Relationships among perceived competence,intrinsic value and mastery goal orientation in English and maths

A large and burgeoning literature has established that mastery goal orientations yield positive cognitive and behavioural educational outcomes. Less research has focused on the psychological antecedents of adopting mastery goals. The present study draws upon prominent psychological theories of ac motivation, specifically the expectancy-value theory of Eccles, Wigfield and colleagues (Wigfield and Eccles 2002), to explore possible antecedents of students’ mastery goals. Based on this theoretical framework, our study focused on children’s perceptions of their competencies in English and maths and how these related to intrinsic value and mastery goals for English and maths. Questionnaires were used to gather data about Year 6 (N=60) participants’ perceived competence, intrinsic value and mastery goal orientation, and correlational analyses established the direction and strength of the relationships between the perceptions. Participants were targeted for follow-up interviews (n=17) according to a matrix of low and high competence perceptions and mastery goals, with students selected from within each of six focal groups. Interview responses were reported according to emergent themes, from which we describe how the constructs under consideration relate to one another and highlight implications for educational practice.     

Faculty research productivity 1972–1988: Development and application of constant units of measure

The economic concept ofreal orconstant units of measure is utilized to assess the rate of inflation/deflation of opportunity for publication between 1972 and 1988 for the disciplines of biology, psychology, and English. Data for the study came from (1)Ulrich's International Periodicals Directory; (2)Annual Bibliography of English Language and Literature; (3)American Universities and Colleges; (4) 570 journal issues across the three disciplines; and (5) national surveys of faculty conducted in 1972, 1980, and 1988. Based on changes over time in the amount of space in which faculty can publish their research and the number of individuals competing for that space, indexes are developed that convert 1988 publication counts into 1972 equivalents. Results indicate inflation rates of 103, 85, and -45 percent for biology, psychology, and English, respectively, between 1972 and 1988. Due to these rates, faculty had to produce 14.65, 5.05, and 1.18 articles, respectively, in the two years prior to 1988 to have been as productive inreal articles as they were in the two years prior to 1972.     

Advancement Via Individual Determination (AVID) in a Community College Setting: A Case Study

This study examined the initial implementation process of Advancement Via Individual Determination (AVID) in a northern California community college. Focus groups of students, faculty, and administrators were conducted in the spring of 2008, as well as observations of several planning meetings in the spring and summer of 2008. The community college students enrolled in the AVID class reported that the support they received through AVID has helped them focus, become more organized, and become more motivated to continue their studies. This was so even though not all of AVID's 11 essentials were implemented on campus. In addition, challenges such as faculty buy-in and resistance to changing institutionalized practices were encountered by staff members responsible for implementing AVID. In this initial implementation, faculty and administration sought to change the culture of the college to better serve the underrepresented students in their quest to transfer to four-year institutions. This study provides a framework for other community colleges and higher education institutions to leverage the academic potential of underprepared and historically underrepresented students.     

A review of the foundational processes that influence beliefs in climate change: opportunities for environmental education research

Recently, many organizations involved in environmental education have initiated programs that aim to educate visitors or other publics who interact with nature-based resources about the impacts and landscape transformations occurring because of climatic changes. However, many psychological, human-evolutionary, and social–ecological processes that impede individuals’ ability to notice or respond to (e.g. adaptation and mitigation behaviors) climate impacts in nature-based areas, or in their urban-based home communities, may influence the educational process. By reviewing and examining these foundational processes and their potential influence on an audience’s attitudes and beliefs towards climate change, we outline and explain their importance for research. Based on these important psychological, human-evolutionary, and social–ecological processes, the authors conclude by identifying how researchers can investigate the influence of these processes and their potential impacts on environmental education outcomes.     

Peak power output provides the most reliable measure of performance in prolonged intermittent-sprint cycling

Abstract

The aims of this study were to determine the reliability of an intermittent-sprint cycling protocol and to determine the efficacy of one practice session on main trials. Eleven men, moderately trained team-sport athletes, completed three visits to the laboratory involving a graded-exercise test and practice session and two trials of a Cycling Intermittent-Sprint Protocol separated by three days. Data for practice and main trials were analysed using typical error of measurement, intra-class correlation and least-products regression to determine reliability. Typical error of measurement (expressed as a coefficient of variation) and intra-class correlation for peak power output from all 20 sprints for trial 1 and trial 2 were 2.9 ± 12.8% (95% confidence interval: 2.0–5.0%) and 0.96 (95% confidence interval: 0.85–0.99), respectively. Typical errors of measurement and intra-class correlation for mean power output for all 20 sprints for trials 1 and 2 were 4.2 ± 11.9% (95% confidence interval: 2.9–7.4%) and 0.90 (95% confidence interval: 0.66–0.97), respectively. The results suggest that peak power output provides a more reliable measure than mean power output. The Cycling Intermittent-Sprint Protocol provides reliable measures of intermittent-sprint performance.     

Effect of suspension systems on the physiological and psychological responses to sub-maximal biking on simulated smoothand bumpy tracks

Abstract

The aim of this study was to compare the physiological and psychological responses of cyclists riding on a hard tail bicycle and on a full suspension bicycle. Twenty males participated in two series of tests. A test rig held the front axle of the bicycle steady while the rear wheel rotated against a heavy roller with bumps (or no bumps) on its surface. In the first series of tests, eight participants (age 19 – 27 years, body mass 65 – 82 kg) were tested on both the full suspension and hard tail bicycles with and without bumps fitted to the roller. The second series of test repeated the bump tests with a further six participants (age 22 – 31 years, body mass 74 – 94 kg) and also involved an investigation of familiarization effects with the final six participants (age 21 – 30 years, body mass 64 – 80 kg). Heart rate, oxygen consumption ([Vdot]O₂), rating of perceived exertion (RPE) and comfort were recorded during 10 min sub-maximal tests. Combined data for the bumps tests show that the full suspension bicycle was significantly different (P < 0.001) from the hard tail bicycle on all four measures. Oxygen consumption, heart rate and RPE were lower on average by 8.7 (s = 3.6) ml · kg^?1 · min^?1, 32.1 (s = 12.1) beats · min^?1 and 2.6 (s = 2.0) units, respectively. Comfort scores were higher (better) on average by 1.9 (s = 0.8) units. For the no bumps tests, the only statistically significant difference (P = 0.008) was in [Vdot]O₂, which was lower for the hard tail bicycle by 2.2 (s = 1.7) ml · kg^?1 · min^?1. The results indicate that the full suspension bicycle provides a physiological and psychological advantage over the hard tail bicycle during simulated sub-maximal exercise on bumps.     

The effects of teacher mathematics knowledge and pedagogy on student achievement in rural Guatemala

Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural Guatemalan primary schools. After presenting a conceptual framework for linking the work of the teacher with student learning in mathematics together with an overview of the different forms of teacher knowledge, the paper introduces the Guatemalan context and the analytical framework including the sample, data and methods. Overall, the results provide some empirical support for a widely held, if infrequently tested, belief in mathematics education: effective teachers have different kinds of mathematical knowledge. The results also suggest specific mechanisms by which effective teachers can make substantial impacts on student learning, even in extremely poor contexts.     

Self-Esteem, Locus of Control, College Adjustment, and GPA Among First- and Continuing-Generation Students: A Moderator Model of Generational Status

The role of generational status (first-generation vs. continuing-generation college students) as a moderator of the relationship between psychological factors and college outcomes was tested to determine whether generational status acts as a risk factor or as a sensitizing factor. The sample consisted of 322 undergraduate students who completed online measures of self-esteem, locus of control, and academic adjustment and provided self-reports of GPA. Generational status significantly moderated the relationship between psychological factors and academic outcomes. Generally, it was found that the relationship between psychological factors and academic outcomes were strongest among first-generation students. Further, it was found that for the majority of the interactions with locus of control, first-generation status acted as a sensitizing factor that amplified both the positive and negative effects of locus of control. In contrast, for self-esteem, first generation status acted as a risk factor that only exacerbated the negative effects of low self-esteem. These results are interpreted as reflecting motivational differences between first- and continuing-generation students and are discussed with respect to the social/cultural capital hypothesis that is most frequently presented in the existing literature.