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Innovation Implementations.edited

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Computer Science
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University of the Cumberlands
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Innovation Implementations
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Innovation Implementations
As technology becomes more ingrained in education, it is vital to analyze the linkages
between students' computing-related emotions and motivation in the face of technical
impediments. In two investigations, this study examined links between causative attributions
and feelings related to tutorial computing challenges using Weiner's (2010) attribution theory
of accomplishment motivation. The findings from Study 1 indicated that both stable and
external attributions exhibited emotion dysfunction (increased helplessness, boredom, and
guilt), particularly in reaction to unexpected technological challenges (Choi et al., 2019).
Additionally, Study 2 discovered that stable attributions for abrupt concerns imply a high
level of anxiety in older students. In contrast, both external and in-person governable
attributions for minor problems show that expressing emotion is beneficial for online degree
students (more hope, less anxiety). Stable attributions were found to have negative
implications in each study, with mixed results for manageable in-person attributions and
surprising emotional edges for external attributions for educational computer issues
necessitating additional investigation.
ConstrIntentionalityonality affects how an idea is implemented. The person executing
it strives to create something useful or good and is focused on producing something desirable
that can benefit someone or everyone. Rather than being concerned with the success of the
innovation, a person with constrIntentionalityonality wishes to assist others and may make
changes to improve their circumstances, such as helping a disabled person in improving their
wheelchair by adding remote control, whereas a person with an attribution-based perspective
is more concerned with the service (Choi et al., 2019).
According to Weiner's attribution theory, following a success or failure event, a
person engages in a causal search, with failure resulting in a heightened level of causal

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1 Innovation Implementations Institution Affiliation Name Date 2 Innovation Implementations As technology becomes more ingrained in education, it is vital to analyze the linkages between students' computing-related emotions and motivation in the face of technical impediments. In two investigations, this study examined links between causative attributions and feelings related to tutorial computing challenges using Weiner's (2010) attribution theory of accomplishment motivation. The findings from Study 1 indicated that both stable and external attributions exhibited emotion dysfunction (increased helplessness, boredom, and guilt), particularly in reaction to unexpected technological challenges (Choi et al., 2019). Additionally, Study 2 discovered that stable attributions for abrupt concerns imply a high level of anxiety in older students. In contrast, both external and in-person governable attributions for minor problems show that expressing emotion is beneficial for online degree students (more hope, less anxiety). Stable attributions were found to have negative implications in each study, with mixed results for manageable in-person attributions and surprising emotional edges for external attributions for educational computer issues necessitating additional investigation. ConstrIntentionalityonality affects how an idea is implemented. The person executing it strives to create something useful or good and is focused on producing something desirable that can benefit someone ...
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