Perceived teacher affective support in relation to emotional and motivational variables in elementary school science classrooms in Turkey

Background: In recent research, affective learning environments and affective support have been receiving increasing attention for their roles in stimulating students’ learning outcomes. Despite its raising importance, little is known about affective support in educational contexts in developing countries. Moreover, international student assessment programmes (e.g. PISA and TIMSS) reveal poor science proficiency of students in most of those countries, which provokes the question of how to make positive changes in students’ perspectives and attitudes in science.

Purpose: In the current study, the purpose was to investigate the relations among perceived teacher affective support (PTAS), academic emotions (academic enjoyment, academic anxiety, and academic hopelessness), academic self-efficacy and behavioural engagement in elementary school science classrooms in Turkey.

Sample: A total of 633 fourth- and fifth-grade students in eight elementary schools in Istanbul, Turkey were participated in the study.

Design and methods: A self-report questionnaire was administered to participating students. The data were analysed using structural equation modelling.

Results: Findings showed that PTAS was both directly and indirectly related to the given variables. PTAS was found to be significantly positively associated with students’ academic enjoyment, academic self-efficacy and behavioural engagement and significantly negatively related to their academic anxiety and academic hopelessness in science classrooms. An important finding is that the total effect of PTAS on behavioural engagement, a factor strongly associated with academic success in all disciplines, was as strong as the effect of students’ perceived academic self-efficacy beliefs in science.

Conclusions: Findings suggest that PTAS may help promoting positive emotions and motivation among students in science classrooms, eventually leading to more desirable attitudes and achievement outcomes in science. Teacher affective support deserves greater recognition from researchers, educational policy-makers, administrators and teachers to build better learning conditions for all students.     

关于社会适应的心理机制、结构与功能

社会适应是人们现实生活中一种重要的社会心理现象。社会适应可以从其心理机制、心理结构、心理功能三个方面来考察。心理机制包括适应过程和适应方式，心理结构包括心理优势感、心理能量、人际适应性和心理弹性四个维度，心理功能包括社会适应状态的实质及其评价标准。     

Motivational beliefs and cognitive processes in mathematics achievement, analyzed in the context of cultural differences: a Korean elementary school example

The relations among students’ motivational beliefs, cognitive processes, and academic achievement were investigated. A 51-item questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school mathematics classrooms. Results indicated that, in general, students’ cognitive processes related closely to competence beliefs, task values, and achievement goals, and more importantly their success or failure in mathematics achievement was closely linked to competence beliefs, performance-avoidance goals, and persistence strategies. Positive evidence of performance-approach goals was observed in math learning relative to task goals. As expected, performance-avoidance goals turned out to be detrimental to students’ math learning. These findings are generally congruent with the motivational theories and support the position that students should be encouraged to adopt task goals and actively involve themselves in math class activities. However, it also behooves us to recognize the potential benefits of performance-approach goals in different cultural contexts, such as the Korean elementary school math classrooms.     

论利益结构变迁与社会稳定

我国的社会利益结构变迁从根本上是与改革和现代化建设相伴而生的，主要特点是：利益主体的多样化;利益实现形式的多样化;利益矛盾的多样化。这一方面促进了社会利益结构日益多元化、公民的政治参与程度提高等，从根本上保证了我国社会的整体稳定。但另一方面，我国的利益结构变迁也对经济、政治、文化造成诸多负面影响，对我国的社会稳定构成潜在威胁。为了形成合理的利益结构，我们应该从完善利益表达机制、统筹城乡协调发展、完善社会再分配机制、完善社会保障制度来促进社会稳定。     

论马克思社会结构理论的基本涵义及其特征

马克思社会结构理论是马克思主义理论和西方社会理论的重要组成部分,它对马克思主义其他理论具有重要影响.马克思认为社会结构主要是一种关系性的结构,并以社会结构的构成社会要素为起点,分别从宏观、中观和微观三个不同层面来建构他的社会结构理论的,马克思社会结构理论体现了层次性和系统性、动态性与稳定性、批判性与建构性的统一.     

社会救助的概念、类型和体制：不同视角的比较

自2 0世纪70年代以来,社会救助在国际社会政策的研究中受到越来越多的关注。在综合评述国外(包括发达国家、发展中国家和转型国家)有关社会救助理论和实务之文献的基础上,通过不同视角来回顾社会救助的概念演进,比较不同概念和分类方法之间的异同,辨析不同的社会救助体制模式及其与社会福利体制模式之间的关系,对我国社会救助体制模式的构建具有重要的借鉴意义。     

我国社会阶层结构演变中存在的主要问题及对策

构建合理的社会阶层结构是构建社会主义和谐社会最重要的任务之一。解决好当前我国社会阶层结构演变中存在的问题,有利于更好地推进我国社会阶层结构的现代化进程,适应经济社会发展的需要。     

哈尼族传统宗教文化的社会机制与结构

任何一种文化都是历史和社会的产物,没有脱离历史背景和社会结构与机制的纯精神现象和文化现象。哈尼族的传统宗教文化,就是与其特殊的民族迁徙史、"父子连名"的血亲机制、"师徒连名"的文化传承机制、"地名连名"的民族区域结合机制相联系的。从宗教文化传承的社会结构上看,它是通过原生的"血亲力量集团"、"宗教文化贵族集团"和封建化时代的"村社议事会"所构成的特殊社会结构及其机制实现的。充分认识民族传统宗教文化存续的社会结构和机制,既是民族传统文化传承的关键,也是实现民族文化创新的重要课题。     

我国高等教育经费结构现状与高校社会捐赠

＂穷国办大教育＂,是我国发展教育事业所面临的最大挑战,对于高等教育的发展来说,经费短缺是各高校不得不面临的重大问题。教育经费是高等教育事业发展的基础和保障,在国家财政拨款不能显著增加的情况下,高校要依靠自身的条件和努力去拓宽资金筹措渠道,实现高等教育经费的多元化筹资。社会捐赠作为一项公益事业,是高校筹集资金的重要渠道之一。当前我国高校社会捐赠面临总体捐赠力度不够、募捐渠道单一化等困境,高校应该对此予以高度重视,在认真借鉴和学习西方高校成功开展社会募捐的经验的同时,结合本校实际采取相关措施,积极吸引社会捐赠,从而推动我国的高等教育事业不断发展壮大。     

个体与社会心理的契合--试析中篇小说《生》的潜在结构

中篇小说《生》是俄罗斯当代著名作家瓦尔拉莫夫的代表性作品。作者擅长攫取具有典型意义的生活琐事,藉以阐发社会和人生的宏大主题。小说《生》之所以成功,是因为在作品中实现了个体与社会心理的契合。     

Structure and Placement of Academic Social Work Units in the United States

For this study of social work degree programs, data were drawn from the Council on Social Work Education (CSWE) website, the Group for the Advancement of Doctoral Education (GASE) website, and the websites of 841 U.S. social work programs, including the 763 programs accredited (or in candidacy for accreditation) by CSWE when these data were collected. This article provides a context from relevant literature, enumerates the structures of social work units, identifies the most common departments and schools where they are found, and analyzes several factors associated with structure and placement of those units. Implications include the benefits of independent social work units rather than placement within a host department, and association with professional rather than liberal arts disciplines.     

日本的高等教育改革--以社会条件、职能、构造为中心

本文从社会条件、职能、构造等方面分析了日本高等教育的改革。社会条件不仅包括来自历史的影响因素、未来社会发展的影响因素和国际间的影响因素，也包括大学与政治、经济关系的变化及来自大学内部逻辑发展的影响。大学社会职能的变化，包括知识的重构，学士课程的改革，研究生院的改革等。大学社会构造的变革包括重点化——社会的再分层，大学管理运营的合理化，多元的大学评价，板块的重构——大学民营化、国立大学法人化、大学的联合、大学的淘汰等。在此基础上，本文阐述了大学的社会构造——国家、市场、大学的关系。     

当代中国社会变革中的公立大学治理结构问题与调适

大学治理结构包括外部治理结构和内部治理结构,随社会政治、经济、文化等制度的变革而演进。第三次科技革命引发深刻社会变革,对大学治理结构提出了新的要求,并使这一问题开始受到学术研究领域的理性关注。我国公立大学治理结构存在明显问题,在外部治理结构和内部治理结构方面存在某些失当之处。公立大学应立足我国现实国情,遵循大学治理结构历史演进的基本规律,借鉴世界著名大学业已实现的先进治理模式和我国国有企业治理结构的成功经验,构建具有中国特色的现代大学治理结构。     

调整优化学科专业结构主动适应社会经济发展

适应当前高等教育工作重点由规模扩张向质量提高的转变,必须高度关注学科专业结构调整,充分认识高校学科专业设置现状、存在的问题及学科专业结构调整的重要性与紧迫性,理清学科专业结构调整的基本思路,培养适应社会需求和学生自我发展需要的高素质专门人才。     

《历史与社会》课程结构：问题与对策

我国初中《历史与社会》课程结构存在的问题有：两部《历史与社会》课程标准同时颁行,与《思想品德》内容重复,与小学和高中缺乏合理的衔接。《历史与社会》课程结构的优化,需要确立核心概念,统合两个课程标准,实现社会科课程一体化和＂一贯化＂。     

Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP)

There is a substantial and persistent gap in achievement between children from different backgrounds [National Center for Education Statistics. (2002). Children's reading and mathematics achievement in kindergarten and first grade. Washington, DC: U.S. Government Printing Office] that can be traced to the preschool years [Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council, National Academy Press], highlighting the importance of ensuring that preschools that serve low-income populations provide strong support for children's language and early literacy development. The current project sought to improve program quality in Head Start classrooms throughout New England with the Literacy Environment Enrichment Program (LEEP), an in-service intervention that was delivered in the form of a credit-bearing course. The impact of LEEP was studied using a wait-list comparison group strategy to determine whether intervention group teachers (n = 30) showed more fall–spring growth in measures of classroom support for literacy than did comparison group teachers (n = 40). Multiple hierarchical regression analyses that controlled for background measures and fall scores on classroom measures revealed moderate to large positive effects on all measures of classrooms support for language and early literacy with the exception of writing, for which only a small effect was found.     

当前我国社会治理结构中的NGO缺失及其培育

社会的和谐发展需要社会治理结构中的三大主体（政府组织、市场组织和非政府组织）各司其职、各尽所能，NGO在社会治理结构中不可或缺；比较SARS和“9·11”两个典型案例，说明治理危机需要政府主导，也需要多元主体的互动；培育NGO是当前我国形成社会治理结构主体新格局的有效途径。     

时间的社会结构：文化资本与精英高校农村籍学生的时间使用

如何管理时间对于大学期间文化和社会资本的积累至关重要。本研究利用一项持续多年的追踪调查数据分析了精英高校的大学生在初入大学阶段时间使用方式上是否存在显著的城乡差异，以及特定的家庭背景、成长经历对其时间使用的影响。研究发现，城乡大学生在学习活动、娱乐活动、志愿活动和生命维持活动上的平均投入时间基本相似，但在创收活动、学生活动和社交活动等方面的平均投入时间存在显著差异，学生的家庭背景及其成长过程中积累的文化资本是重要的解释性因素。时间使用既是社会结构的产物，也塑造着社会结构，认识精英高校农村籍学生的时间使用风格对于理解他们适应精英高校环境的结果至关重要。     

西方近代的社会结构与政治分权的关系简析

近代西方的政治分权是在西方近代独特的社会结构和政治生态中逐步形成的。其直接原因是王权与其他政治力量共同构成政治权力结构中的一极,政治力量的多元性和均衡性是政治分权的政治基础。社会经济结构的分化和社会力量的强大是政治分权的经济根源和社会基础。而这一社会基础的形成与中世纪教会—国家的二元社会结构和土地分封制对社会结构的塑造密不可分。     

Social capital in the classroom: a study of in-class social capital and school adjustment

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in this study consists of 1036 children in 60 first-grade classes in 46 Dutch elementary schools. Multilevel regression results show that a substantial proportion of the variance in school adjustment can be attributed to the class level and that both individual-level and classroom-level social capital have substantial effects on school adjustment. At the individual level, the size of one’s network is more important than its structure. At the collective level, social capital also has a ‘dark side’ because it can have negative effects on adjustment, lowering the academic performance in a class.