Passion and motivation for studying: predicting academic engagement and burnout in university students

Research on the dualistic model of passion has investigated harmonious and obsessive passion in many domains. However, few studies have investigated passion for studying and the role passion for studying plays in student engagement and well‐being. The present study investigated the relationships between harmonious and obsessive passion for studying and academic engagement (vigour, dedication and absorption) and burnout (exhaustion, cynicism and inefficacy) in 105 university students, controlling for the effects of autonomous and controlled motivation. Both harmonious and obsessive passion explained variance in academic engagement and burnout beyond autonomous and controlled motivation: harmonious passion predicted higher dedication and lower cynicism, obsessive passion predicted higher absorption, and both harmonious and obsessive passion predicted higher vigour and lower inefficacy. The findings suggest that passion for studying explains individual differences in students’ academic engagement and burnout beyond autonomous and controlled motivation and thus deserves more attention from educational psychology.     

“Won’t You Be My Neighbor?”: Intergenerational Dialogics in Mister Rogers’ Neighborhood Viewer Mail

From the opening of each Mister Rogers’ Neighborhood (MRN) program, Fred Rogers invites his viewers to converse with him. MRN viewer letters demonstrate the efficacy of this call in the familiar and conversational manner in which viewers address the program’s host. This article examines a sample of these letters from the perspective of Mikhail Bakhtin’s dialogical theorization of the conversational moment—a moment that “provokes an answer, anticipates it, and structures itself in the answer’s direction.” Along with Bakhtin, the dialogical perspectives of Roger Burggraeve, Paulo Freire, and Martin Buber are examined and applied to further elucidate the communication ethics at work in the lettered correspondence and on the television program. MRN viewer letters reveal a remarkable consistency in their thematic quality and constitute a field of study about the dialogical relationship between Rogers and his audience.     

Promoting writing amongst peers: establishing a community of writing practice for early career academics

In the current research-focused climate, academics are facing increasing pressure to produce research outputs. This pressure can prove particularly daunting for early career (EC) academics, who are simultaneously attempting to master new teaching and administrative demands while establishing their own independent research trajectories. Previous reports suggest that academic writing retreats can be an effective way of increasing research outputs. Such retreats generally involve academics from a range of career stages and require expert facilitators. Through organising a series of structured writing events, this project aims to cultivate an enduring community of practice for academic writers. Reflecting on our EC retreat and subsequent writing days with academics from different career stages, we suggest that success hinged on three key factors: (1) A formal structure comprising bounded periods of intense writing, flanked by group reviewing and goal-setting; (2) Co-located writing with participants based in a shared space, away from their usual workstation and distractions; (3) Peer discussions involving participants at a similar career stage. Specifically we found that writing amongst ‘equals’ increased productivity and confidence amongst EC academics.     

Promoting Science Among English Language Learners: Professional Development for Today’s Culturally and Linguistically Diverse Classrooms

We describe a model professional development intervention currently being implemented to support 3rd- through 5th-grade teachers’ science instruction in 9 urban elementary schools with high numbers of English language learners. The intervention consists of curriculum materials for students and teachers, as well as teacher workshops throughout the school year. The curriculum materials and workshops are designed to complement and reinforce each other in improving teachers’ knowledge, beliefs, and practices in science instruction and English language development for ELL students. In addition to these primary goals, secondary goals of the intervention included supporting mathematical understanding, improving scientific reasoning, capitalizing on students’ home language and culture, and preparing students for high-stakes science testing and accountability through hands-on, inquiry-based learning experiences.     

A Year of Equity literacy: community actions and invitations

School inequity is a persistent and ‘wicked’ problem communities have a responsibility to solve. Here, we argue that critical literacy advocacy within community‐based settings provides an unprecedented opportunity to examine and disrupt school inequity and promote sustainable actions towards justice‐based solutions. This article connects critical literacy and equity literacy theoretical frameworks to describe a series of invitations and actions that focused on addressing school inequity in one town. Here, authors offer lessons learned from a community‐led school equity literacy campaign where researchers and participants collectively organised and reflected on a public event series entitled ‘Year of Equity’ (YoE). Three key YoE processes are described: facilitating book clubs, facilitating a community conversation event and forming action committees. These processes relied on critical equity literacies through the promotion of new relationships and shared experiences centring on engagement with a variety of texts, through a focus on incremental change over time.     

Mapping undergraduate chemistry students' epistemic ideas about models and modeling

Developing and using scientific models is an important scientific practice for science students. Undergraduate chemistry curricula are often centered on established disciplinary models, and assessments typically provide students with opportunities to use these models to predict and explain chemical phenomena. However, traditional curricula generally provide few opportunities for students to consider the epistemic nature of models and the process of modeling. To gain a sense of how introductory chemistry students understand model changeability, model multiplicity, the evaluation of models, and the process of modeling, we use a construct-mapping approach to characterize the sophistication of students' epistemic knowledge of models and modeling. We present a set of four related construct maps that we developed based on the work of other scholars and empirically validated in an undergraduate introductory chemistry setting. We use the construct maps to identify themes in students' responses to an open-ended survey instrument, the models in chemistry survey, and discuss the implications for teaching.     

Beyond “what works”: A mixed-methods study of intervention effect modifiers in the Good Behavior Game

This mixed-methods study examines two moderators of the impact of the Good Behavior Game—implementation variability, participant risk status, and the interaction between them—as predictors of behavioral and academic outcomes. Quantitative data from 38 primary schools were utilized, with outcome data collected at baseline and 2-year follow-up. Behavior (disruptive behavior, prosocial behavior, and concentration problems) was assessed via the Teacher Observation of Classroom Adaptation Checklist. Reading attainment was assessed via national teacher assessment scores, and the Hodder Group Reading Test. Implementation fidelity/quality data were collected via independent observations. Participant risk status was modeled using a cumulative risk index. Multilevel modeling revealed that higher levels of fidelity/quality were associated with improved overall reading scores (d = 0.203–225), but worsening disruptive behavior among high-risk students (d = 0.560). Thematic analysis of qualitative interview data collected from 20 teachers identified six groups of at-risk students who were perceived to experience differential effects, and five key mechanisms underpinning these.     

Long-term effects of acoustic reafference training (ART)

In sport visual feedback is often used to enhance performance, mostly neglecting the auditory modality. However, athletes produce natural sounds when they move (acoustic reafferences) which they perceive and use to control their movements. We examined the short- and long-term effects of a training intervention on a complex movement by using acoustic reafferences. Natural step sounds produced during hurdling were recorded and played back to the participants immediately before each trial, with an increase (fast group), decrease (slow group), or no manipulation (control group) in the tempo. All groups increased their hurdling performance regarding overall running time, with the slow group showing the best performance development. After a 10-week retention, the fast and slow group further increased performance, whereas the control group declined. The repeated experience with acoustic information associated with the rhythmic pattern of hurdling may have helped developing a cognitive representation of that movement, especially regarding long-term effects.     

Detection of diagenetic alterations by Spectroscopic Analysis on Archaeological Bones from the Necropolis of Poseidonia (Paestum): A case study

Understanding the chemical and physical alteration in archaeological bones, occurred after burial, is very interesting for researchers. In this paper, we present a study on the diagenetic alteration of human archaeological bony tissues from Paestum (South Italy), by combining complementary spectroscopic techniques, such as solid-state nuclear magnetic resonance (NMR), infrared spectroscopy (IR), and X-ray diffraction. In particular, ¹³C nuclear magnetic resonance–cross polarization-magic angle spinning (¹³C NMR CP-MAS) spectroscopy allows to identify and discriminate the adsorbed calcite, that is a diagenetic contaminant, from the structural one of apatite and ¹H NMR-MAS spectroscopy shows how the degradation of organic phase of collagen is related to the time. The NMR data are combined with crystalline index, measured by X-ray diffraction, and with the splitting factor obtained by infrared spectroscopy. Moreover, the evaluation of the relative content of biogenic structural carbonate and of diagenetic fluorine is reported.