RELATIONSHIPS BETWEEN PSYCHOLOGICAL WELLBEING OF THAI COLLEGE STUDENTS,GOAL ORIENTATIONS,AND GENDER

This paper examined the direct and interaction effects of students’ learning and performance‐avoidance goal orientations on their psychological wellbeing and a moderating role of students’ gender in these relationships. Using 564 self‐reports of freshman college students in a Thai university, we found students’ psychological wellbeing to be positively related to their learning goal orientation and negatively related to their performance‐avoidance goal orientation. Additionally, the negative relationship between students’ performance‐avoidance goal orientation and psychological wellbeing was stronger for men than women. Lastly, differences in students’ psychological wellbeing between men and women became more pronounced with increases in learning goal orientation for students with low levels of performance‐avoidance goal orientation, but not for students with high levels of performance‐avoidance goal orientation. These findings were obtained after controlling for students’ grade point average and academic program.     

Styles of creativity: Adaptors and innovators in a singapore context

Kirton (1976) described two creative styles, namely adaptors and innovators. Adaptors prefer to “do things better ” whilst, innovators prefer to “do things differently ”. This study explored the relationship between two creative styles (adaptor and innovator) and the Big Five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience) and how they subscribe to creativity, risks and goal orientations. A total of 206 Polytechnic students from Singapore completed a self-report questionnaire, which consisted of the Kirton Adaptation-Innovation Inventory (Kirton, 1976), NEO-Five Factor Inventory (Saucier, 1994), Learning Goal Scale (Ng, 2003), What Kind of Person Are You Self-Report Inventory (Khatena & Torrance, 1976), Gough’s Creative Adjective Checklist, Risk Scenario, and Risk Taking Attitude Scale developed by Ng. It was found that adaptors were significantly more conscientious and subscribe to risk avoidance, ego approach and ego avoidance orientations than innovators, whilst, innovators were significantly more extraverted and open to experience and are likely to subscribe to creativity, risk taking and mastery goal orientations than adaptors. No significant differences were found between adaptors and innovators in agreeableness. The implications for the findings for the classroom teacher will also be discussed.     

Typical intellectual engagement as a byproduct of openness,learning approaches,and self‐assessed intelligence

Students (n = 328) from US and UK universities completed four self‐report measures related to intellectual competence: typical intellectual engagement (TIE), openness to experience, self‐assessed intelligence (SAI), and learning approaches. Confirmatory data reduction was used to examine the structure of TIE and supported five major factors: reading and information seeking, intellectual avoidance, directed complex problem solving, abstract thinking, and intellectual pursuits as a primary focus. These factors were significantly and positively associated with deep learning, openness, and SAI, and negatively related to surface learning. Other correlates of TIE were more factor‐dependent. In general, correlations suggested that TIE is related to, but different from, the other intellectual competence constructs examined. Results are discussed in relation to the typical performance approach to intelligence and the importance of TIE with regards to the intrinsic motivation to learn.     

Motivation and studying in high school science

Three groups of high school science students (college-bound and non-college-bound freshmen, college-bound juniors and seniors) completed surveys measuring their beliefs in the utility of four kinds of study strategies, three types of motivational orientation to science (task orientation, ego orientation, and work avoidance), their reported ability, and attitude toward science. Results indicated that belief in the usefulness of strategies requiring deep processing of information was more strongly positively related to task orientation than to ego orientation in all groups. For the younger groups only, task orientation was positively related to belief in the utility of surface-level strategies (e.g., rote memorization of facts). Task orientation proved to be the best predictor of student beliefs in deep-processing strategies, above and beyond that explained by perceived ability and interest in science. The implications of these findings for the current and future goals of science educators are discussed.     

The predisposition of adult ESOL learners in a FE college towards autonomy

The paper reports a small‐scale research on the predisposition of adult ESOL learners in a further education college to the components of autonomous learning. The research is based on the perception that there is an untested assumption that all students will react positively to the concept of autonomous learning and by implication are positively predisposed to it. Using questionnaire survey administered among 20 selected students and supplementing this with a focus group discussion, the research sought to test this assumption in the context of ESOL students. Towards achieving this, the research sought the reaction of the subjects to various components of autonomous learning. The findings indicate that students in this group are to a large extent negatively predisposed to many of the components of autonomous learning. It concludes with the injunction that teachers should not assume that all students would be positively predisposed towards autonomy because of a number of reasons ranging from the psychological to the historical. It suggests that a lot of work needs to be done in order to bring these students around to accepting the usefulness of autonomous learning.     

The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity

The present study investigates the direct and indirect influence of motivation for learning, as understood by the self‐determination theory, on students' approaches to learning. Concerning the direct influence of motivation, results show that autonomous motivation is positively related to a deep approach to learning and negatively to a surface approach. Motivation also has an indirect effect on students' approaches to learning through the perceptions of workload and task complexity, in particular through the perception of a lack of information. The greater the extent to which students are autonomously motivated, the less they perceive that they have a lack of information and the less they are inclined to adopt a surface approach to learning.     

The role of individual and contextual factors in the development of maths skills

In this study, we examined the development of maths skills in 269 Estonian primary school children (119 boys and 150 girls; 20 classes). Testing was carried out over a three‐year period (Grade 1–Grade 3). Before the last testing session, children’s verbal skills and motivational orientations were also tested. In addition, teachers evaluated children’s learning behaviour and provided information about their own teaching methods. The data were analysed using multilevel growth curve modelling. We found that children with higher levels of pre‐maths skills developed at a faster rate. At the individual level, pre‐maths skills and verbal ability were positively associated with maths achievement in Grade 3, and avoidance orientations (self‐reported) and task‐avoidant behaviour (teacher‐reported) were negatively associated with maths achievement in Grade 3. At the classroom level, formalist teaching methods and teacher experience had a positive effect on students’ maths performance.     

中学生考试焦虑与成就目标、学习策略及学业成绩的关系

问卷调查与研究显示:中学生的考试焦虑在性别、年级和学校类型上均无显著性差异,且普遍存在中度以上焦虑;重度考试焦虑对学业成绩有显著削弱作用;学生的成就目标定向和自我调节学习策略对其考试焦虑的干预具有重要意义。     

Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course

This study explored how a free-space digital storytelling approach that advocates autonomy and creativity can be implemented in a formal elementary classroom and how it impacts students’ language learning motivation and performances. Participants of the study were 64 sixth grade students in Taiwan. Following an experimental design, the data collected from three data sources, including motivation surveys, achievement test scores, and digital stories, were analyzed and triangulated. Two performance indicators of the digital storytelling, levels of language usage and levels of creativity, were found to have significant but different impacts on language learning. While the students’ language usage performance in digital storytelling was significantly related to their achievement test scores, their creativity performance were significantly related to multiple motivation components, including extrinsic motivation, task value and elaboration. It was also found that the proposed digital storytelling approach had a positive impact on students’ language performance and contributed to an increase to students’ motivation in two dimensions: extrinsic goal orientation and elaboration, rather than intrinsic goal orientation. The results suggest that the positive impact of the proposed storytelling pedagogy resides in allowing students to stretch their creativity while demonstrating their language productivity, with the leverage of a holistic assessment scheme.     

Task Involvement and Ego Involvement: relations with academic achievement,academic self‐concept and self‐esteem

Relations between academic achievement, self‐perceptions, task involvement and defensive ego involvement (self‐presentation concerns) were explored among 349 sixth grade and 350 ninth grade Norwegian students. Task involvement was defined as general interest in working with school subjects, whereas defensive ego involvement was defined as students’ preoccupation with the impression they make on their classmates emphasizing the concern of not looking stupid. The results showed that task involvement and defensive ego involvement are independent but correlated motivational states. The concepts are negatively, but weakly correlated and are affected by different processes. Task involvement was affected directly by academic self‐concept, whereas defensive ego involvement was strongly associated with self‐esteem and was affected indirectly by academic self‐concept through self‐esteem.     

Students’ self-worth protection and approaches to learning in higher education: predictors and consequences

The aim of this study was to test a process model of students’ learning in higher education, linking anxiety, course experience (positive and negative), self-worth protection (SWP) (self-handicapping, defensive expectations, reflectivity), student approach to learning (SAL) (deep/surface), and achievement. Path and bootstrap analyses of data from 899 first-year university students showed that anxiety significantly predicted all SWP strategies and that positive course experience negatively predicted defensive expectations, whereas negative course experience was linked to higher levels of self-handicapping and reflectivity. Deep approach was linked negatively to self-handicapping and positively to reflectivity, whereas surface approach was associated positively with both self-handicapping and defensive expectations. Finally, deep approach positively predicted achievement and partially mediated the effect of self-handicapping on achievement. These findings support the validity of linking SWP with SAL and demonstrate meaningful connections between these and the anxiety and course experience of students. Implications for theory and practice are discussed.     

运用任务教学法培养高职学生自主学习能力——以英语写作教学为例

在英语写作课程教学中,自主学习强调学生的主体地位,使学生能充分发挥创造力,有效地提升语言运用综合能力。在高职英语写作教学过程中,将任务教学法和学生的自主学习能力培养结合起来,就要通过完成与真实生活相关联任务来学习,且任务具有可操作性、连贯性,并体现出差异性的原则。具体策略为:培养学生运用学习策略,引导学生自我监控,让学生在评价中进步。     

Novice Supervisees' Self‐Evaluations and Their Perceptions of Supervisor Style

Multiple regression analyses of data obtained for 36 counseling supervision dyads indicated that attractiveness, an aspect of supervisory style, was negatively associated with supervisees' self‐evaluations and positively associated with the difference between trainees' and supervisors' evaluations of counseling competence at the end of the 1st practicum experience. Supervisors' interpersonal sensitivity and task orientation were not found to contribute significantly to either of the criterion variables.     

教师的教学观对学生学习的影响(下)

三、数据分析结果第一项分析是计算教师的 SPTCT分数 (教学观 )与他们的学生的 L PQ分数变化 (学习方式变化 )以及成绩测验的 z分数变化间的相关 ,如表 4所示。表 4　教师教学观与学生学习方式的改变以及学习成绩的变化间的相关样本数传授观应试观能力观态度观育人观灌输倾向互动倾向表层式学习 885 .13* .0 0 .0 4 .0 2 .0 3.0 7 .0 3深层式学习 889- .0 1.0 4 .0 3.0 3- .0 2 .0 3.0 2成就式学习 888.0 1.0 1.0 7.10 * .0 8.0 1.10 *常规测验成绩 10 34- .2 5 * .0 2 .0 1- .0 2 .0 9* - .13* .11*开放性测验成绩 90 5 - .19* - .0 7.…     

Rethinking teachers’ goal orientations: Conceptual and methodological enhancements

The article provides a theoretical extension of the goal orientation approach for teaching by proposing three different competence facets of learning goals and four types of addressees for performance approach and avoidance goals. On the basis of responses from 495 teacher trainees and 224 in-service teachers, the development and validation of an advanced goal orientation measure is presented. Internal consistencies of the goal dimensions were good, and confirmatory factor analyses verified the postulated model for teacher trainees and in-service teachers. In both groups, learning goal orientation positively predicted self-efficacy for teaching and perceived benefits of help-seeking. Performance approach goals positively predicted self-efficacy for teaching and performance avoidance goals negatively predicted self-efficacy for teaching and positively predicted perceived threats of help-seeking. The use of goal orientation facets provided a more thorough analysis of the predictions regarding perceptions of help-seeking. Results supported the convergent and divergent validity of the new measure.     

学科探究教学的基本特质

学科探究教学的基本特质有：交互主体性、合作创造性、情境性、开放性、体验性和生成性等。交互主体性是指教师和学生都是主体,二者是交互主体的关系;合作创造性是指教师与学生共同合作进行探究学科,从而创造新知;情境性是指由外界、事物和师生关系等因素构成的具体课堂教学情境;开放性具有多维的、非线性的、动态的、灵活性、多样性和发展性等特点;体验性是师生内在的历时性的知、情、意、行的亲历、体认和验证;生成性是现时动态地、螺旋式、渐进地创造、产生的超出师生预设之外的新教育经验和师生个性。     

Temperament,personality and achievement goals among Chinese adolescent students

Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 × 2 achievement goal framework among 775 Chinese adolescent students. Confirmatory factor analysis showed that the 2 × 2 framework could be generalised to the Chinese context. Six of the nine temperament dimensions (e.g. activity level – general, flexibility–rigidity, and task orientation) significantly predicted mastery‐approach, mastery‐avoidance, performance‐approach and performance‐avoidance goals. Neuroticism, extroversion and conscientiousness significantly predicted all the above‐mentioned four achievement goals; openness and agreeableness significantly predicted the mastery‐orientated and performance‐oriented achievement goals, respectively. Compared with temperament, personality was the stronger predictor for achievement goals. These results supported the posited relationship of ‘hard‐wiring’ variables to achievement goals in the conceptual model of achievement motivation.     

“拔尖计划”学生心理弹性与创造力的关系研究——学习适应性的中介效应

提高创造力是“拔尖计划”学生培养的重要目标之一。文章通过对2 039名“拔尖计划”学生进行问卷调查,深入分析了“拔尖计划”学生心理弹性对创造力的影响及学习适应性在其中的作用机制。研究发现,“拔尖计划”学生的心理弹性正向影响创造力;学习适应性正向影响创造力;学习适应性在心理弹性和创造力之间起到部分中介效应。根据这一研究结论,在“拔尖计划”2. 0的实施中,除了继续加强学习的外部环境条件建设,更要花费大力气重视学生积极心理品质的塑造和心理弹性的提高,引导学生积极适应“拔尖计划”人才培养的学习目标、内容和挑战,为创造力的提升奠定基础。     

Personality,approaches to learning and achievement

The present study investigated the relationships between the five‐factor model of personality, approaches to learning and academic achievement. Based on the previous research, we expected approaches to have a mediating effect between personality and academic achievement. Six hundred and eighty‐seven business students participated in a survey; 56% were female and 44% were male. Their average age was 24.8 years. The results showed that conscientiousness and openness were mediated by the strategic and the deep approach, respectively, in relation to achievement. Additionally, neuroticism had both a direct and an indirect effect on achievement through the surface approach. We also found that the three approaches to learning explained variance in achievement beyond personality when using hierarchical regression analysis. Limitations and implications for future research are discussed.     

The influence of personality factors,value appraisals,and control appraisals on cognitive test anxiety

Cognitive test anxiety is a considerable barrier to academic success. The control value theory of achievement emotions suggests emotions within academic situations—including test‐anxious responses—follow from control and value appraisals. Furthermore, the control value theory suggests a multitude of individual‐level factors that influence appraisals. However, few investigations have explored the interactive influence of enduring personality traits and control and value appraisals on the experience of cognitive test anxiety. The current study was designed to explore the relationship among openness to experience, neuroticism, conscientiousness, control and value appraisals, and cognitive test anxiety. Participants (N = 481) completed the Big Five Inventory, the Motivated Strategies for Learning Questionnaire, and the Cognitive Test Anxiety Scale‐Short Form. Using exploratory structural equation modeling, we demonstrated that value and control appraisals were important predictors of cognitive test anxiety. Furthermore, results indicated that openness to experience was a positive predictor of value appraisals. Finally, results indicated that higher levels of control appraisals were associated with higher levels of conscientiousness and openness to experience and lower levels of neuroticism. These findings have important implications for our understanding of the determinants of cognitive test anxiety and have implications for efforts designed to identify test‐anxious students.