Sentence examples for application orientation from inspiring English sources

Teachers' work enjoyment represents the theoretically independent variable (IV), which is associated with three mediators (ME), named clarity and support (in Models M1/M4/M7), enthusiastic teaching (in Models M2/M5/M8), and application orientation (in Models M3/M6/M9).

Relations of clarity and support, enthusiastic teaching, and application orientation with students' enjoyment of lessons are all substantially stronger in social classes than in commercial and technical classes (∆b ranging from −.288 to −.492).

A 1-factor model performed substantially worse than a 3-factor model (TRd = 25.172, df = 3, p = .000), indicating that "clarity and support", "enthusiastic teaching", and "application orientation", represent conceptually and empirically distinct constructs.

H1: In line with Broaden-and-Build Theory, teachers' work enjoyment should positively relate to the extent of communicative clarity, individualized support, enthusiastic teaching and application orientation they provide during instruction.

Crossover relations reach statistical significance at p ≤ .10 in commercial classes, where they are partially mediated by clarity and support: b = .131, p = .035, by enthusiastic teaching: b = .142, p = .060, and by application orientation: b = .131, p = .106 (see columns 7 and 12 in Additional file 1: Table SD for more details).

Student Forum Section may include theoretical, methodological, and application orientations of ongoing research including case studies, as well as, contextual action research experiences.

Through this application-orientation, the further theoretical development of knowledge systems concepts is enhanced.

In the social domain, teachers were found to provide clarity and support, stimulation and application-orientation irrespective of their reported enjoyment levels.

This study is the first to investigate emotional crossover in vocational classrooms, combining Control-Value Theory and Broaden-and-Built Theory to substantiate potentially mediating teaching characteristics (clarity and support, enthusiastic teaching, application-orientation).

Mood research and positive psychology justify the assumption that teachers' own levels of work enjoyment influence the extent to which they provide clarity and support, stimulation and application-orientation. Fredrickson and Branigan (2005) conclude from numerous studies that positive emotions broaden thought-action repertoires.

Thus, we encourage vocational education researchers to further develop coherent instructional designs that promote communicative clarity, individualized support, stimulation and application-orientation, preferably simultaneously, to exploit the benefits of positive activity-related emotions for student learning that were outlined at the beginning of this paper.