Undergraduate students’ motivation and engagement in China: an exploratory study

Viewing student engagement as a multidimensional construct, this study explored the motivation and engagement of undergraduate students in China. A sample of 1131 students from 10 full-time universities in Beijing participated in a survey. The results showed that the Motivation and Engagement Scale for university/college students is a promising and valid instrument for assessing student engagement in Chinese universities. Chinese undergraduates simultaneously performed well in both adaptive and maladaptive motivation and engagement, indicating some influence from the cultural context of China. Four categories of learners were generated according to their motivation and engagement characteristics. Some consistent patterns of individual differences related to gender, grade level, discipline and institution type were revealed. The results have implications for enhancing student engagement.     

A Survey of the Instructional Practices of Grade 5 Teachers Nominated as Effective in Promoting Literacy

Grade 5 teachers, who were nominated by their supervisors as effective in educating their students to be readers and writers, responded to questionnaires about their practice. The teachers claimed commitments to (a) extensive reading at the heart of their reading instruction; (b) diverse instructional activities (e.g., whole-group instruction, small-group instruction, cooperative grouping, individual reading); (c) teaching of both word-level and higher order (e.g., comprehension, critical thinking) skills and processes; (d) development of student background knowledge; (e) student writing, including teaching of mechanics and higher order composition skills (e.g., planning, drafting, revising as a process); (f) extensive evaluation of literacy competencies using diverse assessments; (g) integration of literacy and content-area instruction; and (h) commitment to practices that promote student motivation for reading and writing. Excellent literacy instruction is a balanced articulation of many components, including whole language experiences and skills instruction.     

Motivation and engagement in English,mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity

The purpose of this study is to evaluate the domain specificity of multidimensional motivation and engagement (adaptive cognitions, adaptive behaviors, impeding/maladaptive cognitions, maladaptive behaviors) in mathematics, English and science high school subjects, with an additional focus on three key educational correlates (educational aspirations, class participation, enjoyment of subject). Based on a sample of 1801 students from six Australian high schools, confirmatory factor analysis offered modest support for the domain specificity of motivation and engagement (as measured by the Motivation and Engagement Scale — High School: MES-HS) across three distinct high school subject areas and also in relation to the three key educational correlates. Interestingly, the level of specificity varied as a function of the particular academic motivation construct. For example, between-subject correlations for more ‘state-like’ constructs such as ‘valuing of school subject’ were relatively lower, whereas correlations for more ‘trait-like’ constructs such as ‘anxiety’ were relatively higher suggesting that the latter is relatively more general across mathematics, English and science. The implications of these findings for future practice and research are discussed.     

Head Start teachers’ beliefs about language and literacy instruction

This study investigated the nature of Head Start teachers’ beliefs about early literacy and the teacher background factors that relate to these beliefs. Twenty-eight Head Start teachers were given the Preschool Teacher Literacy Beliefs Questionnaire (TBQ) and a background questionnaire. Reliable belief subscales reflecting code, oral language, book reading, and writing aspects of early literacy, as well as a reliable total literacy beliefs score, emerged from the TBQ. In general, teachers agreed with research-based practices related to oral language and book reading, but more variability was apparent around code-related and writing beliefs. Teacher experience was positively linked to agreement with evidence-based beliefs about oral language. The multidimensional nature of these beliefs, possible reasons for the absence of strong relations to background factors, and directions for future research on preschool teachers’ beliefs are discussed.     

Motivation and engagement in the ‘Asian Century’: a comparison of Chinese students in Australia,Hong Kong,and Mainland China

The present study investigated multidimensional motivation and engagement among Chinese middle school students in Australia (N?=?273), Hong Kong (N?=?528), and Mainland China (N?=?2106; randomly selected N?=?528). Findings showed that a multidimensional model of motivation and engagement fit very well for all three groups. Multi-group invariance tests showed that the number of factors, factor loadings, factor correlations and item uniquenesses were invariant across the three groups – as were inter-correlations with a set of cognate correlates (class participation, school enjoyment, positive intentions, academic buoyancy) – hence no differences of ‘kind’. However, differences of ‘degree’ were indicated through significant mean-level effects between groups, with self-reports favouring Australian Chinese students over Hong Kong and (to a lesser extent) Mainland Chinese students. We propose these findings shed important light on Chinese students’ academic motivation and engagement and also on socio-cultural perspectives on motivation and engagement because they assist understanding about effects attributable to context and effects attributable to ethnicity. Given this, the study is a timely contribution to current understanding of the Chinese learner in this, the ‘Asian Century’.     

Multidimensional perfectionism in middle school age gifted students: A comparison to peers from the general cohort

The researchers designed this study to investigate levels of multidimensional perfectionism in identified gifted middle school students and a group of their peers from the general cohort. Gifted students (N = 83) were compared with the general cohort (N = 112) from a Southeastern rural middle school (grades 6 through 8). One‐way analyses of variance were used to determine whether gifted and general cohort students differed on measures of adaptive and maladaptive perfectionism. Results revealed that gifted students had significantly higher standards scores, a measure of adaptive perfectionism, and significantly lower discrepancy scores, a measure of maladaptive perfectionism. These results suggest that gifted students are more perfectionistic (i.e., hold higher personal standards) than general cohort students. However, the results do not support the contention that gifted students experience distress or maladjustment from their higher levels of perfectionism (e.g., Maxwell, 1995).     

Social support,academic adversity and academic buoyancy: a person-centred analysis and implications for academic outcomes

The present study employed person-centred analyses that enabled identification of groups of students separated on the basis of their perceptions of social support (home and community), academic support, academic adversity and academic buoyancy. Among a sample of 249 young people, including many from high-needs communities, cluster analysis revealed three distinct groups of students: the thriver, supported struggler and at-risk struggler. We compared the three groups on their academic motivation. Analyses revealed significant differences between groups in adaptive motivation outcomes, but no differences in impeding or maladaptive motivation outcomes. Combined, the results speak to the importance of support and academic buoyancy for positive student outcomes.     

体验式学习中的情感参与:SVVR支持写作学习的实证研究

写作学习中普遍存在学生因缺少对真实情境的体验而难以唤起写作兴趣的问题,如何改善学生的情境体验和情感参与成为改善写作学习效果的关键。在基于球面视频虚拟现实(SVVR)技术构建的体验式写作学习环境中,通过融入体验式学习理念与引导策略,设计了包含具体化经验、反思性观察、抽象化概念、评价与修正四阶段的写作学习活动,并将其运用于教学实践。实证分析结果表明:除思维创新性外,基于SVVR的体验式写作学习环境对学生写作的主题契合性、结构完整性和语言表达具有促进作用,并能够提升学生的情感参与水平;在SVVR的支持下,高情感参与水平的学生有更佳的写作表现,特别是在作品的结构完整性、语言表达与思维创新性上;相较于传统写作学习环境,在基于SVVR的体验式写作学习环境中,学生的阅读习惯与写作成绩间呈现出更强的相关性。可见,SVVR支持下的体验式学习有助于促进学生的情感参与和阅读积累向写作能力的迁移,实现对写作学习效果的提升。同时,有必要强化基于SVVR的智能交互和多感官体验,并将其与教学过程有机整合。     

"I was born full deaf." Written language outcomes after 1 year of strategic and interactive writing instruction

Nonstandard grammatical forms are often present in the writing of deaf students that are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but have also made gains with English grammar skills. This 1-year study expands on prior research by longitudinally examining the written language growth (i.e., writing length, sentence complexity, sentence awareness, and function words) of 29 deaf middle-school students. A repeated-measures analysis of variance with a between-subjects variable for literacy achievement level was used to examine gains over time and the intervention's efficacy when used with students of various literacy levels. Students, whether high or low achieving, demonstrated statistically significant gains with writing length, sentence complexity, and sentence awareness. Subordinate clauses were found to be an area of difficulty, and follow up strategies are suggested. An analysis of function word data, specifically prepositions and articles, revealed different patterns of written language growth by language group (e.g., American Sign Language users, oral students, users of English-based sign).     

Writing fluency and quality in kindergarten and first grade: the role of attention,reading, transcription,and oral language

In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed.     

Achievement Goals During Middle Childhood: Individual Differences in Motivation and Social Adjustment

Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported adjustment variables. Cluster analysis revealed four groups of students: mastery (above average in mastery goals, below average in performance-approach and performance-avoidance goals), multi-goal (above average in all three goals), avoidant (above average in performance-avoidance goals, below average in mastery and performance-approach goals), and low motivation (below average in all three goals). Clusters differed in self-reported academic self-efficacy and perceptions of teacher support, teacher-reported academic competence, and peer nominations of social status. Mastery students had the most adaptive profiles; low motivation, the least adaptive. Avoidant boys had more maladaptive profiles than avoidant girls.     

Practical literacy of young adults: educational antecedents and influences

To assess the relative influences of education, social environment, and current activities on the practical literacy of young adults in the United States, data were drawn from the 1985 National Assessment of Educational Progress survey of 3,618 21–25 year olds. Oral and written examinations provided reliable measures of comprehension of written language, documentary and writing skills, pictorial and chart understanding, and numeracy; oral and some additional writing skills were assessed with single-item rating scales. A multidimensional model of literacy distinguished 20 early background characteristics of education, home, and family from 16 literacy-promoting current adult activities—all of which were coded into scales from respondent reports. Regression and canonical analyses showed that both early experience and current activities powerfully influence young-adult literacy.‘Matthew effects,’ however, show early environmental advantages yield subsequent advantages that lead to wide disparities in adult literacy skills.     

Science Engagement and Literacy: A retrospective analysis for students in Canada and Australia

Given international concerns about students' pursuit (or more correctly, non-pursuit) of courses and careers in science, technology, engineering and mathematics, this study is about achieving a better understanding of factors related to high school students' engagement in science. The study builds on previous secondary analyses of Programme for International Student Assessment (PISA) datasets for New Zealand and Australia. For the current study, we compared patterns of science engagement and science literacy for male and female students in Canada and Australia. The study's secondary analysis revealed that for all PISA measures included under the conceptual umbrella of engagement in science (i.e. interest, enjoyment, valuing, self-efficacy, self-concept and motivation), 15-year-old students in Australia lagged their Canadian counterparts to varying, albeit modest, degrees. Our retrospective analysis further shows, however, that gender equity in science engagement and science literacy is evident in both Canadian and Australian contexts. Additionally, and consistent with our previous findings for indigenous and non-indigenous students in New Zealand and Australia, we found that for male and female students in both countries, the factor most strongly associated with variations in engagement in science was the extent to which students participate in science activities outside of school. In contrast, and again for both Canadian and Australian students, the factors most strongly associated with science literacy were students' socioeconomic backgrounds, and the amount of formal time spent doing science. The implications of these results for science educators and researchers are discussed.     

Identifying attrition risk based on the first year experience

Using data collected from a recent national survey of Australian first-year students, this paper defines and validates four scales – belonging, feeling supported, intellectual engagement and workload stress – to measure the student experience of university. These scales provide insights into the university experience for both groups and individual students, to assist institutions in supporting and managing successful outcomes for their students. These data highlight the particular importance of a sense of belonging and mitigating workload stress to addressing attrition risk. Many traditional equity groups were found to only differ significantly from ‘traditional’ students on the stress scale. However, these groups potentially contain enormous individual variation, and even the average experiences of these groups reveal that complexity in the engagement, motivation and sense of belonging of students from equity backgrounds. Importantly, the scales presented in this paper can easily be used by practitioners, researchers and institutions to identify risk of attrition at an individual level based on attitudinal factors rather than background or behavioural factors. This may inform university strategy and practice to enhance the student experience and increase retention across the sector.     

Use of Facebook,students’ intrinsic motivation to study writing,writing self-efficacy and writing performance

The study aimed to scrutinise how incorporating Facebook into a conventional writing class might impact on students’ intrinsic motivation, self-efficacy and writing performance, and to uncover how best to provide corrective feedback on students’ writing posted on Facebook. Sixty-four subjects from an intact group were recruited by means of purposive sampling. All participants sat the pre-test measuring intrinsic motivation to study writing, writing self-efficacy and writing performance. Following the pre-test, participants attended a regular conventional writing class incorporating Facebook for four months. At the conclusion of the study, participants sat the post-test and were interviewed regarding their learning experience. Participants were also requested to indicate which type of feedback provided on FB is preferred and to justify their responses. It was found that students’ intrinsic motivation and self-efficacy, as well as writing performance, improved markedly in the post-test and that direct corrective feedback is more favoured by students. Overall, the study suggests that not only does incorporating Facebook into a conventional writing class benefit students academically, but it also helps boost their intrinsic motivation to study writing and writing self-efficacy – two critical variables that dictate success in foreign language learning.     

A multidimensional analysis of changes in mathematics motivation and engagement during high school

Despite concerns about declining interest and enrolments in mathematics, little research has examined change in a broad range of constructs reflecting mathematics motivation and engagement. The current study used an 11-factor model of motivation and engagement to evaluate levels of maths motivation compared to general academic motivation and to assess group-level and individual-level changes in maths motivation during secondary school. In a multicohort-multioccasion design, Australian students completed an adaptation of the Motivation and Engagement Scale in two consecutive school years. Ratings in mathematics were lower than general academic motivation on several scales but particularly on the planning and task management scales and for the year seven cohort. Mean ratings of valuing and task management decreased over the two years, while stability of mathematics motivation was moderate. Girls reported stronger anxiety, uncertain control and failure avoidance than boys, despite also reporting greater mastery focus. The findings demonstrate that a multidimensional model facilitates a differentiated analysis of possible reasons for a waning interest in mathematics.     

Teachers fostering the co-development of science literacy and language literacy with English language learners

Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science and language literacy co-developed. The research question guiding this study was: In what ways did the yearlong PD science program support teachers at 10 elementary schools to become more knowledgeable about fostering science literacy and its role in co-developing language literacy (e.g. reading, writing, listening, and speaking) for ELL? The measurable and significant gains on the quantitative mandated state science and reading tests and the analysis of qualitative teaching episodes led to the conclusion that demonstrated the synergy between science learning and language learning – as one increased, so did the other.     

A New Look at Multiple Goal Pursuit: the Promise of a Person-Centered Approach

The current study reviewed and synthesized studies employing a person-centered approach to studying achievement goals. Towards this end, a common labeling scheme was developed for goal profiles. Ten profile types were identified across studies and compared via meta-analytic techniques in terms of academic motivation, social/emotional well-being, engagement, and achievement. Two theoretically relevant profiles—Mastery High and Approach High—were relatively common and adaptive across all outcomes; the Performance/Work Avoidance Low profile was also generally adaptive. The Average All Goals and Low All Goals profiles, conversely, were consistently maladaptive. The pursuit of performance-approach, performance-avoidance, or work-avoidance goals alone was rare and generally maladaptive except with respect to achievement. Supplementary moderator analyses revealed that school level and goal model—but not analytic technique—were important variables to consider regarding both the prevalence and adaptive nature of goal profiles. This research synthesis provides insight into longstanding debates within the achievement goal literature and highlights the potential of person-centered analyses to complement findings from more predominant variable-centered research.     

识字教学中的心理学问题

识字教学是阅读与写作教学的基础.注意识字教学中的心理学问题,有助于提高识字教学的质量,发展学生的认识能力.在识字教学中主要应注意的心理学问题是:使学生在识字过程中建立汉字形、音、义统一的认知结构;采用多样化的识字方法,激发学生的学习动机和识字的兴趣,提高识字效率;消除负迁移的影响,对字形和字音形成精确分化,避免错别字的产生.     

A Study of Effective First-Grade Literacy Instruction

Literacy instruction in first-grade classrooms in five U.S. locales was observed. Based on academic engagement and classroom literacy performances, the most-effective-for-locale and least-effective-for-locale teachers were selected. The teaching of the most-effective-for-locale teachers was then analyzed, including in relation to the teaching of the least-effective-for-locale teachers. The classrooms headed by most-effective-for-locale teachers were characterized by excellent classroom management based on positive reinforcement and cooperation; balanced teaching of skills, literature, and writing; scaffolding and matching of task demands to student competence; encouragement of student self-regulation; and strong cross-curricular connections. In general, these outcomes did not support any theory that emphasizes just one particular component (e.g., skills instruction, whole language emphasis) as the key to effective Grade 1 literacy; rather, excellent Grade 1 instruction involves multiple instructional components articulated with one another.