Two learning resource-oriented motivational strategies for gifted educators are introduced: a homeostatic orientation that aims for balance and an allostatic orientation that aims at growth. In order to establish the empirical basis of these motivational strategies, two studies were conducted with samples of students from a specialized post-secondary business school who were enrolled in grades 11-13. Study 1 focused on the empirical basis of the homeostatic orientation. It was shown that the availability of learning resources is associated with two forms of balance within an actiotope: robustness and resilience. Furthermore, it could be shown that the effects of exogenous learning resources on robustness and resilience are mediated by endogenous learning resources. The focus of Study 2 was the empirical basis of the allostatic orientation. It was shown that the availability of learning resources is associated with various indicators of growth of an actiotope. Similarly to Study 1, the effects of exogenous learning resources on outcome variables representing the growth of an actiotope were mediated by endogenous learning resources. Thus, evidence suggests that a homeostatic orientation as well as an allostatic orientation are valid motivational strategies for gifted educators.
In the context of simulation-based teaching, the learning outcome not only depends on knowledge, practical skills and motivational variables but also on the presence of negative feelings, ability self-concepts and various personality traits. There was a trend which showed that simulation in the field of anesthesiology and emergency medicine should be set up with the theoretical basis first in order to avoid negative feelings.
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