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Mental calibration and the enjoyment of action
Title
Mental calibration and the enjoyment of action.
Creator
Rudich, Eric A., Florida Atlantic University, Vallacher, Robin R.
Abstract/Description
Two studies tested the optimality hypothesis of action identification theory (Vallacher & Wegner, 1985). This model predicts that personally difficult activities are enjoyed when they are identified in relatively low-level, "how-to" terms, whereas personally easy activities are enjoyed when they are identified in higher level, comprehensive terms. In Study 1, participants (N = 172) attempted to solve either high- or low-difficulty anagrams under various identities for their behavior. In Study...
Show moreTwo studies tested the optimality hypothesis of action identification theory (Vallacher & Wegner, 1985). This model predicts that personally difficult activities are enjoyed when they are identified in relatively low-level, "how-to" terms, whereas personally easy activities are enjoyed when they are identified in higher level, comprehensive terms. In Study 1, participants (N = 172) attempted to solve either high- or low-difficulty anagrams under various identities for their behavior. In Study 2, expert and novice artists (N = 55) drew a picture under either a high or low identity for the act of drawing. In both studies, results provided support for action identification theory's model of task enjoyment.
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Date Issued
1995
PURL
http://purl.flvc.org/fcla/dt/15222
Subject Headings
Motivation (Psychology), Cognition, Action theory
Format
Document (PDF)
Here, Let Me Show You: The Use of Senior Exhibitions in Conjunction with Traditional Assessments
Title
Here, Let Me Show You: The Use of Senior Exhibitions in Conjunction with Traditional Assessments.
Creator
Mimbs, Christopher, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This case study examined how senior exhibitions function in a progressive educational environment that employs traditional assessments. The researcher interviewed 18 students and three faculty members of The Crefeld School about the Creative Expression, one of the 14 exhibitions that students are required to complete for graduation. The researcher conducted a document analysis and content analysis of rubrics for two essays and the Creative Expression. The researcher conducted a survey of...
Show moreThis case study examined how senior exhibitions function in a progressive educational environment that employs traditional assessments. The researcher interviewed 18 students and three faculty members of The Crefeld School about the Creative Expression, one of the 14 exhibitions that students are required to complete for graduation. The researcher conducted a document analysis and content analysis of rubrics for two essays and the Creative Expression. The researcher conducted a survey of student participants and a questionnaire to assess students’ perceptions of authenticity. The researcher observed three students present their Creative Expression in front of faculty, students, and family. The researcher conducted a survey analysis based on Cooper’s (1976) and Whitney’s (1978) tests for polarity of sentiment and Hsu’s (1979) test for disagreement. The researcher used a program designed by Morris (1979) and transposed to Microsoft Excel by Liebermann and Morris (2015) in order to calculate p values and to determine the ES value based on the standard deviation. The researcher also attempted to conduct a point biserial Pearson Product Moment to determine if a relationship existed between results on a mathematics exam and results on the Creative Expression. The findings of the study revealed that students at The Crefeld School had a positive experience working on the Creative Expression; many of them identified how the project reflected their interests, prepared them for college and careers, and was a good representation of authentic assessment. Tests for polarity were used to measure participants’ perceptions of authenticity. The category of task had the least amount of disagreement, while the category of overall authenticity had the most disagreement. Document analysis and content analysis of rubrics showed how thorough the rubric descriptions were so students knew how they were being assessed; interviews with students and faculty revealed that the rubrics, while used as guidelines, were not followed strictly in any of the major assessments. Survey data revealed any disagreements in responses to survey questions, based on Cooper’s (1976) and Whitney’s (1978) tests for polarity. As no dichotomous variable existed, a point biserial test was unwarranted regarding results on a traditional assessments and on the Creative Expression.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004733, http://purl.flvc.org/fau/fd/FA00004733
Subject Headings
Action theory., Education, Secondary--Evaluation., School improvement programs., Educational evaluation--Methodology., Educational tests and measurements., Educational innovations.
Format
Document (PDF)