Hope makes us live. (Haitian proverb) It is wonderful to have a plan. A plan can make the whole future rosy. … To have a plan is like having a little canoe and even the fiercest rapids can be negotiated. (Stephen Dobyns, The Wrestler's Cruel Study ) He is not busy being born is busy dying. (Bob Dylan, It's Alright Ma [I'm Only Bleeding ]) This book has focused on a particular way of thinking about how people live their lives. Although a few complexities came up along the way, the underlying idea is pretty simple: People live life by identifying goals and moving toward them, and by identifying anti-goals and staying away from them. Some goals reflect biological programming; others stem from conscious weighing of alternatives; others arise from dreams and fantasies and even from a self-organizing process of bootstrapping. Whatever their origins, these values are the constellations people use to guide their journey through life. In this closing chapter we extend this way of thinking a step further, with the assertion that goal engagement is a necessity of life. There must be goals, striving toward one end or another, for life to continue. Without goal engagement, life ceases. As has been true more than once in this book, this assertion follows a path blazed by Miller, Galanter, and Pribram (1960).

On the Self-Regulation of Behavior: Goal Engagement, Life, and Death

In this article we shall focus on learning-teaching trajectories ='successful' as well as 'unsuccessful' ones - as emergent and dynamic phenomena resulting from the interactions in the entire educational context, in particular the interaction between students and teachers viewed as processes of intertwining self-, other- and co-regulation The article provides a review of the educational research literature on action regulation in learning and teaching, and interprets this literature in light of the theory of complex dynamic systems Based on this reinterpretation of the literature, two dynamic models are proposed, one focusing on the short-term dynamics of learning-teaching interactions as they take place in classrooms, the other focusing on the long-term dynamics of interactions in a network of variables encompassing concerns, evaluations, actions and action effects (such as learning) students and teachers The aim of presenting these models is to demonstrate, first, the possibility of transforming existing educational theory into dynamic models and, second, to provide some suggestions as to how such models can be used to further educational theory and practice

The emergence of learning-teaching trajectories in education: a complex dynamic systems approach.

Advances in Physical Education (APE) is an international journal dedicated to the latest advancement of physical education The goal of this journal is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of physical education

Advances in Physical Education

Teachers' achievement goals and self-determination to engage in work tasks promoting educational innovations

It was hypothesized that “self-check” style of teaching would be more preferable in terms of creating a mastery-oriented climate, and promoting adaptive achievement goals, intrinsic motivation and metacognitive activity in physical education classes. Two hundred seventy-nine (N = 269) 6-grade students were randomly divided into two groups that were taught four consecutive physical education lessons of the same content following either “practice” or “self-check” styles of teaching respectively. Students responded on questionnaires prior and after the intervention. Results revealed significant interactions between groups and measurements. Students in the “self-check” style group scored higher in scales measuring mastery-oriented climate, mastery goal, intrinsic motivation and metacognitive processes and lower in scales measuring performance-goals and performance-oriented motivational climate. These results underscore the importance of using styles of teaching that enhance opportunities for deep cognitive processing and promote mastery-goals and mastery-oriented climates.

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Advancing Task Involvement, Intrinsic Motivation and Metacognitive Regulation in Physical Education Classes: The Self-Check Style of Teaching Makes a Difference

Evdoksia Kosmidou

Papers

Goal orientations at the global level of generality and in physical education: Their association with self-regulation, affect, beliefs and behaviours