Predicting teachers’ use of digital learning materials: combining self-determination theory and the integrative model of behaviour prediction

In this article, we report on a study that investigated the motivational (e.g. intrinsic motivation) and dispositional variables (e.g. attitudes) that determine teachers’ intention to use or not to use digital learning materials (DLMs). To understand the direct and indirect relationships between these variables, we replicated a study in which self-determination theory (SDT) and the theory of planned behaviour/integrated model of behaviour prediction (IMBP) are combined and a distinction was made between global level psychological needs, and contextual level as well as situational level motivational constructs. Using a sample of 1273 teachers, our preliminary findings support the findings of the previous study. The combined model potentially provides us with a more comprehensive explanation of teachers’ volitional behaviour regarding their use of DLMs in their pedagogical practices than would be possible on the basis of SDT or IMBP alone.     

Fostering teachers’ autonomous motivation during professional learning: a self-determination theory perspective

Employing a self-determination theory lens, this qualitative case study analyzed the impact of a science, technology, engineering, and mathematics professional learning program on six elementary schoolteachers’ autonomous motivation. The outcomes revealed that the program was successful in accommodating the teachers’ needs to feel competent, related, and autonomous. The teachers reported that the program supported their volitional will to engage in self-directed learning by offering them choice, encouragement, and constructive feedback. The teachers were also provided with ample time and resources to enhance their instructional knowledge and showcase their new skills. Moreover, the teachers were able to strengthen existing relationships and expand their professional community. These relationships provided additional support for the teachers and contributed to their growth and development.     

Does self-determination predict the school engagement of four different motivation types in adolescence?

In order to enhance our understanding of inter-individual differences in scholastic motivation, this study examined if self-determination predicts the school engagement of four different motivation types (MT) in a large sample of adolescent students (N = 1088) from Brandenburg, Germany: (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT and (4) peer-and-teacher-independent MT. Using structural equation modelling (SEM), the four types were first compared on latent variables (perceived self-determination and school engagement) and then, a latent multigroup SEM was conducted to test whether self-determination (competence, relatedness and autonomy) would predict emotional and behavioural school engagement separately by MT. The findings underscore the relevance of the typology as well as important inter-individual differences in the association between students’ psychological needs (competence, relatedness and autonomy) and their school engagement.     

Evolution of pre-service teachers’ attitudes towards learning science during an introductory science unit

Primary teachers, despite their critical role in fostering student interest in science, lack confidence and have negative attitudes towards teaching science, with this trend starting during initial teacher education. Though research on attitudes towards teaching science is well established, less is known about attitudes towards learning science. In order to advance our understanding in this area, this study mapped the entry and evolution of attitudinal profiles towards learning science of 108 primary education pre-service teachers undertaking a first-year science unit. Participants completed an online survey tapping on self-determination, grade motivation, self-efficacy, difficulty, interest, anxiety and enjoyment in science before the commencement of the unit (T1) and at the end of it (T2). Clustering methods were used to group participants into homogenous attitudinal profiles at both points in time. Subsequently, daughter profile analysis was used to examine qualitative changes in final profiles respective to entry. Four distinct attitudinal profiles were identified with 47% of the participants exhibiting the least favourable profiles at the start of the science unit. Migration (T1 to T2) was more prevalent from the least to the most favourable profiles, however, it did occur in the opposite direction. Findings revealed that, though pre-service teachers increased their confidence in their ability to learn science, their self-determination decreased in all but one of the eight resulting daughter profiles.     

论邓小平的独立自主外交思想

独立自主的外交思想是邓小平理论的重要组成部分。他认为,独立自主,自力更生,无论过去、现在和将来,都是我们的立足点。在对待诸如香港、台湾、人权、制裁等问题以及霸权主义和强权政治等方面,我们应坚决地捍卫国家主权和民族利益。他反对利用人权来干涉他国内政的行为,并始终毫不妥协地同这种行为作斗争。     

"电工学"实验课程自主实验模式

长期以来,电工学实验内容大部分属于验证性实验,这样的实验模式与培养学生的观察、动手、创新能力蹬初衷相去甚远。因此,针对传统实验教学模式出现的种种弊端,在电路电子技术实验教学中,对部分班级进行了教学方法的改革试点,展开了自主实验模式的探索与实践。文章详细探讨了自主实验的开展以及取得的宝贵经验。     

论市场竞争下的大学发展战略

随着社会主义市场经济改革的不断深化 ,中国高等教育领域里的竞争在近年愈演愈烈 ,在激烈的市场竞争中大学如何发展也就成为了当前高等教育研究关注和探讨的问题。如何深化对这一问题的研究就应使高等学校的发展从集中控制管理的行政约束模式中解放出来 ,使高等学校成为独立的利益主体 ,以“教育规律 +利益法则”作为其运行的基础进行自主性的办学 ,在基于市场竞争法则的基础上 ,克服大学发展过程中已有的制度性的路径依赖 ,形成大学发展的核心竞争能力 ,确定“有选择性卓越”的发展战略     

基于自我决定理论的远程教师指导行为

根据自我决定理论,当自主需要、关系需要和胜任需要得到满足时,可有效激发其内在动机。本研究结果表明远程教师的指导行为与学习者的内在动机有密切关系。研究从激发学习者内在动机入手,探讨了远程教师指导行为对于学习者内在动机的影响。     

自主贷款建设实验室效益评价初探

就高校自主贷款建设实验室效益评价这一新课题，从评价的目的与重点、效益的保障和评价基本要素的选择等方面，结合管理实践进行了初步探讨，并为未来效益评价指标体系的建立提出了建议。     

“轴心国”阴影下的二战民族问题

二战的缘起,其实还存有民族问题的潜因.德、意、日法西斯"轴心国"集团战前和战时在对被侵略国民众实行种族灭绝政策的同时,一再利用有关国家内部的民族问题兴风作浪,煽动民族敌对.这是歪曲、滥用民族自决原则,为其战略目标服务的历史例证,值得后人永远记取.