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Introduction to psychology (3rd ed.).

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... Responses are also interpreted as a stimulating organizing process where proximal stimuli are organized in such a way that a phenomenal representation of certain proximal stimuli occurs. Morgan, King, and Robinson (1994) suggested that language plays an important role in forming community responses. Certain responses are tied to words. ...
... Furthermore, according to Morgan et al. (1994), the most important and necessary thing in measuring responses is knowing perceptions, attitudes, and participation. In other words to find out the response of a person or group of people to something, it is necessary to know their perceptions, attitudes, and participation in something. ...
... The response is basically preceded by someone's attitude, because attitude is a person's tendency or willingness to behave if he faces a certain stimulus. According to Morgan et al. (1994), the part where we see, hear, feel, smell the world around is called perception. Perception is also interpreted as a symptom experienced by humans. ...
... A new born has limited ability to participate in social interaction, but before reaching adulthood, the child forms much relationship and knows how to behave appropriately in variety of social situations. Although development is a continuous process it can be divided into five period: prenatal period-conception to birth; infancy and toddlerhood-birth to age 3; the preschool period age 3 to 6; middle childhood; the school age-age 6 to 12; Adolescence-age 12 to adulthood ( Hurlock, 2007;Morgan, 1996;and Papalia, 2007;Mangal, 1997). ...
... The rate of the increase in enrolment of people into schools from within and outside the country also indicates educational growth. As explain by Morgan (1996) that growth is the increase of the different organs of the child's body. Education also attains growth when its acceptability increases and the educational standard attract more foreigners to enroll into the various schools. ...
... Begitu pula dengan subjek BG yang difasilitasi oleh keluarganya yaitu lapangan dan bola kecil untuk berlatih bocce membuat BG sering latihan sendiri di luar jadwal latihan bersama gurunya. Hal tersebut sesuai dengan penjelasan Morgan (1990) yaitu pembentukan kemandirian dapat mendorong anak untuk mengandalkan dirinya sendiri, mengerjakan sesuatu tanpa pertolongan orang lain, dan memiliki kebebasan untuk mengambil keputusannya sendiri. Upaya ini akan mampu meningkatkan motivasi berprestasi. ...
... Gurunya mengatakan bahwa tidak apa-apa untuk kalah dalam perlombaan karena nanti masih dapat dicoba kembali. Menurut Morgan (1990) karakteristik dan tingkah laku dari model yang ditiru dapat mempengaruhi motivasi berprestasi seseorang. Hal tersebut yang dialami oleh subjek BS, ia meniru motivasi yang dimiliki oleh gurunya dan menjadikan motivasi tersebut sebagai motivasi internalnya. ...
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Penelitian ini bertujuan untuk menggambarkan dinamika psikologi motivasi berprestasi pada remaja down syndrome. Penelitian ini menggunakan metode kualitatif dengan tipe studi kasus. Subjek dalam penelitian ini yaitu tiga remaja down syndrome berprestasi. Pengumpulan data dilakukan melalui wawancara semi terstruktur. Analisis data dilakukan dengan menggunakan analisis interaktif dari Miles dan Huberman. Hasil penelitian memberikan gambaran dinamika psikologis motivasi prestasi ketiga subjek, yaitu: (1) Subjek BS memiliki motif berprestasi mendapatkan piala dan menang lomba dikarenakan adanya pengalaman keberhasilan, tujuan mendapatkan hadiah, efikasi diri, dukungan guru secara emosional, dan dukungan orang tua; (2) Subjek FS memiliki motif berprestasi menjadi pintar dan mendapatkan tepuk tangan yang dilatarbelakangi adanya pengalaman keberhasilan, kemandirian dalam berlatih, tujuan menjadi pintar dan mendapatkan tepuk tangan, efikasi diri, rasa senang pada aktivitas yang dilakukan, dukungan guru secara emosional, dan dukungan orang tua membuat FS senang ikut lomba; (3) Subjek BG memiliki motif berprestasi mendapatkan hadiah dan menang lomba yang dilatarbelakangi pengalaman keberhasilan, kemandirian dalam berlatih, tujuan mendapatkan hadiah, efikasi diri, dukungan guru dengan memberikan hadiah, dan dukungan orang tua membuat BG semangat berlomba.
... While the literature highlights external factors impacting exam preparation and causing concerns for students, there is also the personal need factor, that is the need to pass the exam, which impacts exam preparation. Morgan and King (1975) stated that needs or motives-terms used synonymously-drive us to do the things we do. For example, when asked why they went to college, persons may answer in terms of the need to learn or to gain a good job. ...
... The analysis of the data suggests that the following exam factors and associated quotations are not only a direct result of participants' need to pass the exam but indicators of the existence of this need and how it drives thoughts and actions (Morgan & King, 1975). The examination factors are memorizing information: students spoke of being concerned about "not remembering what I studied" (student 134), "Getting all that knowledge into my head" (Student 136), "Forgetting information" (Student 121) and "Making sure I remember and understand the specifications and keywords in the questions" (Student 123). ...
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The aim of this qualitative case study was to ascertain factors impacting the examination preparation process and causing concerns for London upper secondary students, to learn steps taken to reduce and/or resolve the concerns, and to discuss the implications for teachers and teaching. A subsidiary yet important aim was to give the students a “voice” in the research literature. Using convenient or opportunity sampling, 14 Grade 12 and 13 students, ages 16–18 in a south-west London secondary school, were interviewed face-to-face. The analysis of the data revealed external factors and a personal need factor, that is the need to pass the exam, impacted the examination preparation process and caused concerns for students. Schools and students have use various solutions to reduce and/or resolve concerns. For example, school-based solutions included offering make-up or additional sessions or extra classes. Students—when faced with large amounts of material and information—employed solutions such as “things-to-do lists” and breaking down tasks into manageable sections. Implications for teachers and teaching include the need for teachers’ lesson contents to address factors impacting exam preparation and students’ concerns. Teachers also need to equip students to use a variety of revision strategies, encourage students to use social support and ensure that promised extra lessons materialize.
... Sometimes during this perceptual process, illusions can be intense examples of how an individual might misconstrue information and incorrectly process this information (Gregory, 2001). Ittelson and Kilpatrick (1951) While Morgan and King (1966), elaborate further with their description of perception from the field of psychology. The authors provide two distinctive definitions of perception: ...
... The literature seems to have a wide interpretation among the different branches of psychology (i.e. debate) regarding the exact meaning of the concept of perception according to works by Allport (1955), Garner, Hake, andEriksen (1956), Hochberg (1964), Morgan and King (1966), Schiffman (1976), Bartley (1980), Faust (1984), McBurney and Collings (1984), Cutting, (1987), Rock, (1990), Rice (1993), and Rock (1995), which is a similar predicament regarding the different interpretations of risk across various disciplines. Individuals from the area of finance and investments might want to focus on the basic characteristics of perception, including: ...
Preprint
A significant topic within the behavioral finance literature is the notion of perceived risk pertaining to novice investors (i.e. individuals, finance students) and investment professionals (i.e. financial planners, security analysts). The author provides an overview of the concepts of risk, perception, and risk perception with the financial scholar in mind. There is also a presentation on the behavioral finance concepts and themes that might influence an individual's perception of risk for different types of financial services and investment products. The next section presents a discussion of the significant risk perception research in the social sciences namely from psychology. This research work from psychology (i.e., risk perception studies in risky situations and hazardous activities) is the behavioral foundation for a substantial amount of the current contributions within the behavioral accounting and behavioral finance literature. In particular, the work of the Decision Research scholars including Paul Slovic and his co-authors on risk perception studies that have crossed over from psychology to the disciplines of behavioral accounting and behavioral finance (i.e. behavioral risk characteristics from psychology that are applied within a financial/investment decision making context). Within the last section of this paper, the author reveals the first of its kind thorough review of the academic research studies on perceived risk/risk perception from the disciplines of behavioral accounting since 1975 and behavioral finance since the late 1960s. This literature review incorporates 12 works from behavioral accounting and 71 endeavors from behavioral finance. In addition, the behavioral finance literature review section also includes approximately 10 narrative research reviews from risk perception studies in behavioral economics. A major facet of this paper was to bring together all the previous studies in the risk perception literature for the purpose of conducting a study based on the academic foundation of the main themes, research approaches, and findings from this collection of studies. Keywords: risk perception, perceived risk, risk analysis, behavioral risk characteristics, objective risk, subjective risk, behavioral accounting, behavioral economics, standard finance, behavioural finance, psychology, financial psychology, social sciences, risk, standard deviation, beta, Fama, French Ricciardi, Victor, A Risk Perception Primer: A Narrative Research Review of the Risk Perception Literature in Behavioral Accounting and Behavioral Finance (July 20, 2004). Available at SSRN: https://ssrn.com/abstract=566802
... Allport seperti yang dikutip Notoatmodjo (2003), mengatakan bahwa perilaku dapat bertahan lebih lama (long lasting) apabila didasari oleh sikap positif, dibandingkan dengan perilaku yang didasari oleh sikap negatif. Menurut Morgan and King (1986) ...
... Oleh karena itu sikap positif individu terhadap kesehatan akan mempengaruhi perilaku individu tersebut untuk memiliki gaya hidup sehat. Dalam penelitian ini terdapat perbedaan hasil penelitian dengan pendapat ahli tentang sikap, hal ini kemungkinan dapat dijelaskan menurut Morgan and King (1986) yang menyatakan bahwa sikap dan perilaku adalah sejalan/konsisten. Tetapi dalam kenyataannya dapat kita lihat dimana sikap tidak selalu konsisten dengan perilaku karena banyaknya faktor-faktor yang dapat mempengaruhi perilaku. ...
... The most intense emotions, such as fear, anger, and pleasure, are directly regulated and coordinated by a variety of structures in the brain's centre. The hypothalamus and the intricate network of brain regions known as the Limbic system belong to this essential aspect of the brain's anatomy (Morgan and King, 1966 ). ...
... Creative contributions in philosophy; history and literature require a thoughtful synthesis of accumulated knowledge. It is probably for this reason that the major achievements in these fields are usually made by people at the age of 40 and older, i.e. creative contributions of this type seem to grow increasingly likely from age of forty through the sixties and often well into the seventies ( Morgan, 1993). There should be an assimilation and acculturation of the beliefs of the young and the old generations as it would enrich the society. ...
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Women in a changing World
... Mc Clelland (in [11]; Handoko, 2000; [3]; [28]) stated that every human being needs to excel and have an effort to achieve achievement goals. [26] and [7] put forward factors that can affect the motivation to excel, observational learning in children can be influenced by various factors, including the behavior and characteristics of models, parental expectations, the surrounding environment, and the degree of emphasis placed on independence. By being aware of these factors, parents and educators can better understand and facilitate the learning process for children. ...
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The goal aim of this study is to investigate the effects of Coaching and Mentoring Methods can impact the performance of students in the Mandarin Department. With a good quality of education, is expected to be able to produce optimal achievements in students. From the results of the observations made, it was found that the low achievements produced by students of the Mandarin Department State University of Surabaya, both academic and non-academic. The low achievement of students is influenced by various aspects, both internal and external. The coaching and Mentoring method is one of the methods that can help optimize student achievement according to their respective interests and talents. In this study, the approach used was Class Action Research, this study also through several procedures, including planning, implementation, monitoring, reflection. This study focuses on students of the Mandarin Department who are members of Student Activity Groups that are based on their respective interests and talents. As long as the application of research is found, coaching and mentoring methods can increase student activity and creativity, so that the resulting academic and non-academic achievements have increased significantly compared to previous years. Keyword : Achievement, Coaching, Improvement, Mandarin Student, Mentoring.
... Self-efficacy is underlined as a one of the main activating mechanisms in Human information Behavior. 139 So, human(s) based on the self-efficacy behave and have expectations to the outcome. As it is presented in Figure 7. 136 successfully (for that particular task) while failure to do so could weaken their sense of selfefficacy. ...
Thesis
This thesis is based on the inquiry of how we could quantify the information behavior patterns through the logs collected while people search and seek for the information. At the same time, it addresses the socio-cognitive characteristics of the user and explores how those characteristics could be predicted through the computer analysis of the logs collected while search tasks are done. It is based on the premise that if we could quantify information behavior patterns by computer, the output of such a process could be used as feedback for the information systems that are adaptive to the user's needs. Log analysis as a method in information science and particularly in the information behavior domain is rarely used. Most of the existing literature is based on qualitative research or quantitative methods such as surveys. And as we live in the times of ultralarge systems that already have some of those techniques implemented in them but closed in a black box, we must understand those techniques. The main challenge of this thesis approach is how to quantify behavior based on the logs collected. We could understand that logs collected are one of the rare data which could be collected and then processed by the computer to describe behavior. In particular, it is important as some theories told us that most human behavior is not based on rationality but is influenced by the environment. To simulate the environment of the user's day-to-day information searching process the laboratory experiment was chosen. Users were first given the survey that was used to describe their socio-cognitive characteristics from the perspective of information need and information behavior. After filling the survey, participants had to fulfill four information searching tasks in the domain of music, and logs from those searches were collected. The biggest challenge was based on the issue that by analyzing data by a human there was a clear difference between the user socio-cognitive characteristics and his logs collected in the process of information search. But if we want to design adoptive information systems computers should do such a process and use its output as feedback to adapt to the user. To do so algorithm was developed that transforms the absolute numbers into relative ones. And only after doing so the computer could process data and evaluate the prediction in terms of recognizing users' characteristics. As a result of this thesis, some user characteristics could be recognized through the logs and the algorithm showed results. And as such, this thesis provides the one step towards a better understanding of how users use information systems, how those information systems could be designed to be more adaptive and human-friendly.
... Some researchers approach metacognition and intelligence as related constructs whereas according to some researchers the two constructs are not related at all. Schraw and Graham suggest that the development of metacognitive knowledge is related to experience whereas metacognitive skills (especially planning and monitoring) are related to intelligence [6]. As a result, children with high IQ are comparable to normal children in terms of metacognitive knowledge but they are advantageous in metacognitive skills. ...
... While specific traits of one's personality, temperament, and genetics may be more consistent, other behaviours will change as one moves along different stages of their life, i.e. from birth through adolescence, adulthood, and, for example, parenthood and retirement. 1 II.I. Types of motivation [2] 1. Innate physiological motivations: Like the motivations that a person is born with and supplied with, the individual does not need to learn it such as the motives for hunger, thirst, maternity, sex. ...
... Most teachers, therefore, have a hard time teaching effectively and keeping the students on the same track because of the lack of necessary motivation. That is why Öncül (2000) and Morgan (1984) defined "motivation" as the art of keeping the students on the same line and the profession of directing them to the desired way. Therefore, it is evident that the utmost quality of being a good language learner is to have the necessary motivation. ...
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Turkish language learners’ motivation is affected by a number of internal and external factors such as the reasons why they learn a language, when and how long they learn it and what happens if they fail to learn it well enough to pass the required tests in a specific time. In Turkey, most university students (if they are not proficient) have to learn a foreign language for at least one year in language schools of the universities they are admitted to. Some of these students receive this language education voluntarily, whereas the others have a compulsory language education; therefore, motivation of the learners towards language learning is highly critical. In this study, success-oriented motivation of students at a language school was investigated in terms of their gender, language levels, faculties, achievement scores, university choice rankings and their willingness to learn a foreign language. 678 students from 10 different faculties of two state universities in Eskişehir participated in this study. The students' motivation of success was measured with "Success Oriented Motivation Scale" and the results revealed that there is a positive and significant relationship between success-oriented motivation and language proficiency scores.
... Morgan and king defined stress as " an internal state that can be caused by physical demands on the body or by environmental and social situations known as stressors that are evaluated as potentially harmful, uncontrollable or exceeding our resources for coping". [1] Stress is a normal phenomenon of our daily life. It is a normal physical reaction to an internal or external pressure that is placed on a person's system. ...
... Here closure is a filling process that is the tendency to complete in perception what is physically an incomplete pattern or object. If these incomplete figures were to be presented very rapidly in a tachistoscope, it might even be perceived as a complete figure without gaps, which would provide an instance of closure [7]. From the viewpoint of image processing, the obtained binary image for an ultrasound image as shown in Figure 1(b) would be similar to a DPC image with closure noise. ...
Conference Paper
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Shape features are usually considered for discriminating benign and malignant breast tumors in ultrasound image. A contour extraction method is presented for the purpose of discrimination. A half contouring is devised for reducing the influence of shadow effect resulting from the ultrasonic energy decay. Based on the cue of contour variation, degree standard variation and texture information are developed as useful features for the discrimination. Above 70% accuracy could be obtained by using the adopted half contour information. Experiments confirm the feasibility of the proposed method.
... Daripada pelbagai huraian yang telah diberikan oleh pakar psikologi pendidikan sehingga kini (seperti Gagne, 1970;Morgan & King, 1975;Lindgren & Byrne, 1976;Hilgard, Atkinson, & Atkinson, 1979;Bigge, 1982;Woolfolk, 1995;Seifert & Sutton, 2009) Bajunid, 2006;Hargreaves, 2004;Aspin et al., 2001;Gelpi, 1995 ...
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Indonesia has emphasized continuous professional development as an obligation that must be adhered by each teacher in their career planning and become an important foundation for development of national education. Government, through its Agency/Institute of Teacher Training, has implemented continuous learning process to enhance the competency of teachers through various activities such as in-service training. However, these efforts have no impact on some Physics teachers in improving their competency, especially in teaching and learning practices. Therefore, this study aims to explore and understand the phenomenon of continuous learning process in enhancing teachers’ competency. This study uses qualitative case study approach. Primary data sources are open-ended questionnaires, interviews, and observations while secondary data source is document. Thirty six Physics teachers were selected to provide their feedback through open-ended questionnaires. Nine secondary school Physics teachers, four Teacher Trainers/Educators of a Teacher training program, and one principal were being interviewed. In addition, four Physics teachers were selected for classroom observations. The data for open-ended questionnaires, interviews, observations, and documents were analyzed using thematic analysis using NVivo software. The findings indicate that continuous learning process can enhance the competency of secondary school Physics teachers in Makassar, Indonesia. There are six continuous learning activities experienced by the respondents, namely self-direction activities, sharing ideas activities, development and improvement activities, inquiry activities, training programs activities, and skills to use teaching aids. Respondents provided feedback in the form of knowledge and skills acquisition to carry out effective teaching and learning in the classroom. The government, learning organization in schools, public and parents of students are supportive towards the continuous learning process. This study has identified 34 barriers in the teachers’continuous learning process, either in the process of implementations or in practising the competencies. Moreover, this study has identified the impact of the continuous learning process in teaching and learning which include challenges, the way the knowledge and skills being practised, effective teaching practices, and student learning. The results of this study present a framework for continuous learning process in enhancing the competency of Physics teachers in Makassar, Indonesia. Finally, this study contributes ideas and direction to various parties in order to assist and support teachers in recognizing the need for continuous learning process in order to enhance their competency and produce effective teaching and learning.
... Emotion is expressed in various forms such as facial expressions and language [1] and it has been commonly investigated by analysing physical and linguistic expressions. Physical analyses of facial expressions and physiological responses [2][3][4][5][6] are useful for identifying emotions of which the perceiver is unaware [7]. ...
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Örgütsel davranış, örgüt içeresindeki çalışanların davranışlarını anlamaya, geleceğe dönük tahminler yapmaya ve davranışlarını kontrol etmeye ilişkin bir disiplindir. Örgütsel davranış, birey davranışlarını, içinde yaşadığı çalışma ortamında incelemekte ve bir ölçüde de bireyin örgütten ne şekilde etkilenerek davranış değiştirdiğini araştırmaktadır. İş yaşamının birey ve kişiliği üzerinde etkili olduğu gerçeği gerek kuramsal çalışmalarla gerekse konuyla doğrudan bağlantılı olmayan bazı ikili ilişkileri inceleyerek ortaya çıkarılmış bulunmaktadır. Çalışma yaşamı boyunca edinilen deneyimler, bireyin değer, tutum ve davranışlarında belirleyici bir rol oynayabilmekte, kişiliğini etkileyebilmekte, diğer yandan bireyin kişiliği, örgütsel davranışı şekillendirebilmektedir. Genel anlamıyla örgütsel davranışı şöyle tanımlayabiliriz; bireyin örgüt içinde çalışırken gösterdiği davranışları, algıları, değerleri, öğrenme kapasitesini belirlemek için psikoloji, sosyoloji ve kültürel antropoloji gibi disiplinlerden yararlanan; insan davranışlarını, tutumlarını ve performansını örgütsel bazda inceleyen; dış çevrenin örgüte ve onun insan kaynağına, amaçlarına, misyonuna ve stratejisine etkisini araştıran bir disiplindir.
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انديشيدن يكي از اجزاء لاينفك زندگي بشري است. همه ما با انديشه آشناييم، چه بطور آگاهانه و چه زماني كه به آن توجه نداريم. درواقع بايد گفت وجه تمايز انسان از ساير موجودات در همين انديشمند بودن اوست. نقش مهارتهاي تفكر اعم از انتقادي و خلاق در بهبود فضاي فكري جامعه ي انساني و براي اينكه اين فرايند را سرعت بخشيم و بتوانيم استفاده بهينه اي از منابع انساني يا درواقع فكري جامعه انساني داشته باشيم، بهتر آن است كه آموزش را از دوران كودكي آغاز كنيم تا بزرگسالاني آموزش ديده داشته باشيم به جهت تغييرات اساسي در برنامه هاي آموزشي كشور، نقش معلمان در اين راستا مورد توجه بوده و ديگر روش هاي سنتي جوابگوي نيازهاي جديد جامعه نمي باشد و با توجه به تحقيقات انجام شده، نشان داده شده است كه معلمان ترجيح مي دهند از روش هاي كليشه اي استفاده كرده و در نتيجه فراگيراني منفعل تربيت شوند كه هميشه وابسته به معلم و كتاب باشند و هيچ گاه مجال پرورش تفكر و به دنبال آن خلاقيت را نداشته باشند و نهايتاً نقشي در سازندگي جامعه خويش ايفا نكنند. بنيان آموزش بر تفكر استوار است و زندگاني به آن محتاج، يادگيري بدون تفكر؛ ناقص است و بياثر. تفكر سرچشمهي دانش است. مثل چشمهي جوشان، پيوسته نشاطآور و بركتزاست اما آرام و پرخروش. گرهگشاست و كليد موفقيتها. انديشيدن، ناشناختهها را معلوم ميسازد و چارهاي براي غلبه بر مشكلات مييابد. راه و بيراهه، خير و شر... را نشان ميدهد. انسان را به مسير تازهاي رهنمون ميسازد. نيروي تازهاي در انسان ميدمد تا پرتلاش و اميدوارانه جستوجو كند و بيابد. تفكر منطقي، قوي و استوار پادزهري است در برابر نيش گزنده و پردرد يأس و ناملايمات و سدي در برابر سيل ويران گر دشواريها. آموختن مهارت هاي تفكر و پرورش آن از اهداف و رسالتهاي خطير نظام تعليم و تربيت محسوب ميشود. هدايت دانشآموزان به تفكر، اصليترين وظيفه معلمان به شمار ميآيد. معلم كارآمد و اثربخش، كسي است كه فراگيران را با مسايل تفكر برانگيز مواجه سازد. آنان را براي انديشيدن، برانگيخته سازد و از پختهخواري باز دارد. يكي ديگر از صفات ممتاز آدميان خلاقيت است. خلاقيت در علم، هنر، ادبيات و ساير جنبه هاي فرهنگ و تمدن همواره مورد احترام انسانها بوده است، و به همين سبب پرورش استعدادهاي خلاق، همانند پرورش توانايي حل مسأله، يكي از هدفهاي مهم آموزش و پروش به شمار ميآيد. )64 ، )سيف، 2931 از آنجا كه يكي از هدفهاي اصلي تعليم و تربيت، پرورش شيوه تفكر انتقادي در افراد است، در امر آموزش ميبايست ضمن تقويت روحيه انتقادپذيري در معلمان روحيه انتقاد كردن و زمينه بررسي و تحقيق را در دانشآموزان به وجود آورد. در تمام طول تاريخ آموزش و پرورش حل مسأله يكي از هدفهاي مهم آموزشي به شمار ميآمده و يكي از خواستههاي معلمان و والدين كسب توانايي حل مسأله از سوي دانشآموزان بوده است. روانشناسان و نظريهپردازان مختلف نيز همواره بر اهميت فعاليتهاي وابسته به حل مسأله در ) ايجاد يادگيري مفيد و مؤثر تاكيد داشتهاند. )سيف، 2931 ، ص 981 مربيان بزرگ، تفكر را مبنا و اساس تعليم و تربيت قرار ميدهند و رشد استعداد تفكر با هدف عمده موسسات تربيتي تلقي ميكنند. بعضي از دانشمندان، تعليم و تربيت را رشد قوه دوباره ساختن يا « قضاوت صحيح ميدانند. جان ديويي، تعليم و تربيت را عبارت از ميداند. در جريان تجديدنظر در تجربيات، » تجديدنظر در تجربيات و تشكيل مجدد آنها ) تفكر اساسي، نقش مهمي را بازي ميكند. )شريعتمداري، 2949 ، ص 973 تفكر جرياني است كه در آن فرد كوشش ميكند مشكلي را كه با آن روبرو شده، مشخص سازد و با استفاده از تجربيات قبلي خويش به حل آن اقدام كند. )يارمحمديان، 2931 ، ص )77 از نظر سانتروک ) 1776 ( )انديشيدن( 2 فرايندي است كه توسط آن يادگيريهاي گذشته دستكاري و سازماندهي ميشوند. از آنجا كه يادگيريهاي گذشته ما در حافظه ذخيره ميشوند، پس ميتوان تفكر را به عنوان دخل و تصرف و ايجاد تغيير در اطلاعات ذخيره ) شده در حافظه تعريف كرد. )سيف، 2931 ، ص 954 هدف از پرورش تفكر دانشآموزان توانمند شدن آنان براي پاسخگويي به مسائل، نوآوري، حل مشكلات، انتقاد و وارسي امور مختلف ميباشد. در تدريس، تعيين تكاليف درسي و طرح پرسشها توجه به ويژگيهاي تفكر واگرا و منظور نمودن آنها سبب ميشود تا دانشآموزان با تمركز فكر، تمرين و پشتكار، مقدمات پيدايش تفكر و عمل خلاق را در خود فراهم آورند. ) )فرخ مهر، 2986 ، ص 1
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هدفت الدراسة إلى بناء مقياس للتفكير المنظومي بالتنس وتمثل مجتمع البحث (243)من طلبة المرحلة الثالثة في كلية التربية البدنية وعلوم الرياضة جامعة البصرة للعام الدراسي (2021-2022) ، وبلغت عينة البناء (180) طالباً اما عينة التطبيق (48) طالبة وبنسبة (66.26%)، اما الاداة المراد بناؤها فتمثلت بمقياس التفكير المنظومي بالتنس لطلبة المرحلة الثالثة وقد تم إيجاد الشروط العلمية من صدق عن طريق صدق المحتوى والثبات باستخدام طريقة التجزئة النصفية وأشارت النتائج إلى أن درجه التفكير المنظومي بمادة التنس الاغلب بمستوى متوسط . وكانت اهم الاستنتاجات هي للمقياس الدور الفاعل في زيادة معارف الطلبة حول لعبة التنس، واوصى الباحثون بضرورة زيادة الرعاية والاهتمام من قبل كليه التربية البدنية وعلوم الرياضية والسادة التدريسيين بماده التنس وضرورة الاعتماد على مقياس التفكير المنظومي، لما له الأثر في ربط المادة النظرية بالمادة العملية.
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