Buffering against performance classroom goal structures: The importance of autonomy support and classroom community

The culture of schooling in the United States has become increasingly focused on outwardly proving student competence. Some achievement goal theorists suggest that a major casualty of performance-oriented classroom environments may be student motivation for developing and improving competence. The present study extends across theoretical frameworks of motivation to highlight student perceptions of contextual variables that may mitigate or “buffer” the negative relationship between a perceived performance-oriented classroom goal structure and mastery goals. Survey data were collected from 178 high school students in 15 mathematics classes. Multilevel modeling was used to test student perceptions of three contextual buffers: classroom community, teacher’s autonomy support, and a mastery classroom goal structure. Two significant interactions revealed that classroom community and autonomy support erased the negative effect of a perceived performance classroom goal structure. Results provide practitioners with tools for counteracting potential negative implications of emphasizing performance in the classroom.     

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.     

Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation

Path analysis was used to test predictions of a model explaining the impact of students' perceptions of classroom structures (tasks, autonomy support and mastery and evaluation) on their self-efficacy, perceptions of the instrumentality of class work, and their achievement goals in a particular classroom setting. Additionally, the impact of self-efficacy, instrumentality, and goals on students' cognitive engagement and achievement was tested. There were 220 high school students who completed a series of questionnaires over a three-month period in their English classes. Data strongly supported the model demonstrating that student perceptions of classroom structures are important for their motivation. Also supported was the importance of perceiving the current class work as being instrumental for future success. Implications were discussed.     

高中生生物学习动机与成绩的关系研究

通过调查高中生生物学习动机的现状,将其与学生的生物成绩作相关性分析,得出二者相关系数为R=0.228,同时发现此系数在不同成绩段的学生之间具有差异性;学生的内部学习动机对成绩的影响起主要作用,最后根据调查结果提出三条建议来培养与激发学生的生物学学习动机。     

Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context

This research suggests that learning biology in an outdoor environment has a positive cognitive and affective impact on 13–15-year-old, Swedish high school pupils. Eighty-five pupils in four classes participated in a quasi-experimental design. Half the pupils, taking a biology course in ecology or diversity of life, had several lessons outdoors and the other half were taught indoors. All of the classes, but one, also had mathematics lessons outdoors once a week. Twenty-one pupils were interviewed five months after the course and all were positive towards the new learning environment they had experienced outdoors in biology and/or mathematics. They also valued the higher degree of interaction among the pupils. Other findings from the interviews were that the pupils from the outdoor classes showed a higher degree of long-term knowledge retention. They remembered both activities and contents better than the pupils in the indoor classes. An essay-type question assessing their biological understanding qualitatively according to the Structure of Observed Learning Outcome taxonomy revealed no differences between the groups. The results are discussed in the light of neurocognitive models of long-term memory.     

Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction

The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test.     

Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms

Considerable evidence indicates that student motivation and use of learning strategies are related. There is insufficient understanding, however, about their reciprocal effects—whether motivation affects strategy use, the converse, or whether the effects are bidirectional—and which components of motivation and strategies are involved. A two-wave longitudinal design was used to examine this issue among 9th grade students (N = 306) enrolled in high school mathematics classes during an academic term. A cross-lagged structural model found that students’ self-efficacy in mathematics and value predicted their reported use of learning strategies. There was no evidence, however, that learning strategy use predicted motivation and, thus, support for unidirectional effect of motivation during that time interval. Implications for models of self-regulated learning and instruction are discussed.     

High school students’ scientific epistemological beliefs,motivation in learning science,and their relationships: A comparative study within the Chinese culture

This study explored the differences in high school students’ scientific epistemological beliefs (SEBs), motivation in learning science (MLS), and the different relationships between them in Taiwan and China. 310 Taiwanese and 302 Chinese high school students’ SEBs and MLS were assessed quantitatively. Taiwanese students generally were more prone to believe that scientific reality is invented, the development of scientific knowledge is culture-dependent, and scientific knowledge is always changing and its status is tentative than the Chinese students were. Yet, the Taiwanese students perceived higher test anxiety in science than the Chinese students did. Moreover, Chinese students who have a stronger belief that science knowledge is changing and tentative are more likely to perceive themselves as having higher test anxiety in science. The results suggest that the role of culture might have an impact on students’ SEBs and their MLS.     

Students’ experiences of home–school dissonance: The role of school academic culture and perceptions of classroom goal structures

This paper examines stability and change during the elementary-to-middle school transition, focusing on adolescents’ experiences of home–school dissonance because of real or perceived differences between home/self and values within the school context. Relationships were hypothesized between exacerbation and amelioration of dissonance, middle school mastery and performance goal practices, and students’ perceptions thereof. The sample consisted of 274 African-American and 284 European-American (49% female) students. Middle school teachers (N = 236) provided data on school academic practices. Multilevel growth curve analysis indicated significant variance among the 10 middle schools regarding change in dissonance. Both mastery-focused middle school practices and students’ perception of middle school classrooms as more performance and less mastery focused than elementary classrooms were significant predictors of change in dissonance. Path-analyses evidence pointed to the mediational role of school belonging on the relationship between perception of classroom mastery goals and dissonance. Path analyses revealed direct and indirect effects of perception of classroom performance goals on dissonance and school belonging. This paper highlights the importance of creating inclusive learning environments that minimize social comparison saliency and validate students for who they are.     

Associations between different forms of peer victimization and school absences: The moderating role of teacher attachment and perceived school safety

Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed.     

The continua of identities in postcolonial curricula: Kenyan students’ perceptions of gender in school textbooks

The roles of textbooks in postcolonial states is increasingly complicated, even more so when engaging a gendered analysis. This is in large part due the pressure national education ministries face considering the demands of the international aid community, particularly since implementation of the United Nations’ Millennium Development Goals, nation-building, and cultural diversity. Using Kenya as a site of analysis, this article uses interviews conducted with Kenyan primary school students to determine how their perceptions of their textbooks relates to their lived realities. Focusing on images depicting labor in and out of the home, research shows that students’ perceptions of textbooks demonstrate that there exists a continuum of gender identities, particularly visible when images of transformative gendered roles for women that are incongruent with student realities.     

Achievement goals,efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases

This study examines children’s perceptions of the achievement goals parents and teachers emphasize for them in mathematics, and the relation of these goals to children’s personal achievement goals, self-efficacy beliefs, and coping strategies. Results indicated that children’s perceptions of both parent and teacher mastery and performance goal emphases predicted children’s personal goals. Further, children’s personal goals mediated the relation between perceived parent and teacher goal emphases and children’s efficacy beliefs and coping strategies. Children’s perceptions of parent and teacher emphasis on performance goals varied slightly by gender but not ethnic background, whereas variance across groups in perceptions of mastery emphases did not reach practical significance. Relations between goal perceptions, personal goals, efficacy and coping strategies also did not vary by gender or ethnic background. Implications for future research regarding the goals children perceive to be emphasized in home and school contexts, and their importance for children’s adaptive beliefs and behaviors in mathematics, are discussed.     

Clarifying mastery-avoidance goals in high school: Distinguishing between intrapersonal and task-based standards of competence

The definition, measurement, prevalence, and relations of mastery-avoidance goals with engagement outcomes are still under debate. Study 1 (n = 256) aimed to investigate these issues among junior high and high school students in two domains. Findings indicated that students distinguished between the three commonly assessed achievement goals and mastery-avoidance goals. Moreover, students distinguished between the two standards conceived to underlie mastery-avoidance goals—task-mastery and intrapersonal competence. However, the task-mastery items failed to show reliability. Study 2 (n = 118) aimed to replicate the results of Study 1 as well as to investigate the associations of mastery-avoidance goals with self-regulation strategies and affect in school. Intrapersonal mastery-avoidance goals were positively related to adaptive strategies and negatively with maladaptive strategies. Moreover, when combined with mastery-approach goals, intrapersonal mastery-avoidance goals enhanced students’ reports of adaptive affect in school. The implications of these findings to theory, method, and future directions are discussed.     

Exploring profiles of ideal high school mathematical teaching behaviours: perceptions of in-service and pre-service teachers in Taiwan

This study explored and compared the perspectives of Taiwanese in-service and pre-service high school mathematics teachers regarding ideal teaching behaviours; the perspectives of a nationwide sample of students were taken as the baseline. Fourteen factors contributing to ideal teaching behaviours were identified through exploratory factor analyses. Nine factors, including idea explanation and speedy lecture, were rooted in traditional Chinese culture; five factors, including concrete representation and student activities, were influenced by Western cultures. Three teacher profiles were identified through k-means clustering analysis. The perspectives of in-service teachers were dominated by a painless meaning-emphasised profile; these teachers emphasised meaningful learning for students and avoided the fast pace and demanding requirements that can cause distress in students, whereas pre-service teachers were dominated by an all-round profile, revealing their openness to all factors. Compared with pre-service teachers, in-service teachers’ perspectives were more similar to those of students.     

Perceived school climate and school grades in secondary school students: The mediating effect of self-determined motivation

Students’ perception of school climate plays an important role in the quality of their academic experience. However, the effects of perceived school climate on self-determined academic motivation (Ryan & Deci, 2000, 2020) have received little empirical attention to this day. Thus, the present study aimed to investigate the role of school climate in predicting changes in self-determined academic motivation and grades in a longitudinal study with secondary school students. Participants are 957 Belgian students (girls = 52.87 %; M_age = 14.41 years, SD_age = 1.66 years) who took part in a three-wave, year-long study. Results from structural equation modeling showed that students’ positive perceptions of school climate at the beginning of the study (Time 1) were positively related to changes in self-determined academic motivation at the mid-point (Time 2), which in turn were positively associated with changes in grades by the end of the study (Time 3), over and above the effects of gender and age. These results have implications for educational psychology by suggesting that organizational aspects of the school setting can positively influence students’ academic grades through increases in the quality of their motivation over time.     

The role of the school climate in high school students’ mental health and identity formation: A South Australian study

The well‐documented increase in student mental health issues in Australia and growing recognition of the need for education to play a part in students’ identity formation prompted this study. The research reported in this article sought to identify specific elements of the school climate that were likely to influence the interplay of adolescent health and development and students’ identity formation. The aim was two‐fold. First, the study examined the relationships between students’ perceptions of the school climate and self‐reports of wellbeing, resilience and moral identity; and, second, the interrelationships between the three outcome variables were explored. Two surveys, one to assess students’ perceptions of features of the school climate, and another to assess students’ wellbeing, resilience and moral identity, were administered to 618 Year 11 students from 15 independent schools in South Australia. Structural equation modelling was used to investigate hypothesised relationships between students’ perceptions of their school climate and self‐reports of wellbeing, resilience and moral identity. Our results indicated statistically significant and positive relationships between school‐climate factors and each of the three outcome variables. Further, indirect relationships (mediated largely by resilience) were found between school‐climate factors and students’ wellbeing. Our findings could be used to guide schools in building tangible, purposeful environments that engender well‐balanced, positive, resilient citizens with strong moral identities.     

虚拟任务和仿真技术在高职液压与气动课程教学中的应用

本文介绍了虚拟任务和仿真技术在高职液压与气动课程教学中的应用。并通过教学实例,介绍了用FluidSIM仿真软件实现虚拟任务的仿真演示,在教学设计、组织和实施的过程中,取得较好的教学的效果。     

Gendered pathways to educational aspirations: The role of academic self-concept,school burnout,achievement and interest in mathematics and reading

The aim of this study was to examine lower secondary school students' (N = 1152) pathways to educational aspirations. The study used multi-group structural equation modelling to investigate the predictions of academic self-concept, school burnout, achievement, and interest in mathematics and reading, in relation to educational aspirations for boys and girls. While certain factors were influential for students' academic aspirations irrespective of gender, some interesting differences also emerged. Academic self-concept and interest in reading predicted educational aspirations for both groups. However, gendered pathways emerged in how achievement and interest in mathematics predicted educational aspirations. Interest in mathematics predicted girls’ educational aspirations, whereas mathematics achievement was a significant predictor for boys. School burnout had negative indirect effects through interest in reading and mathematics in both groups, but for girls, there was also a direct positive effect on educational aspirations.     

Curriculum and instruction for the gifted: The role of school psychologists

This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional opportunities that best meet the student's needs. We discuss modern conceptualizations of giftedness and talent development, the function of curriculum and instruction in meeting the needs of students who are gifted and the school psychologist's role in identifying which curricular adaptations are appropriate for students based on learner data. We also discuss how a school psychologist can work with educators to support the needs of twice exceptional learners and gay, lesbian, bisexual, transgender and questioning students and recommend professional learning opportunities for school psychologists to remain abreast of current issues in gifted education.