Publikation:

Online motivational interventions : Promoting psychological and physical health in teachers

Lade...
Vorschaubild

Dateien

Zu diesem Dokument gibt es keine Dateien.

Datum

2014

Autor:innen

Hall, Nathan C.
Frenzel, Anne C.
Wang, Hui
Rahimi, Sonia

Herausgeber:innen

Kontakt

ISSN der Zeitschrift

Electronic ISSN

ISBN

Bibliografische Daten

Verlag

Schriftenreihe

Auflagebezeichnung

URI (zitierfähiger Link)
DOI (zitierfähiger Link)
ArXiv-ID

Internationale Patentnummer

Angaben zur Forschungsförderung

Projekt

Open Access-Veröffentlichung
Core Facility der Universität Konstanz

Gesperrt bis

Titel in einer weiteren Sprache

Publikationstyp
Sonstiges, Konferenz
Publikationsstatus
Published

Erschienen in

Paper presented at ICM 2014 : International Conference on Motivation, Helsinki, Finland

Zusammenfassung

Weiner’s (1985) attribution theory asserts that the causal explanations used by individuals to explain negative events in academic achievement settings can substantially impact subsequent emotions, behaviours, and performance. Whereas over 30 years of research demonstrates significant benefits for students from brief interventions in which personally controllable attributions for failure are encouraged (e.g., lack of effort vs. low ability; see Forsterling, 1985; Haynes et al., 2009), little research to date has evaluated the effects of Attributional Retraining (AR) for teachers. The present study addressed this research gap in examining the longitudinal benefits of a web-based, motivational program for teachers, based on attribution theory, on psychological and physical health. In the spring of 2013, 526 Canadian teachers completed an online questionnaire including baseline self-report measures of causal attributions, emotional exhaustion, and physical well-being. Immediately following was a series of brief readings summarizing (a) the content of AR interventions in prior empirical research with students, and (b) short segments from a published teacher handbook providing examples of in-class assessment and instruction methods that encourage adaptive, personally controllable attributions in students. ANCOVA analyses (controlling for age, gender, years of experience, grade level of instruction, baseline measures) on the same questionnaire completed six months later revealed statistically significant main effects of the AR intervention on each dependent measure. The present findings thus provide preliminary empirical support for the potential cognitive, emotional, and health benefits of informational, online, motivational programs for teachers in which research and advice concerning motivational topics are presented in an accessible manner.

Zusammenfassung in einer weiteren Sprache

Fachgebiet (DDC)
150 Psychologie

Schlagwörter

Konferenz

ICM 2014 : International Conference on Motivation, 12. Juni 2014 - 14. Juni 2014, Helsinki, Finland
Rezension
undefined / . - undefined, undefined

Forschungsvorhaben

Organisationseinheiten

Zeitschriftenheft

Zugehörige Datensätze in KOPS

Zitieren

ISO 690HALL, Nathan C., Anne C. FRENZEL, Thomas GÖTZ, Hui WANG, Sonia RAHIMI, 2014. Online motivational interventions : Promoting psychological and physical health in teachers. ICM 2014 : International Conference on Motivation. Helsinki, Finland, 12. Juni 2014 - 14. Juni 2014. In: Paper presented at ICM 2014 : International Conference on Motivation, Helsinki, Finland
BibTex
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/34758">
    <dc:contributor>Hall, Nathan C.</dc:contributor>
    <dcterms:title>Online motivational interventions : Promoting psychological and physical health in teachers</dcterms:title>
    <dc:creator>Frenzel, Anne C.</dc:creator>
    <dc:contributor>Götz, Thomas</dc:contributor>
    <dc:creator>Rahimi, Sonia</dc:creator>
    <dcterms:abstract xml:lang="eng">Weiner’s (1985) attribution theory asserts that the causal explanations used by individuals to explain negative events in academic achievement settings can substantially impact subsequent emotions, behaviours, and performance. Whereas over 30 years of research demonstrates significant benefits for students from brief interventions in which personally controllable attributions for failure are encouraged (e.g., lack of effort vs. low ability; see Forsterling, 1985; Haynes et al., 2009), little research to date has evaluated the effects of Attributional Retraining (AR) for teachers. The present study addressed this research gap in examining the longitudinal benefits of a web-based, motivational program for teachers, based on attribution theory, on psychological and physical health. In the spring of 2013, 526 Canadian teachers completed an online questionnaire including baseline self-report measures of causal attributions, emotional exhaustion, and physical well-being. Immediately following was a series of brief readings summarizing (a) the content of AR interventions in prior empirical research with students, and (b) short segments from a published teacher handbook providing examples of in-class assessment and instruction methods that encourage adaptive, personally controllable attributions in students. ANCOVA analyses (controlling for age, gender, years of experience, grade level of instruction, baseline measures) on the same questionnaire completed six months later revealed statistically significant main effects of the AR intervention on each dependent measure. The present findings thus provide preliminary empirical support for the potential cognitive, emotional, and health benefits of informational, online, motivational programs for teachers in which research and advice concerning motivational topics are presented in an accessible manner.</dcterms:abstract>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dc:creator>Götz, Thomas</dc:creator>
    <dc:language>eng</dc:language>
    <dcterms:issued>2014</dcterms:issued>
    <dc:contributor>Rahimi, Sonia</dc:contributor>
    <dc:contributor>Wang, Hui</dc:contributor>
    <dc:creator>Wang, Hui</dc:creator>
    <dc:creator>Hall, Nathan C.</dc:creator>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2016-07-12T07:54:35Z</dc:date>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dc:contributor>Frenzel, Anne C.</dc:contributor>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/34758"/>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2016-07-12T07:54:35Z</dcterms:available>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
  </rdf:Description>
</rdf:RDF>

Interner Vermerk

xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter

Kontakt
URL der Originalveröffentl.

Prüfdatum der URL

Prüfungsdatum der Dissertation

Finanzierungsart

Kommentar zur Publikation

Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Ja
Begutachtet
Diese Publikation teilen