Effective self-regulation of goal attainment

Self-regulatory strategies of goal setting and goal striving are analyzed in three experiments. Experiment 1 uses fantasy realization theory (Oettingen, in: J. Brandstätter, R.M. Lerner (Eds.), Action and Self Development: Theory and Research through the Life Span, Sage Publications Inc, Thousand Oaks, CA, 1999, pp. 315–342) to analyze the self-regulatory processes of turning free fantasies about a desired future into binding goals. School children 8–12 years of age who had to mentally elaborate a desired academic future as well as present reality standing in its way, formed stronger goal commitments than participants solely indulging in the desired future or merely dwelling on present reality (Experiment 1). Effective implementation of set goals is addressed in the second and third experiments (Gollwitzer, Am. Psychol. 54 (1999) 493–503). Adolescents who had to furnish a set educational goal with relevant implementation intentions (specifying where, when, and how they would start goal pursuit) were comparatively more successful in meeting the goal (Experiment 2). Linking anticipated situations with goal-directed behaviors (i.e., if–then plans) rather than the mere thinking about good opportunities to act makes implementation intentions facilitate action initiation (Experiment 3).     

Factors influencing the take-up of physics within second-level education in Ireland—the teachers’ perspective

There has been a disturbing decline in the take-up of physics within second-level education in Ireland since the early nineties. Here, an analysis is presented of the main factors influencing the take-up of physics from the perspective of secondary school teachers. The database underpinning the analysis is based on a comprehensive survey of teacher opinion in Irish schools conducted in December 2004. The sample included all such schools in Ireland and was directed at school principals, senior cycle physics teachers, and junior cycle science teachers. The data reveal that most senior cycle physics teachers in Ireland do not possess a ‘physics-dominated’ primary degree, are dissatisfied with the technical back-up available to them and their students, consider that many of their students lack the basic mathematical skills needed for physics, believe their students are not adequately informed about career opportunities in physics, and feel students are disadvantaged in regard to grade points in the leaving certificate examination compared with most other subjects. These findings echo those of a previous report by the Government Task Force on the Physical Sciences and lend renewed urgency to the necessity of implementing a comprehensive action programme to reverse the decline in physics take-up before it impacts negatively on the Irish economy.     

Beginning and end of the internship: student teachers’ interpersonal profiles and the accuracy of their self-beliefs

An important purpose of internships in teacher preparation programmes is to develop competence through experience. The research questions in the present study concern student teachers’ interpersonal profiles (i.e. patterns of their interpersonal behaviour as perceived by students) and the accuracy of their self-belief regarding the interpersonal relationship with students at the beginning and end of the internship. Participants were student teachers (n=34) of a one-year teacher education programme. There were fewer student teachers with preferable interpersonal profiles at the end of the internship than in the beginning. Self-beliefs at the beginning indicated that the majority of student teachers were underestimating themselves; at the end of the internship most of them were overestimating themselves. About two-thirds had more accurate self-beliefs at the end of the internship than at the beginning. Overestimating oneself seemed negatively related to more accurate self-beliefs at the end of the internship and student teachers with more preferable profiles had more accurate self-beliefs.     

Getting Round to Clarity: What Do We Mean by Circle Time?

The use of circle time is becoming increasingly widespread in this country, but what exactly it involves and should achieve is subject to a wide range of interpretations. Such a situation can make the identification of what should count as good or appropriate practice very hard to undertake. This paper describes three examples of the development of circle time in other countries. These models are used as a means of critically reflecting on practice here. Some key points raised are the importance of the relationship between theory and practice and between specific processes and their outcomes. Lack of evaluative research and adequate training are also identified as significant issues.