Perceived parental monitoring and school motivation during adolescence: a bidirectional model

European Journal of Psychology of Education - School motivation is key to promoting optimal educational pathways. Some studies suggest that parental monitoring behaviors foster school motivation...     

Enjoyment,Boredom, Anxiety in Elementary Schools in Two Domains: Relations With Achievement

This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school.     

A citation and co-citation analysis of 10 years of KM theory and practices

In a previous issue of Knowledge Management Research & Practice (KMRP), we analysed the content and keywords of all articles published in the first decade of KMRP. With this article, we extend our preliminary analysis to the citation and co-citations made by these articles. The study covers all the 256 articles published. The most cited article was A dynamic theory of organisational knowledge creation by Nonaka. The most cited KMRP article was by Nonaka and Toyama: The knowledge-creating theory revisited: knowledge creation as a synthesizing process. The co-citation analysis of the 100 most cited articles in KMRP publications showed that four groups of topics emerged, one around communities and situated learning, the second group around networks, knowledge transfer and research methods, a third group around the foundations of knowledge management and a fourth group around intellectual capital.     

From communication to verbalization: Language practices in kindergarten

Most children attend kindergarten very early in western societies; in fact, they are inserted in different contexts of socialization (family, school and/or other day-care). In what are these contexts of socialization different for linguistic abilities that they contribute to develop? How can the young children adapt themselves to these differences? These questions are discussed considering theoretical interactionnist approaches, and some analyses of communication practices in french kindergarten. Perspectives are released for a discussion on a pedagogy of oral language with young children.     

Effects of a Mindfulness-Based Intervention on the Perception of Basic Psychological Need Satisfaction among Special Education Students

Mindfulness-Based Interventions (MBIs) have been increasingly implemented in schools to foster better emotional regulation skills for students with special education needs such as learning disabilities (LDs). This pilot study aimed to evaluate the impact of a MBI on the need satisfaction of elementary students with severe LDs. A prospective quasi-experimental design involving one group and two time points was employed. A sample of 14 elementary school students from a severe LDs special education class participated in this project. Repeated-measures ANOVAs were conducted and revealed a significant reduction in need satisfaction, with a large effect size (η² = .35). Contrary to our hypothesis, the MBI appeared to be negatively related to need satisfaction among participants. These results indicate that MBIs could be linked with better self-evaluation skills in students with severe LDs, which, in turn, may change (or increase the accuracy of) the perception that children have of their own need satisfaction.     

Hooligans,Casuals, Independents: Decivilisation or Rationalisation of the Activity?

If there is one phenomenon which highlights the lack of role distance of certain sport actors, it is obviously hooliganism. In the mid-1980s, Norbert Elias and Eric Dunning became interested in the role played by modern sports in the ‘civilising process’ and, analysing the violence of sport crowds, introduced a culturalist interpretation of the actions. They were considered to be the work of members of the ‘rough working class’, who were less advanced in the ‘civilising process’ and had still not achieved sufficient self-control. In these groups, characterised by social functioning in the form of a segmentary bond, violence was thought to be a traditional way of resolving conflicts, a significant aspect and essential part of their ethos. This is an over-determined interpretation of the violence of sports crowds which naturalises and socialises this violence. This vision poses a problem, that of the negation of any logic on the part of the actors involved. This viewpoint leads us to consider violence as a social product and a ‘practical accomplishment’, the result of the way in which supporters interpret and live in the world that surrounds them, and, as such, it is the individual and collective motives and purposes that should be investigated.     

Formation des Enseignants et Petites Communautes Europeennes: finalités culturelles spécifiques?

A parity of prestige is fundamental to tomorrow's multi‐cultural, multilingual Europe. It is an obligation for all educational systems, whether large or small, sovereign or second‐tier, autonomous or struggling for independence.

This mini‐tour of Europe's small communities is dedicated to the promotion of this parity, and it takes teacher education as its entry‐point. A real first’ for the European Journal of Teacher Education, this introduction is dedicated to the examination of teacher‐education policies in those communities which history has marginalised in territory, in population or in legal status. Do they have specific characteristics? Are there ways in which they are interdependent?

This survey presents five case studies, most of them located in the centre of Europe (Luxembourg, Liechtenstein, Andorra, Ticino, the Orisons). But Europe offers many instances: Malta, Cyprus, Friesland, the German communities in Belgium and Denmark, Monaco, San Marino, Scotland, Ireland, the Basque countries, Catalonia, the south Tirol, the Swiss Jura, the Welsh, Bretons, Alsatians, Corsicans, etc.

Multi‐cultural Europe is theirs too, and this study invokes others which may contribute to the evolution of our simple, closed, national technosystems into European ecosystems which will be both complex and open.     

What makes a good writer? Differences in good and poor writers' self-regulation of writing

Instructional Science - What makes someone a good writer? To begin to answer this question, we compared the discourse knowledge and self-regulation of good and poor writers, as well as the quality...