The effects of parental involvement on students’ academic self‐efficacy,engagement and intrinsic motivation

This research examined whether various dimensions of parental involvement predicted 10th‐grade students’ motivation (engagement, self‐efficacy towards maths and English, intrinsic motivation towards maths and English) using data from the Educational Longitudinal Study of 2002 (ELS 2002). Results showed that both parents’ educational aspiration for their children and school‐initiated contact with parents on benign school issues had strong positive effects on all five motivational outcomes. On the contrary, parent–school contact concerning students’ school problems was negatively related to all five motivational outcomes investigated in the study. Additionally, parental advising positively predicted students’ academic self‐efficacy in English as well as intrinsic motivation towards English, and family rules for watching television were positively linked to students’ engagement and intrinsic motivation towards both English and maths.     

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.     

Students’ course experience and engagement: an attempt to bridge two lines of research on the quality of undergraduate education

This study attempts to bridge two current lines of research on the quality of undergraduate education, i.e. students’ course experiences and engagement. Defining student engagement from a psychological perspective, this study explores the relationships between students’ course experiences and their motivation and engagement with a sample of 882 Chinese undergraduates who participated in a questionnaire survey. The results of structural equation modelling indicate that, although clear goals and standards, generic skills and appropriate workload positively relate to student engagement, appropriate assessment has a dual effect, while good teaching and emphasis on independence have undesirable, negative effects on students’ motivation and engagement. These findings reveal the potential of combining the two lines of research, and reflect some characteristics of teaching and learning in Chinese higher education institutions. The results have implications for enhancing the quality of undergraduate education in China.     

内部动机与外部动机的关系及其对学校教育的启示

学界对内部动机与外部动机的关系研究一直存在争议,目前至少存在三种理解:传统的二分法认为内部动机与外部动机相互对抗,互相影响对任务的参与;自我决定理论认为内部动机和外部动机是一个连续体的两极,两者相互联系并转化;最近的研究则认为两种动机可以并存,个体可以同时为外部和内部动机所激发。在教育实践中,教师应正确认识和处理两者之间的关系,使学生始终保持良好的动机状态。     

内在激励理论在解决高校图书馆员职业倦怠中的应用

根据高校图书馆员的工作特点和实际,科学运用内在激励理论及其方法,对于当前高校图书馆员职业倦怠现象进行分析并探寻相关应对措施。     

大学生学习性投入调查的理论基础及研究进展

中国大学生学习性投入调查的理论基础有6大经典理论、学生发展理论、建构主义理论、全面质量管理理论等。自美国\"全国大学生学习性投入调查\"被汉化后,我国出现了关于大学生学习性投入调查的系列研究成果。这些成果大体上可分为两类:一是关于NSSE工具自身及启示的研究;二是关于NSSE-China的应用研究。     

Performance‐approach goals,task‐avoidant behaviour and conceptual knowledge as predictors of first graders’ school performance

The present paper aims to examine the relationship between first grade children’s performance‐approach goal orientation, task‐avoidant behaviours, conceptual knowledge and their achievement in maths and literacy. The sample consisted of 174 first grade children and their class teachers. Children’s self reports of their performance‐approach goals and avoidant behaviours as well as teacher‐reports of children’s avoidant behaviours were used. Our results indicate that performance‐approach goal orientation positively predicts children’s self‐reported task‐avoidant behaviours which in turn have a negative effect on children’s achievement outcomes. The negative effect of teacher‐rated avoidant behaviours on children’s achievement outcomes was even greater than the positive influence of children’s conceptual knowledge. These results suggest that the relationships between goal‐orientations, achievement behaviours and achievement outcomes start to form early in children’s school career (or even before that) and that children’s self‐report of their achievement goals and behaviours provide a valuable knowledge already in this early age.     

当前大学生学术道德缺失现象分析及引导

调查表明,当前大学生学术道德缺失现象比较严重,主要表现为大学生学术道德意识普遍薄弱,违反大学生学术道德的现象比较普遍。产生这些现象的原因是多方面的。要扭转大学生学术道德缺失现象,必须规范大学生学术道德教育内容体系,利用各种渠道激活大学生学术道德教育的引导作用。     

基于职业能力目标的《管理学原理》教学模式探索——以长江大学工程技术学院为例

随着全国高校掀起的一波向应用技术型高校转型发展的高潮,各高校纷纷开展课程教学改革以服务于转型发展。本文以长江大学工程技术学院为例,探讨本科职业教育高校以职业能力为目标的《管理学原理》的教学模式。     

建筑类高职院校非学历教育发展问题若干思考

文章分析了高职院校开展非学历教育存在的问题,阐述了非学历教育在高职院校的发展及社会终身教育体系构建中的重要意义,并提出了建筑类高职院校大力开展非学历教育的改革方向。