The Physiological Effects of Goal Orientations on the Reading Performance of Students with Dyslexia: A Pilot Study

被引：6

作者：

Sideridis, Georgtos D. ^{[1
]}

Antoniou, Faye ^{[2
]}

Simos, Panagiotis ^{[3
]}

机构：

[1] Harvard Univ, Boston Childrens Hosp, Clin Res Ctr, Sch Med, Boston, MA 02115 USA

[2] Univ Athens, Dept Philosophy Pedagogy & Psychol, Athens 15703, Greece

[3] Univ Crete, Dept Psychol Galos, Iraklion 74100, Greece

来源：

3RD WORLD CONFERENCE ON LEARNING, TEACHING AND EDUCATIONAL LEADERSHIP | 2013年 / 93卷

关键词：

Goal orientations; EEG activity; EMG; BVP; Normative goals; Achievement Goal Theory; Grant & Dweck (2003) model; ACHIEVEMENT GOALS; MOTIVATION;

D O I：

10.1016/j.sbspro.2013.10.080

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of the present study was to test the hypothesis that goal orientations are defined by saliently different physiological responses in students with dyslexia. Using a single-subject alternating conditions design a series of goal conditions were implemented. Participants were 16 college students and English as a Foreign Language (EFL) learners with a diagnosis of dyslexia. Electroencephalographic (EEG), Electromyographic (EMG) and Blood Volume Pulse (BVP) activities were monitored using Nexus-4. Results indicated that the performance goal conditions were manifested with significantly elevated abnormal cortical activity. Among goal orientations, performance goals with a focus on normative evaluations (Grant & Dweck, 2003) were associated with the most debilitating changes in participants' physiology. It is suggested that the early negative effects of performance goals could be attributed to their foci on normative evaluations. (C) 2013 The Authors. Published by Elsevier Ltd.

引用

页码：1546 / 1551

页数：6

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