解析党的制度建设科学化水平

制度是联系理论与实践的中介,体现着特定的理论和价值标准,约束着特定的活动方式和行为模式。党的制度建设既是党的建设的重要组成部分,又是提高党的建设科学化水平的重要保证,必须提高党的制度建设科学化水平。要真正提高党的制度建设科学化水平必须要充分认识提高党的制度建设科学化水平对于党的建设的重要性,正确理解提高党的制度建设科学化水平的内涵、特征和目标。     

坚持以人民为中心发展更加公平、更高质量的教育

"人民对美好生活的向往,就是我们的奋斗目标",是中国共产党执政的人民立场,是党和国家各项事业发展的根本遵循。"以人民为中心发展教育",决定了教育改革发展的根本立场,指明了教育改革发展的根本目标。"以人民为中心发展教育",就是要发展更加公平的教育,就是要发展更高质量的教育。"以人民为中心发展教育",要将人民作为教育改革发展的主体,要以人民是否满意作为教育改革发展的根本尺度。"以人民为中心发展教育",前所未有地彰显了社会主义教育制度的本质特征和优越性。     

Effects of goal relations on self-regulated learning in multiple goal pursuits: performance, the self-regulatory process, and task enjoyment

The purpose of this study was to investigate the effects of goal relations on self-regulation in the pursuit of multiple goals, focusing on self-regulated performance, the self-regulatory process, and task enjoyment. The effect of multiple goal relations on self-regulation was explored in a set of three studies. Goal relations were divided into two categories: facilitating goal relations and conflicting goal relations. A facilitating goal relation is a relationship in which the pursuit of a focal goal enhances the attainment of an additional goal, whereas a conflicting goal relation is a relationship in which the pursuit of a focal goal generates conflicts with additional goal pursuits. Specifically, Study 1 tested the general hypothesis that conflicting goals decrease self-regulatory performance, task enjoyment, and the adaptive self-regulatory process, whereas facilitating goals increase them during the performance of the focal goal task. Studies 2A and 2B tested how the extent of facilitating or conflicting relations between goals affects self-regulatory performance, the self-regulatory process, and task enjoyment during the pursuit of the focal goal. The findings of the three studies were consistent with the authors?? hypothesis that facilitating goal relations increase self-regulatory performance and the self-regulatory process, whereas conflicting goal relations decrease them. The author also discuss the implications for self-regulation, intrinsic motivation, and classroom organization.     

Achievement goal orientation and the critical thinking disposition of college students across academic programmes

This study links achievement goal theory and models of critical thinking by investigating the relationship between motivational goals and the thinking dispositions of college students enrolled in five different academic programmes in Thailand (N = 1336, males = 32.9% and females = 67.1%). We found significant differences in goal orientations and thinking dispositions across academic programmes. For example, nursing students were significantly more mastery goal-oriented and had a higher level of ‘analytical’ thinking disposition than students in business, engineering, education and vocational programmes. Multiple regression analysis found a positive influence of mastery goals and a negative influence of performance avoidance goals on the levels of critical thinking dispositions. We found that critical thinking dispositions are related to goal orientation response patterns and vary with the curricular context.     

Comparing Efficiency of Public Universities among European Countries: Different Incentives Lead to Different Performances

This paper analyses the relationship between the public funding systems of higher education in Italy and the Netherlands and their universities' performances. Empirically, an efficiency analysis on 13 Dutch and 58 Italian public universities is conducted. The findings show that the relative efficiency of Italian and Dutch universities is strongly influenced by the policy perspective adopted. If the goal is to realise the European goals and minimise resources employed for obtaining a high number of graduates, Dutch universities turn out to be more efficient. However, Italian universities are much more efficient if the priority is to minimise the costs for a given level of activity, such as number of students.     

Concurrent Evaluation of Customer Relationship Management and Organizational Excellence: An Empirical Study

This article concurrently studies customer relationship management (CRM ) and organizational excellence (OE ) by pursuing three goals. First, it investigates the relationship between CRM and OE ; second, it conducts a performance assessment from CRM and OE viewpoints; and third, it analyzes how each factor of CRM and each criterion of OE affects an organization's performance. To achieve the first goal, a number of hypotheses about potential relationships between CRM factors and OE criteria are proposed with the cooperation of experts and using fuzzy DEMATEL . These hypotheses are then examined using the path analysis method to find out which one is supported and which one must be rejected. Subsequently, the data envelopment analysis (DEA ) approach is employed to accomplish the second goal. Finally, a t‐test is used to achieve the third goal. To implement the research in the real world, two major international airports of Iran are considered as our survey cases.     

Achievement Motivation Goals in Relation to Academic Performance in Traditional and Nontraditional College Students

This study extended Dweck's model of achievement motivation to the collegiate level, and it is the first to apply this model to nontraditional students. We examined the relationship between goal orientations and academic performance in 262 undergraduate students grouped by nontraditional vs. traditional status. Although both groups rated themselves higher on learning goals than on performance goals, non-traditional students endorsed learning goals even more strongly than their traditional peers. Goal orientations were a better predictor of academic success than student status. Consistent with Dweck's model, a learning goal orientation was positively related to successful academic performance for both groups. The relationship between performance goals and academic success was less straightforward, but students who rated both goal orientations as relatively weak had the lowest cumulative GPAs. Traditional and nontraditional students differed on variables that were inversely related to academic performance. Less successful traditional students endorsed irrational beliefs (a possible index of learned helplessness), while less successful nontraditional students worked more hours at a paid job.     

Curriculum-based measurement and two models of follow-up consultation

This investigation focused on the effects of two independent variables: (a) teacher-developed goals and monitoring systems versus a curriculum-based measurement (CBM) goal and monitoring system; and (b) individual expert versus group follow-up consultation. The dependent data were academic achievement measures. Subjects were 55 special education, elementary school students with mild and moderate disabilities randomly assigned to one of four treatment conditions: A, teacher-developed goal and progress monitoring with individual expert follow-up consultation; B, CBM goal and progress monitoring with individual expert follow-up consultation; C, teacher-developed goal and progress monitoring with group follow-up consultation; and D, CBM goal and progress monitoring with group follow-up consultation. Results showed that groups employing CBM and group consultation generally out-performed the other groups. Implications included expanded use of CBM goals and progress monitoring and continued study of collaboration as a method of CBM program implementation.     

Relating goal orientation to self-regulatory processes: A longitudinal field test

This longitudinal field study examined the relationship between goal orientation and self-regulatory processes in an achievement context. Data was obtained from 132 students over a 10 week period. Results indicated that: (a) learning goal orientation was positively related to how much resources participants allocated to their goals and the degree to which they engaged in cognitive self-regulation, (b) performance-avoid goal orientation was negatively related to cognitive self-regulation, (c) participants engaged in motivational processes aimed at lowering their goals when presented feedback that indicated their performance was below their intentions, and (d) downward goal revision was a function of learning goal and performance-avoid goal orientations. Measurement issues and directions for future research on the goal orientation construct are discussed.