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.     

Abuse in Hospital-Based Birth Settings?

Are laboring and birthing women treated abusively in the hospital? Although seldom recognized as abuse or violence against women, bullying and medical treatments under false pretenses, even in a hospital, constitute abuse and a basic human rights issue that needs attention. Naming the problem is a first step. The power of medical authority, the lack of accountability in the hospital hierarchical system, policies and protocols, and expectations of compliancy all make an environment ripe for abuse and present obstacles for both women and staff to recognize or stop abuse. Learning to recognize abuse and take effective action, and understanding the legal requirements for “informed consent” can help, but ending abuse will require systemic change.     

A person-centred approach to understanding cultures of assessment

The purpose of the present study was to investigate how faculty members coalesce into distinguishable groups in terms of their perceived cultures of assessment at their respective institutions. To date, although researchers have posited the existence of various cultures of assessment, no study to our knowledge has empirically demonstrated the presence of these unobserved (latent) cultures analytically. Accordingly, a latent profile analysis was conducted using Mplus to identify these unobserved groups based on faculty (n = 1148) members’ responses to 12 items (6-point Likert scale) selected from the 2014 Faculty Survey of Assessment Culture. The resulting 4-class solution, including a previously unidentified group, was confirmed by the Lo-Mendell-Rubin Adjusted Likelihood Ratio Test: Culture of Student Learning (n = 502); Evolving Student Learning Culture (n = 398); Culture of Compliance (n = 168); and Culture of Fear (n = 80). Characteristics of each class are described and the prevalence of each class by type of degree granting institution and primary discipline is provided.     

‘So,how does one define a friendship?’: Identifying friendship among students using AAC in inclusive education settings*

The characteristics of friendships among children who use augmentative and alternative communication (AAC) are not well understood. Research on friendships among children without disabilities has identified similarity to each other as a key characteristic among friends. The aim of this study was to identify and describe the friendships between students using AAC and fellow students in Norwegian mainstream public schools. Participants were students using AAC in first to fourth class, fellow students, parents, and staff. Data were analysed using a constructive grounded theory approach. The participants provided diverse reports about the friendships, although all students using AAC reported having friendships at school. The friendships were described by parents and staff as superficial and students using AAC were seldom perceived as playmates by fellow students. The results indicated that friendships between students using AAC and fellow students were often unilateral. The results are discussed along with the implications for future research.     

Examining teacher ethical dilemmas in classroom assessment

The current spotlight on assessment in education raises ethical issues as practices evolve. This study documents ethical conflicts faced by teachers in the United States regarding assessment of students. Critical incidents generated by practising teachers revealed a majority of reported conflicts related to score pollution, and conflicts frequently arose between teachers’ perceptions of institutional demands and the needs of students. The most frequently mentioned assessment topics causing conflict included grading, standardised testing, and special populations. These findings suggest that explicit guidelines for defining and avoiding unethical behaviour would be helpful to teachers in developing their assessment practices.