Studies in Learning and Instruction
Year:2011 | Volume:3 | Issue:1 (60-2)|Papers Count:8

Introduction: Machiavellians are famously described as having the "cool syndrome" and one wonders how they could go on to exploit others if they did have any aspect of hot empathy. There are a number of theories regarding the possible mechanisms by which empathy influences behaviors (e.g. Feshbach 1975, Marshall, Hudson, Jones & Fernandez 1995, Pithers 1999). However, many of these theories have as their fundamental basis the assumption that a greater amount of empathy inhibits antisocial behavior and increases the likelihood of prosocial behavior. This is because the ability to experience or understand another person's negative emotions should motivate a person with high empathy to act to alleviate this suffering. This action might be undertaken for altruistic reasons. Also an individual with high empathy would derive rewards in the form of vicarious pleasure from any subsequent positive emotions that resulted from the prosocial behavior.

Introduction: The new technologies have become the focus of attention in classrooms in recent years. The rapid technological changes in teaching learning process have resulted in significant changes. They have aimed at improving the quality of teaching in schools. Technology Enabled Active Learning (TEAL) could be defined as a method in which a combination of group research teaching method in laboratory and simulation (using film, internet, animation or 3-dimensional pictures) and short speech in different situations are used. The classroom and laboratory are not separated from each other in this method.

Introduction: Relationship between cognition and emotion is one of the topics that constantly had been considered by psychologists and cognitive researchers. In recent years, appraisal process has been the focus of considerable research in the area of emotions. These researches suggest that the choices people make during these appraisals are related to the emotions that occur (Frijda, 1933; Lazarus, 1991; Roseman & Smith, 1991). These judgments can occur rapidly and without conscious awareness but are seen as essential for emotions to emerge (Panksep, 2005). Therefore, the appraisals made within the activity setting provide a context for the emergence of emotions, emotional regulation and activities for the self-regulation of behavior (Shutz & Davis, 2000).

Introduction: Social support is a protective factor for health status and level of performance. Indeed, the higher support related to the lower emotional, mental and physical problems. Parent and peer are two important sources for child and adolescent. In an academic situation, the teacher is another source of support. Academic support is an indicator for social support in academic situations. Mother, father, peer, and teacher are sources of academic support in the situation. A child who receives academic support will be better in academic performance. To assess the academic support, many instruments were developed.

Introduction: Teacher expectations have been proposed as one contributor to the students' academic achievement. Teachers sometimes base their expectations for student academic performance on personal, cultural and other characteristics. Teachers may provide higher quality instruction to students from whom they expect more. Children from groups who are the beneficiaries of higher expectations will benefit from greater exposure to high-quality instruction. Also, students may perceive cues about what the teacher expects, internalize the expectation, and become motivated and achieve consistently with the perceived expectation. On the other hand, interacting with teachers whether in the classroom, the laboratory, office hours, or other venues is one of the key school experiences associated with student development. Positive and close interactions between pupils and their teachers precipitate students’ favorable educational experiences as well as their greater academic and personal development (Lau, 2003; Pascarella & Terenzini, 1991).

Introduction: This study was conducted to determine the relationship between quality of learning experience and academic amotivation. Motivation to achieve academically is necessary for the acquisition of knowledge, a meaningful school career, and a positive sense of self (Hidi & Harackiewicz, 2000). A great deal is known about academic motivation, its origins, types, and value (Attaway, 2004). On the other hand, educators and behavioral scientists know little about the contributing factors to its counterpart, academic amotivation, which signifies a lack of impetus to perform in a classroom setting (Legault, Green-Demers, & Pelletier, 2006). It is documented that many individuals, who are academically amotivated experience a variety of consequential, negative outcomes (Daly, 2007).

Introduction: There is a growing concern in professional contexts about performance levels of new recruits and the existing staff. Although occupations are going to be more and more technical, university graduates often do not have enough ability to confront with workplace challenges (Kirschner 2001, Dalgran 2007). To solve the problem, some authors offer using Technology (Serano 2009). But the question which should be answered is: in using technology what approach should be taken and what key factors should be considered?