Gross Motor Development-Third Edition (TGMD-3) to assess FMS. Linear regression was used to assess guidelines met and raw locomotor, ball skills, and total TGMD-3 scores with adjustment for covariates.
One hundred and seven preschoolers provided complete cross-sectional data, and 53 preschoolers provided complete longitudinal data. Of the 107 preschoolers, they were 3.4 ± 0.6 years of age, 44% were male, 50% were White, and the mean age-and-sex adjusted TGMD-3 total score percentile was below average (41 ± 22). Many preschoolers met the PA guideline (91%) and sleep guideline (83%), but few preschoolers met the screen-time guideline (8%) or all three guidelines (6%). MVPA was positively associated with locomotor and total TGMD-3 scores in cross-sectional analysis (p < 0.05 for all). Baseline PA, sleep, and screen-time were associated with total TGMD-3 score at follow-up (p < 0.05 for all). Meeting the screen-time guideline and all three guidelines at baseline were each positively associated with total TGMD-3 score at follow-up (p < 0.05 for all).
Each movement behavior contributed to later FMS. Promotion of adequate movement behaviors is warranted for child health.
Journal Article
Implications of physical literacy for research and practice
Physical literacy is a term that has increasingly gained popularity in recent years. A variety of individuals and organizations have promoted the use of the term internationally, and a variety of claims have been made for the benefits of using the term. A historical overview allows the reader to consider physical literacy as one of many terms that have gained popularity in the field and describes divergent views as well as areas of agreement concerning the term physical literacy. Three North American institutional approaches to physical literacy are discussed. Other issues are also discussed, including assessment and other literacy types (e.g., health, sports). The article is designed to provoke thought among professionals and representatives of institutions concerning physical literacy. (Autor).
Journal Article
Physical education teacher effectiveness in a public health context
The health benefits of physical activity are well documented, and the important role that schools and physical education (PE) can play in reducing sedentary behavior and contributing to population health has been identified. Although effective teaching is ultimately judged by student achievement, a major component of teacher and school effectiveness studies has been student engagement. Thus, in PE, it is important to assess the teaching and learning processes related to expected outcomes, including what students and teachers do and how lessons are delivered. Within a public health context, it is then important to assess how teachers provide students with ample health-enhancing physical activity to help them become physically fit and to learn generalizable movement and behavioral skills designed to promote physical activity and fitness outside of class time. In this article, the authors emphasize that the future of PE in the nation's schools will depend on the ability of schools to provide programs that are perceived to be of importance to the public; moreover, the authors believe that the future of PE rests on the effectiveness of PE teachers to operate within a public health context. In addition, the authors also provide a summary of teacher effectiveness research within a public health context and offer visions for the future assessment and evaluation of PE teacher effectiveness that move beyond the PE lesson to include components of the comprehensive school physical activity model. Verf.-Referat (geändert).
Journal Article
Measuring teacher effectiveness in physical education
This article summarizes the research base on teacher effectiveness in physical education from a historical perspective and explores the implications of the recent emphasis on student performance and teacher observation systems to evaluate teachers for physical education. The problems and the potential positive effects of using student performance scores as well as establishing a comprehensive evaluation program are explored with supportive evidence that some level of accountability is necessary in the field to make significant change. Verf.-Referat (geändert).
Journal Article