要求：关于生态或者社会或者学习的心理学英文文章，1000字左右 并且有中文翻译最好是欧美国家著名的心里学家或者学者写的 谢谢
对教学和学习的影响：研究报告说,在这一文件中的一些影响教育工作者和管理者的工作与青少年的早期, 尤其是从事中学. 一个重要的教育家和管理者,从这项研究的重大影响,外在报酬和 行为控制系统,对学生的学习动机. 学生报的负面影响,这种制度也有其意义属于学校,学校的影响, 对老师的支持,学术界的参与和努力. 由于数据显示,在学习, 学校希望能创造一个更积极的激励环境,不妨重新考虑使用行为控制系统,并 作为拍( 1999 )建议,考虑把重点放在实施激励制度. 大多数学生说,在这项研究确认,是为了维护自己的自我价值感,在学校的情况,这 反过来又影响其追求业绩避税目标. 学生们也能够形容特色的学校和教室方面,他们认为威胁到自己的感 自我价值,其中一些有可能被改变,通过教师的行为语境或修改. 这些数据表明,教育家和管理者可以努力,使学校和课堂情境威胁较轻的一些学生 从而鼓励更多正面的激励模式. 一个值得注意的调查结果,这项研究的影响, 11至12岁的学生希望父母同意可以有 关于激励他们所追求的目的在学校. 尤其是一些学生,渴望父母同意治学业相关的行为和目标. 这些资料可以帮助教师和行政人员可以采取一些步骤,以更密切地与家长 对于效益差的学生. 数据报道,在研究突出的影响,知觉到的教师的支持,教师/学生关系,对学生 感受学校,并最终在学术和社会目标的追求. 数据表明,学生看到高水平的师资支持,采取更加积极的激励模式比感知 低层次师资支持. 这些数据强调学生感知支援关系,与教师尽量正面激励模式. Implications for teaching and learning
The research reported in this paper has some implications for educators and administrators working with early adolescents, in particular those involved in middle schools.
An important implication for educators and administrators that emerged from this study was the significant influence that extrinsic reward and behavioural control systems had on students’ motivation. Students reported the negative influence such systems had on their sense of school belonging, school affect, perceptions of teacher support, academic engagement and effort. As a result of the data revealed in the study, schools hoping to create a more positive motivational environment may wish to re-consider use of behavioural control systems and, as Brophy (1999) suggests, consider focusing on the implementation of motivational systems.
Most students described in this study acknowledged a desire to protect their sense of self-worth in school contexts and this in turn influenced their pursuit of performance avoidance goals. Students were also able to describe characteristics of the school and classroom context they perceived threatening to their sense of self-worth, some of which had the potential to be altered through teacher behaviour or contextual modifications. These data suggest that educators and administrators could work towards making school and classroom contexts less threatening for some students and thus encourage more positive motivational patterns.
One notable finding of this study was the impact that 11 and 12-year-old students’ desire for parental approval can have on the motivational goals they pursue at school. In particular, for some students, desire for parental approval governed their academic related behaviour and goals. Such information could be of benefit to teachers and administrators who could take steps to work more closely with parents for the benefit of the students.
The data reported in the study highlighted the impact of perceived teacher support and teacher / student relationships on students’ feelings about school and ultimately their academic and social goal pursuit. The data indicate that students who perceive high levels of teacher support adopt more positive motivational patterns than those perceiving low levels of teacher support. Such data emphasises the importance of students perceiving supportive relationships with teachers to maximise positive motivational patterns.
The research reported in this paper has some implications for educators and administrators working with early adolescents, in particular those involved in middle schools.
An important implication for educators and administrators that emerged from this study was the significant influence that extrinsic reward and behavioural control systems had on students’ motivation. Students reported the negative influence such systems had on their sense of school belonging, school affect, perceptions of teacher support, academic engagement and effort. As a result of the data revealed in the study, schools hoping to create a more positive motivational environment may wish to re-consider use of behavioural control systems and, as Brophy (1999) suggests, consider focusing on the implementation of motivational systems.
Most students described in this study acknowledged a desire to protect their sense of self-worth in school contexts and this in turn influenced their pursuit of performance avoidance goals. Students were also able to describe characteristics of the school and classroom context they perceived threatening to their sense of self-worth, some of which had the potential to be altered through teacher behaviour or contextual modifications. These data suggest that educators and administrators could work towards making school and classroom contexts less threatening for some students and thus encourage more positive motivational patterns.
One notable finding of this study was the impact that 11 and 12-year-old students’ desire for parental approval can have on the motivational goals they pursue at school. In particular, for some students, desire for parental approval governed their academic related behaviour and goals. Such information could be of benefit to teachers and administrators who could take steps to work more closely with parents for the benefit of the students.
The data reported in the study highlighted the impact of perceived teacher support and teacher / student relationships on students’ feelings about school and ultimately their academic and social goal pursuit. The data indicate that students who perceive high levels of teacher support adopt more positive motivational patterns than those perceiving low levels of teacher support. Such data emphasises the importance of students perceiving supportive relationships with teachers to maximise positive motivational patterns.
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第1个回答 2013-11-21
含意为教学和学习
本文的研究报道,有一些启示教育者和管理员的工作与早期的青少年,尤其是那些参与中学。
教育的重要含义,该研究管理中的重要作用,是外在报酬和行为的控制系统,对学生的动机。这样的负面影响学生对他们的系统的影响,学校、学校教师的支持,学术观点和努力。由于数据显示,在这项研究中,学校希望能创造一个更为积极的激励的环境可能会希望再次使用行为控制系统,如Brophy(1999)表明,考虑聚焦在实施激励体系。
大多数的学生在本研究中承认,要保护他们的自我价值在学校,这反过来又影响环境绩效目标的追求避免。学生们也能描述特征的学校,他们认为威胁到教室语境的自我意识,其中一些有潜力成为老师的行为或改变通过上下文修改。这些数据表明,教育工作者和管理者可以实现学校课堂环境,并对有些学生来说,从而鼓励更多的正面激励模式。
本研究发现一个显著的影响,12岁的学生的欲望和对父母批准可以有动机的目标,他们在学校的追求。在特殊情况下,对有些学生来说,他们渴望父母批准适用相关行为及学术目标。这些信息可以使教师和管理人员可以采取措施来进一步密切合作与父母的学生。
在研究的数据报告强调的影响教师的支持和感知上的关系;教师或学生对于学校的学生的情感,最终他们的学术和社会目标的追求。数据表明:学生的感知高水平的教师的支持采用更积极激励模式相比,低水平的教师的支持的感知。这样的数据的重要性,强调学生与老师的关系的感知支持扩大积极激励模式。
本文的研究报道,有一些启示教育者和管理员的工作与早期的青少年,尤其是那些参与中学。
教育的重要含义,该研究管理中的重要作用,是外在报酬和行为的控制系统,对学生的动机。这样的负面影响学生对他们的系统的影响,学校、学校教师的支持,学术观点和努力。由于数据显示,在这项研究中,学校希望能创造一个更为积极的激励的环境可能会希望再次使用行为控制系统,如Brophy(1999)表明,考虑聚焦在实施激励体系。
大多数的学生在本研究中承认,要保护他们的自我价值在学校,这反过来又影响环境绩效目标的追求避免。学生们也能描述特征的学校,他们认为威胁到教室语境的自我意识,其中一些有潜力成为老师的行为或改变通过上下文修改。这些数据表明,教育工作者和管理者可以实现学校课堂环境,并对有些学生来说,从而鼓励更多的正面激励模式。
本研究发现一个显著的影响,12岁的学生的欲望和对父母批准可以有动机的目标,他们在学校的追求。在特殊情况下,对有些学生来说,他们渴望父母批准适用相关行为及学术目标。这些信息可以使教师和管理人员可以采取措施来进一步密切合作与父母的学生。
在研究的数据报告强调的影响教师的支持和感知上的关系;教师或学生对于学校的学生的情感,最终他们的学术和社会目标的追求。数据表明:学生的感知高水平的教师的支持采用更积极激励模式相比,低水平的教师的支持的感知。这样的数据的重要性,强调学生与老师的关系的感知支持扩大积极激励模式。
