Grade Level and Gender Differences in the Writing Self-Beliefs of Middle School Students

The objectives of this study were to determine whether middle school students' writing self-efficacy beliefs make an independent contribution to the prediction of their writing competence and to explore grade level and gender differences in writing self-beliefs (N = 742). Writing self-efficacy was the only motivation construct to predict writing competence in a model that included writing self-concept, writing apprehension, perceived value of writing, self-efficacy for self-regulation, previous writing achievement, gender, and grade level. Girls were more competent writers than were boys, but there were no gender differences in writing self-efficacy beliefs. However, when students were asked whether they were better writers than their peers, girls expressed that they were better writers than were other boys or girls in their class or in their school to a greater degree than did the boys. These findings suggest that girls and boys may use a different metric when responding to traditional self-efficacy scales. Students in Grade 6 reported higher self-efficacy and found writing more valuable than did their older peers, and students in Grade 7 reported lower writing self-beliefs than did students in Grades 6 or 8.     

初中生成就目标的发展特点

采用《成就目标定向量表》,对633名初中学生进行了调查。结果表明:(1)不同年级初中生的成就目标定向有显著差异,表现为:初一学生的掌握趋近目标极显著高于初二、初三学生,初二学生又显著高于初三学生;初一学生的成绩趋近目标显著高于初二学生;(2)不同学校的初中生成就目标定向有显著差异,表现为:重点学校学生掌握趋近目标、成绩趋近目标极显著高于普通学校学生;而普通学校学生的成绩回避目标显著高于重点学校学生;(3)初中生男生和女生的成就目标定向有显著差异,表现为:男生的成绩回避目标显著高于女生。     

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.     

中学生成就动机的培养与激励

动机作为非智力因素的核心成分,是推动学生学习的内在动力.本文着重分析了动机的一种--成就动机及其作用,以及培养与激励成就动机的方法.     

School Goals,Principals, and Achievement

ABSTRACT

Much has been written about the need for schools to engage in activities which promote the academic achievement of students. Two major factors which appear to influence student achievement are an organization's goals and the instructional leadership of the principal. The focus of this study was to investigate whether differences exist between schools which were successful in promoting student achievement and schools which were not successful in promoting student achievement in each of these areas. This paper is based upon a study conducted in an urban school district with a diverse student population. It identified 10 High Achieving Schools and 10 Low Achieving Schools (based upon student gain scores calculated from standardized achievement tests). Data regarding school goals and the instructional leadership of the principal were based upon responses to questionnaires designed to measure staff perceptions of these factors. The findings suggest that no clear differences are evident in the “official” goals selected by schools but differences do appear when the “operative” goals are analyzed. Specifically, the evidence suggests that High Achieving Schools emphasize goals stressing academic excellence to a greater degree than Low Achieving Schools. More important, the evidence from this study also suggests that principals in High Achieving Schools emphasize and engage in activities related to instruction to a much greater degree than principals in Low Achieving Schools. Those activities, which are identified and discussed at length, reinforce the view that a principal's behaviors rather than style are the primary factor in being an instructional leader.     

Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of academic self-concept and academic self-efficacy in six 2e students from a Singapore secondary school. Results demonstrate that 2e students could possess high-academic self-concept and academic self-efficacy that empower their academic success. This study suggests strategies such as focusing on the 2e students’ strength areas and developing their interests in particular academic domains to enable their development of high-academic self-concept. We also recommend practices such as creating the experiences of success, practicing effective parental and teacher support, and providing positive peer influence to foster 2e students’ high-academic self-efficacy.     

论中学生语文作文写作的技巧

写作是一门技巧,更是一门学问,作文教学,历来是中学语文教学最为重要的一项研究课题。中学生已经具备一定的写作基础,但实际上一般中学生的写作能力并不令人满意,在作文教学中,教师要传授给学生一些作文的写作技巧,帮助学生提高自己的作文写作水平。     

初中生学业延迟满足与成就目标定向的关系研究

学业延迟满足是指学生在学习情境中甘愿为更有价值的长远结果而放弃即时满足的抉择倾向,以及在等待过程中展示出的自我控制和调节能力。通过调查分析,本研究探讨了初中生学业延迟满足与成就目标定向的关系。主要研究结果如下：不同学业延迟满足能力水平的初中生的成就目标存在显著差异;掌握接近目标和掌握回避目标对学业延迟满足有促进作用,而成绩回避目标对学业延迟满足有负向影响,其中掌握接近目标对学业延迟满足的正向预测作用最大。     

当前中学生成就动机的调查与分析

运用成就动机问卷,对575名中学生的成就动机进行调查,研究结果表明,中学生的成就动机在年级上有显著性差异,初二学生追求成功的动机明显强于高二年级的学生;城乡差异接近显著水平;但性别上无显著差异。追求成功的动机与避免失败的动机之间有显著的负相关。     

初中作文教学新探

要解决好初中语文作文教学这一大难题,首先要让学生有话说,敢于说,说自己的话。其次要教学生一些如何说好话的技巧。采取学生自批作文、集体批改作文的做法,既减轻教师的工作量,又能培养学生的自主学习能力,提高学生作文水平。     

初中生自我概念与学习成绩的相关性分析——基于宜春市二中150名初中生的调查

目的:分析初中生自我概念与学习成绩的相关性。方法:采用田纳西自我概念量表,对宜春市二中150名初中生进行问卷调查,结果:除家庭自我维度外,自我概念其余各维度在年级上呈现显著性差异;除心理自我和社会自我两个维度外,自我概念其余各维度在性别上不存在显著性差异;自我概念与学习成绩呈现出显著的正相关,除生理自我和道德伦理自我外,自我概念其余各维度在学习成绩上均呈现出显著性差异。     

初中科学作业的“生本化”设计

"生本化"的科学作业其出发点是学生的生活世界,目的是学生的发展,包括学生个体的发展和最终实现全体学生的发展。兼顾差异性,发挥主动性是实现最终目的的必然过程和必要手段。     

Learning What It Takes to Teach Science: High School Students as Science Teachers for Middle School Students

This study examines the influence of St. John's University Summer Science Experience and Teacher Mentoring Program on African American and Hispanic high school students' interest in science and science teaching as career goals. In the first phase of the program, high school students from six school districts in Suffolk County, Long Island (a suburb of metropolitan New York City) engaged in investigative science experiences that emphasized environmental science, chemistry, and technology and learned about effective science pedagogy. The second phase of the program functioned as a teaching practicum for the high school students, where they planned for instruction and taught middle school students investigations similar to those that they had engaged in during the summer program. Various surveys were developed to assess high school students' attitudes about science and science teaching, knowledge of effective teaching approaches, knowledge of ways to motivate younger students, and the overall impact of the program on the high students' interest in science and/or science teaching as career goals. Program evaluations reveal that over 75% of the students expressed an interest in considering science or science teaching as career possibilities. Implications for minority teacher recruitment are discussed.     

小学生的成就目标和自主性动机之间的关系研究

动机是小学生学习的动力系统,从认知的角度来研究动机的内部结构及作用是当前心理学界的重要课题.研究者用量表法对小学生的自主性动机、成就目标的发展趋势以及二者的相互关系进行了探索.发现,随着年级的上升,自主性动机的发展在不同的维度上呈不同的发展趋势,在成就目标中,掌握目标呈上升趋势,成绩目标呈下降趋势.而且成就目标的不同维度对小学生的自主性动机有着不同的影响.掌握目标的智力观、成功观、失败观和成绩目标的评价观、失败观以及年龄对自主性动机都有显著的影响.     

Enhancement and Analysis of Science Question Level for Middle School Students

The effects of instruction and achievement on science question level for high and low science topic interests were investigated. Eight seventh‐grade classes were randomly assigned to two treatments: instruction and no instruction on researchable questioning. Each student completed the Middle School Students' Science Topic Interest Rating Scale (test‐retest reliability, r = .84); selected two topics in which she or he was least interested and two topics in which she or he was most interested; wrote questions for each topic; and took the Stanford Achievement Tests in reading, mathematics, and science. The questions were rated using the four levels described by the Middle School Students' Science Question Rating Scale (interrater reliability, r = .96). The scores for each question were averaged for two raters, then summed for each interest level for each student. The data were analyzed for main and interaction effects using general linear modeling procedures. Question level was modeled with one within‐subjects factor (science topic interest) and four between‐subjects factors (instruction and three achievement scores). The results indicate that students who received instruction outperformed those students who were not instructed; and high achievers in mathematics, reading, or science outperformed low achievers. There were no interaction effects. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 210–224, 2000     

论乡镇中小学生个性化读写能力的培养

随着新课程改革的深入开展,个性化读写作文越来越受到语文工作者的关注。许多地区,特别是城市中小学,已经开始实践个性化读写教学。但是,由于我国城乡教育状况还存在差距,乡镇中小学长期以来受传统应试教育观念和教法的影响尤为深广,个性化读写教学在许多乡镇中小学校仍然处于探索阶段。本文对新课标下的乡镇中小学生个性化读写教学与能力培养进行探讨,并彰显其指导及现实意义。     

中学优生的时间管理倾向与成就动机的相关研究

本研究探讨时间管理倾向与成就动机之间的关系。对四川成都市两所中学的175名中学优生的问卷调查研究发现：（1）中学优生的时间管理倾向各维度对追求成功动机存在着显著的正相关，与避免失败动机存在显著的负相关（时间监控观除外），（2）中学优生的时间管理倾向对成就动机具有显著的预测作用，表明时间管理倾向可能是影响学生成就动机的一个重要因素；（3）中学优生在时间管理倾向与成就动机上具有显著的年级差异，研究表明初二可能是培养时间管理倾向的关键时期。     

Changes in Elementary School Children's Achievement Goals for Reading and Writing: Results of a Longitudinal and an Intervention Study

An achievement goal framework was used to examine changes in students' motivation for reading and writing in the late elementary years and to evaluate a classroom intervention project. The longitudinal study involved 431 students in Grades 3 to 5. Results showed significant declines in task-mastery and performance goals within the school year and across grade levels. There were few sex differences in students' goals for reading and writing. The intervention project included 8 teachers and 187 students in Grade 3. This study showed how various instructional modifications can influence students' achievement goals, perceived competence, and strategy use in reading and writing. As teachers provided more opportunities for students to complete challenging, collaborative, and multiday assignments, students became less focused on performance goals, and low-achieving students reported less work avoidance. The educational implications of this research are discussed.     

初中生学习习惯和应试技能与学业成绩的关系

采用“学习习惯与应试技能自我测量表”对100名中学生进行测试,经过相关分析以及成绩良好组和成绩不良组总分差异的显著性检验,发现学习习惯和应试技能对初中生的学业成绩有影响。