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- 2019
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Tidskriftsartikel (refereegranskat)
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| 2. |
- Ahmadi, Asghar, et al.
(författare)
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A Classification System for Teachers’ Motivational Behaviors Recommended in Self-Determination Theory Interventions
- 2023
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Ingår i: Journal of Educational Psychology. - Washington, DC : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 115:8, s. 1158-1176
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Tidskriftsartikel (refereegranskat)abstract
- Teachers’ behavior is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labeling those components is essential for implementation, reproducibility, and evidence synthesis.We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviors from existing literature, then refined labels, descriptions, and examples using the Delphi panel’s input. Next, the panel of experts iteratively rated the relevance of each behavior to SDT, the psychological need that each behavior influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviors, experts nominated overlapping behaviors that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviors (TMBs) that were consistent with SDT. For most behaviors (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of TMBs and consistent terminology in how those behaviors are labeled. Researchers and practitioners designing interventions could use these behaviors to design interventions, to reproduce interventions, to assess whether these behaviors moderate intervention effects, and could focus new research on areas where experts disagreed. © 2023 American Psychological Association
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| 3. |
- Noetel, Michael, et al.
(författare)
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Prediction Versus Explanation in Educational Psychology : a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education
- 2023
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Ingår i: Educational psychology review. - New York, NY : Springer. - 1040-726X .- 1573-336X. ; 35:3
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Forskningsöversikt (refereegranskat)abstract
- Educational psychology usually focuses on explaining phenomena. As a result, researchers seldom explore how well their models predict the outcomes they care about using best-practice approaches to predictive statistics. In this paper, we focus less on explanation and more on prediction, showing how both are important for advancing the field. We apply predictive models to the role of teachers on student engagement, i.e. the thoughts, attitudes, and behaviours, that translate motivation into progress. We integrate the suggestions from four prominent motivational theories (self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory), and aim to identify those most critical behaviours for predicting changes in students’ engagement in physical education. Students (N = 1324 all from year 7, 52% girls) from 17 low socio-economic status schools rated their teacher’s demonstration of 71 behaviours in the middle of the school year. We also assessed students’ engagement at the beginning and end of the year. We trained elastic-net regression models on 70% of the data and then assessed their predictive validity on the held-out data (30%). The models showed that teacher behaviours predicted 4.39% of the variance in students’ change in engagement. Some behaviours that were most consistently associated with a positive change in engagement were being good role models (β = 0.046), taking interest in students’ lives outside of class (β = 0.033), and allowing students to make choices (β = 0.029). The influential behaviours did not neatly fit within any single motivational theory. These findings support arguments for integrating different theoretical approaches, and suggest practitioners may want to consider multiple theories when designing interventions. More generally, we argue that researchers in educational psychology should more frequently test how well their models not just explain, but predict the outcomes they care about. © 2023, Crown.
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| 4. |
- Stepanova, K. V., et al.
(författare)
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Influence of annealing on the structure of nanoporous oxide films on the surface of titanium‒aluminum powder alloy
- 2016
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Ingår i: Journal of Surface Investigation. X-ray, Synchrotron and Neutron Techniques. - Moscow : Maik Nauka/Interperiodica. - 1027-4510. ; 10:5, s. 933-941
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Tidskriftsartikel (refereegranskat)abstract
- Oxide films obtained during anodization of Ti‒40% Al sintered powder samples in fluorine-containing electrolytes are investigated. With scanning electron microscopy and X-ray phase analysis, it is demonstrated that an X-ray amorphous nanoporous anodic oxide film is formed on the surface of the powder microparticles under optimal anodization conditions. After annealing at T = 1093 K in air and vacuum (10‒2 Pa), the oxide films are revealed to crystallize with its regular porous structure retained. The composition of the polycrystalline anodic-oxide films annealed in air is a mixture involving TiO2 (anatase and rutile) and α- and γ-Al2O3 phases and Ti2O3 and Al2TiO5 traces. The vacuum annealing process makes it possible to identify TiO2, in which anatase is the main phase, α- and γ-Al2O3, and Ti2O3 and TiO traces. However, rutile is not revealed. The presented results indicate that the application of the anodic nanostructuring of Ti‒40% Al powders is promising for the obtainment of new photocatalytic active nanomaterials. © 2016, Pleiades Publishing, Ltd.
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| 5. |
- Stepanova, Kristina V., et al.
(författare)
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The structure and properties of nanoporous anodic oxide films on titanium aluminide
- 2019
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Ingår i: Kondensirovannye Sredy Mezhfaznye Granitsy. - Voronezh : Voronezh State University. - 1606-867X. ; 21:1, s. 135-145
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Tidskriftsartikel (refereegranskat)abstract
- The paper presents a structural analysis of nanoporous oxide films formed by anodizing γTiAl (Ti-40 wt. %Al) samples in fluoride containing water and waterless electrolytes. Methods and methodology. Two groups of samples produced from (1) ingots and (2) sintered powder were used for anodizing. X-ray diffraction, X-ray electron spectroscopy, and scanning electron microscopy were used to analyse the structure of the films. The band gap values of anodized powder samples were estimated based on their UV-vis absorption spectra. The reaction of degradation of methyl orange under UV-vis irradiation was used to examine the photocatalytic activity of anodized TiAl powder. Results. Anodizing performed under optimal conditions in a 10 % H2SO4+0.15 % HF water electrolyte for both groups of samples results in the formation of self-organized nanoporous films of about 350 nm thickness with effective pore diameter <dp>= (70±10) nm. All the studied oxide films are heterogeneous, consist mostly of TiO2 : Al2O3 in a ratio of approximately 1:1, and have an X-ray amorphous structure. The optical band gap value of anodized powders determined by their UV absorption was Eg∌2.5 eV. It is much less than Eg of nanotubular titanium dioxide (Eg∌3.4 eV). The study also found that the concentration of methyl orange decreases under visible light irradiation in the presence of anodized TiAl powder. Conclusion. Photocatalytic activity of the developed heterogeneous films might be initiated by the visible light irradiation (λ∌480-510 nm). In other words, the new composite "TiAl powder/TiO2-Al2O3 nanoporous oxide" exhibits activity under the visible light radiation which results in the photocatalytic degradation of methyl orange. The obtained results can be successfully used for the production of new powder nanomaterials which show photocatalytic activity under visible light irradiation.
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