文章基本信息

标题：Representations of Study and Students’ Academic Motivation
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作者：Fabio Alivernini ; Fabio Alivernini ; Elisa Cavicchiolo 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2015
卷号：205
页码：302-305
DOI：10.1016/j.sbspro.2015.09.086
语种：English
出版社：Elsevier
摘要：AbstractThe motivation and attitudes of students towards studying influence the way they learn, their performance at school and the objectives they set themselves. The study, based on a sample of 200 Italian eighth graders aims to explore students’ metaphors of study. An integrated approach was performed analysing the data with an inductive, data-based, qualitative approach as well as a deductive, theory-based, quantitative approach. The results identified some key attributes of metaphors based on their semantic and figurative aspects. The most frequent categories that emerged are closely associated with classic constructs of the literature on academic motivation.
关键词：value-added models;cognitive activation;text mining;reflective practices;social learning;process-oriented teaching.