Courage in the classroom: Exploring a new framework predicting academic performance and engagement.

Martin, Andrew J.

doi:10.1037/a0023020

Cited by 36 publications

(39 citation statements)

References 84 publications

(114 reference statements)

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“…Carini, Kuh, & Klein, 2006;Greene, Miller, Crowson, Duke, & Akey, 2004), motivation (e.g. Berger & Karabenick, 2011;Skinner, Kindermann, & Furrer, 2009;Walker & Greene, 2009), and courage in the classroom (Martin, 2011). The same is also true for perceived instrumentality of schoolwork (Bembenutty, 2010;Malka & Covington, 2005;Simons, Dewitte, & Lens, 2004).…”

Section: Introductionmentioning

confidence: 90%

Prospective teachers’ perceptions of instrumentality, boredom coping strategies, and four aspects of engagement

Eren

2013

Teaching Education

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This study examined the mediating roles of prospective teachers' boredom coping strategies (i.e. cognitive-approach, behavioral-approach, cognitive-avoidance, and behavioral-avoidance strategies) in the relationships between their perceptions of instrumentality and four aspects of engagement (i.e. agentic engagement, behavioral, engagement, emotional engagement, and cognitive engagement). A total of 521 prospective teachers participated voluntarily in the study. In addition to the latent factor and observed factor correlation analyses, a series of structural equation modeling analyses were conducted in order to examine the mediating roles of boredom coping strategies. The results demonstrated that perceived instrumentality, boredom coping strategies with the exception of cognitive-avoidance orientation, and four aspects of engagement were significantly related to each other. The results also showed that the relationships between perceived instrumentality and agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement were slightly, but significantly mediated by cognitive-approach orientation. Implications for teacher education and directions for future studies were also discussed in the present study.

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Section: Introductionmentioning

confidence: 90%

Prospective teachers’ perceptions of instrumentality, boredom coping strategies, and four aspects of engagement

Eren

2013

Teaching Education

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“…Kilmann, O'Hara, and Strauss (2010) analyzed courage in organizations. Martin (2011) conducted a study of courage in an academic context. Courage can also be studied in a traditional sports context (Konter & Ng, 2012).…”

Section: Couragementioning

confidence: 99%

Wilderness Courage Scale (WCS)

Próchniak¹

2017

Journal of Human Performance in Extreme Environments

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This article presents a new tool-the Wilderness Courage Scale. The Wilderness Courage Scale is a scale that diagnoses undertaking activity in dangerous natural environments, despite personal fears. The validity of the Wilderness Courage Scale was tested using exploratory and confirmatory factor analyses. The results of factor analyses verified the one-factor structure. The questionnaire's internal consistency and intercorrelations were also tested. The Wilderness Courage Scale correlates with sensation seeking, some personality traits, and coping forms. The author discusses the findings in regard to the Wilderness Courage Scale as an instrument to measure exploration of dangerous natural environments. However, further studies need to be carried out in other sample groups to further validate the scale.

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“…Traditionally, the fear and learning literature has focused on middle school, high school, and college age students (Covington & Omelich, 1979;Eme & Lawrence, 1976;Jackson, 2010;Martin, 2011;Schouwenburg, 1991;Sprinkle, Hunt, Simonds & Comadena, 2006). There is little information regarding fears in graduate students.…”

Section: The Relationship Between Fear and Learningmentioning

confidence: 99%

Do Learners Fear More than Fear Itself: The Role of Fear in Law Students Educational Experiences

Perrin

Grimes²,

Bryson³

2014

Journal of Education and Training Studies

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While previous research has examined the various relationships between fear and learning in K-12 academic settings, the relationship is surprisingly unexplored amongst law students. Using a descriptive qualitative approach, we examine the role fear plays in law students" learning experiences. Through a series of semi-structured interviews a few areas of interest emerged including: fears related to disappointing family members and professors, as well as fears of peer judgment from classmates. The findings of this study demonstrate the unique relationship between the type of fear and how it influences academic motivation within this sample of law students. Based on our findings, we propose suggestions for future research that addresses the potentially detrimental effect of peer judgment on graduate students" academic motivation.

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Courage in the classroom: Exploring a new framework predicting academic performance and engagement.

Cited by 36 publications

References 84 publications

Prospective teachers’ perceptions of instrumentality, boredom coping strategies, and four aspects of engagement

Prospective teachers’ perceptions of instrumentality, boredom coping strategies, and four aspects of engagement

Wilderness Courage Scale (WCS)

Do Learners Fear More than Fear Itself: The Role of Fear in Law Students Educational Experiences

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