Tests in educational contexts often start with easy tasks, assuming that this fosters positive experiences-a sense of control, higher valuing of the test, and more positive and less negative ...emotions. Although intuitive and widespread, this assumption lacks an empirical basis and a theoretical framework. We conducted a field experiment and randomly assigned 208 students to an easy-to-difficult or a difficult-to-easy condition in a mathematics test. Perceived challenge was measured along with control appraisals, value appraisals, and emotions (enjoyment, pride, anxiety, anger, boredom). While students starting with easy tasks felt less challenged than students starting with difficult tasks in Part 1, no differences emerged regarding control and value appraisals and emotions. In Part 2, students who had started with easy tasks proceeded to difficult tasks and reported a higher level of challenge, less value and control, and less positive and more negative emotions than students who proceeded from difficult-to-easy tasks. Control and value appraisals mediated the differences between the two conditions, especially regarding positive emotions. These results cast doubt on the preference for easy-to-difficult over difficult-to-easy task orders, revealing their potential for causing adverse experiences at the end of the test (e.g., reflecting contrast effects).
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The current study investigated links between students' level of perceived challenge (being over- or underchallenged) and students' career aspirations. We hypothesized indirect effects of over- and ...underchallenge on career aspirations via academic self-concept and academic trait boredom and tested our hypotheses in a sample of N = 662 Swiss eleventh grade students in the domains of German, French, and mathematics. Our results were consistent across all three domains and showed that being overchallenged had a negative impact on academic self-concept. Lower academic self-concept, in turn, was associated with decreased career aspirations. Being underchallenged enhanced academic self-concept, which was positively related to students' career aspirations. Further, both being over- and underchallenged enhanced students' domain-specific boredom experiences resulting in a decrease in their career aspirations. As such, the effect of being underchallenged was of particular importance as its influence on career aspirations via academic trait boredom was negative, whereas via academic self-concept there was a positive indirect effect.
•The complex connection of challenge and students' career aspirations is examined.•Over 40% of 11th graders reported over- or underchallenge in French and mathematics classes.•Effects of underchallenge on career aspirations were negative via academic trait boredom.•Effects of underchallenge on this outcome were positive via academic self-concept.•Effects of overchallenge on these aspirations were negative via both mediators.
This study focused on students’ perceived challenge, its direct links to career aspirations along with indirect links to career aspirations via boredom. We extended previous findings by ...differentiating state and trait assessments of challenge and boredom and by investigating within- and between-person relations. We hypothesized overchallenge to go along with reduced career aspirations. Furthermore, boredom should occur due to both over- and underchallenge and should reduce those aspirations. We expected stronger effects of trait challenge and boredom on career aspirations as compared to the respective state reports. The hypotheses were tested in a sample of N = 753 high-school students (Mage = 15.72) from 43 classes by a questionnaire and an experience-sampling approach. Multilevel analyses showed overchallenge being linked to reduced career aspirations; this direct effect was equally strong for trait and state reports. Furthermore, the indirect effect of trait non-optimal challenge (over- or underchallenge) indicated a decrease in career aspirations via trait boredom.
•Students‘ over- and underchallenge in mathematics are positively related to boredom.•The relation between challenge and boredom is significant within- and between-person.•Students’ habitual trait boredom is negatively related to their career aspirations.•Trait and state overchallenge are negatively related to career aspirations.•The effect of trait over- and underchallenge on career aspiration is mediated by trait boredom.
Die ,,Europäisch-jüdischen Studien" repräsentieren die interdisziplinär vernetzte Kompetenz des neuen ,,Zentrums Jüdische Studien Berlin-Brandenburg" (ZJS). Das Zentrum versammelt die wichtigsten ...Institutionen dieser Region, die sich mit Jüdischen Studien befassen - darunter die einschlägigen Universitäten und Einrichtungen in Berlin und Potsdam. Der interdisziplinäre Charakter der Reihe zielt insbesondere auf geschichts-, geistes- und kulturwissenschaftliche Ansätze sowie auf intellektuelle, politische und religiöse Grundfragen, die jüdisches Leben und Denken heute inspirieren und in der Vergangenheit beeinflusst haben. In den BEITRÄGEN werden exzellente Monographien und Sammelbändezum gesamten Themenspektrum Jüdischer Studien veröffentlicht. Die Reihe ist peer-reviewed. In den KONTROVERSEN werden grundlegende Debatten aufgenommen, die von zeitgenössischer und publizistischer Relevanz sind. Die Reihe ist peer-reviewed. In den EDITIONEN werden Werke herausragender jüdischer Autoren neu aufgelegt.
Langeweile wird aufgrund ihres häufigen Auftretens oft als «Plage der modernen Gesellschaft» bezeichnet. Auch in Lern- und Leistungssituationen, auf die sich dieser Beitrag konzentriert, zählt ...Langeweile zu den am häufigsten berichteten Emotionen. Zunächst wird auf die Definition und Operationalisierung von Langeweile eingegangen – hierbei werden aktuelle Ansätze zu unterschiedlichen Formen von Langeweile berücksichtigt. Methoden der Erfassung von Langeweile und die Häufigkeit ihres Auftretens werden vorgestellt. Es folgt eine Diskussion von Theorien und Befunden zu den Effekten, Ursachen und den Umgang mit Langeweile (Coping). Implikationen im Hinblick auf die Prävention und Reduzierung von Langeweile in Lern- und Leistungssituationen werden hieraus abgeleitet.
This article deals with explicit permissions for two types of cross-dressing found in the thirteenth-century ethical tract Sefer Chasidim. In order to avoid being sexually assaulted, female Jewish ...travellers were allowed to disguise themselves as a. Christians, even as nuns, or b. men. This contradicts biblical and rabbinical prohibitions against such practices.These textual passages are discussed, set against the Jewish and Christian medieval discourse on dress and identity, and they are also related to other contemporary source texts that show that the borders between men and women, and Jews and Christians, as distinct and separate groups were at this time being contested. The author concludes that these permissions should not be seen as ways of transcending the boundaries of the group, but rather as part of a discourse that served to strengthen such boundaries.
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