Approach–avoidance motivation and metacognitive self-regulation: The role of need for achievement and fear of failure

Previous research has indicated that approach–avoidance motivation at the achievement goal level influences the quality of self-regulated learning. Additionally, research indicates that approach–avoidance motivation at the dispositional level is associated with cognitive self-regulated learning strategy use. The present investigation sought to extend this research by examining the relationship between approach–avoidance motivation at the dispositional level and metacognitive self-regulation, as well as the mediational potential of approach–avoidance achievement goals among a sample of undergraduate students (N = 145). Results indicated that need for achievement was significantly related to metacognitive self-regulation and mastery-approach goals partially mediated this relationship. Fear of failure was negatively associated with metacognitive self-regulation; however, performance-avoidance goals did not mediate this relationship. The significance of such individual differences in metacognitive self-regulation is discussed.     

Education reform in the twenty-first century: declining emphases in international organisation reports, 1998–2018

ABSTRACT

The liberal and neoliberal world order is increasingly under attack. Global levels of democracy have been declining for over a decade, accompanied by rollbacks in some kinds of rights. We examine the implications of increasing criticisms of the (neo)-liberal era over time for educational reform discourse around the world by drawing on a unique primary dataset of 473 reports produced by international organisations between 1998 and 2018. Extending insights from neo-institutional theories of organisations, we argue that globalised models of education reform is on a decline as a result of growing attacks on the (neo)-liberal cultural system that has affected education policies around the world. Empirically, we find no evidence that reform emphases continue to grow since the 1990s, and support for arguments that predict stagnant or falling levels of reform discourse.     

Students’ and teachers’ perceptions: initial achievements of a Project-Based Engineering School

A unified academic model based on the project-based learning (PBL) methodology was implemented, in the 2012–2013 period, in the School of Engineering at Universidad Europea de Madrid. The purpose of this paper is to explore whether teachers and students participating in the capstone projects feel that the objectives for which this methodology was designed for are being achieved. The data were collected through interviews to participants at the end of the PBL experience. The results are encouraging, as students seem to be more motivated, and they say that they are experiencing deeper learning, and have developed key competitive skills required for their professional lives. Findings also suggest that teachers face positively the PBL as a learning approach since they perceive that students obtain a deeper learning, develop transversal skills with the projects and are more engaged with their studies. Implications and recommendations for the future of the model are also discussed.     

Bodyline,the British World and the Evolution of an Australian National Identity

This article contributes to the historiographical debate concerning the nature and evolution of an Australian national identity. It does so through the case study of cricket and, in particular, cricketing relations with Britain. It argues that the movement of cultural traffic – that is the two-way transmission of people, ideas and sports – between metropole and colony was central to the formation, definition and evolution of an Australian cricketing identity. Furthermore, it suggests that this sporting national identity acted as a rehearsal for a broader Australian identity.     

Connecting citizens and local governments? Social media and interactivity in major U.S. cities

Changing the relationship between citizens and government is often cited as a goal for digital government, and new tools such as social media have the potential to improve interactions with citizens through dialogue. Citizens are most likely to participate at the local level (Berry, Portney and Thomson, 1993; Oates, 1972; Oakerson, 1999), and the largest cities have traditionally been at the forefront in the adoption of e-government innovations (Moon, 2002; Ho, 2002). We examine the use of social networks and other interactive tools in the 75 largest U.S. cities between 2009 and 2011. During this period, the adoption of Facebook skyrocketed from just 13% of the cities in 2009 to nearly 87% in 2011; similarly, the use of Twitter increased from 25% to 87%. We further explore three case study cities through analysis of discussion on social networks, and interviews, and find that one-way “push” strategies (Mergel, 2013a) predominate, although there are some signs of greater openness toward dialogue with citizens.     

Drawing a computer scientist: stereotypical representations or lack of awareness?

ABSTRACT

Stereotypes people hold about computer scientists contribute to underrepresentation in computer science. Perceptions of computer scientists have historically been linked to males and a “nerd” culture, which can lead to lack of interest, particularly for girls. This article presents two studies conducted with two groups of middle schoolers: those who attended our programming camp (Study One) and those who did not (Study Two). After analyzing participants’ drawings and two survey questions we found that perceptions youth holds about computer scientists may be improving. Additionally, we found that males (versus females) and those youth who did not attend our camp (versus those who did) tended to have more stereotypical perceptions of computer scientists. With this article, we contribute to the literature on CS stereotypes by examining both positive and negative representations youth had about computer scientists. We also cast light on the lack of awareness about this profession among the youth of this age.     

Contemporary poetry for the high school

The inadequate number of American young adults selecting a scientific or engineering profession continues to be a major national concern. Using data from the 23-year record of the Longitudinal Study of American Youth (LSAY) and working within the social learning paradigm, this analysis uses a set of 21 variables to predict young people's employment in science, technology, engineering, mathematics, or medicine (STEMM) at ages 36 to 39. The LSAY is one of the longest and most intensive longitudinal studies of the impact of secondary education and postsecondary education conducted in the United States. Using a structural equation model, the study found that mathematics continues to be a primary gateway for STEMM professions, beginning with algebra track placement in grade eight and continuing through high school and college calculus courses. Home and family factors such as parent education and parent encouragement of science and mathematics during secondary school also enhanced the likelihood of entering a STEMM profession.