Editorial

A video abstract of this article can be viewed at http://www.youtube.com/watch?v=3FvyP1egxw0&feature=player_embedded     

Avoidance-oriented students’ development in motivation for maths,self-regulated learning behaviour and achievement: a person-centred study in the lowest level of secondary education

Performance-avoidance orientation has been found to undermine students’ academic motivation and achievement. Recognising groups of students with different levels and developments of performance-avoidance orientation makes it possible to try to intervene early in their school careers. In this study, 1168 12–13?year-old students attending the first and second year of the lowest level of secondary education, participated. Questionnaires on goal orientations, self-efficacy, investment in maths and well-being at school were administered four times. Report marks were collected at school. Using growth mixture modelling, four groups of students were distinguished: group 1 had an intermediate and a slightly increasing performance-avoidance orientation; group 2 a low and clearly increasing performance-avoidance orientation; group 3 an intermediate and clearly decreasing performance-avoidance orientation; and group 4 a low and slightly decreasing performance-avoidance orientation. We found that groups1 and 2 had less favourable development in their well-being at school, self-efficacy and performance-approach orientation.     

The Effect of Service Learning on Community College Students

This study discusses the implementation of a service learning component in community college communication 101 level courses. Through the execution of a service learning component in communication classes at a community college, students’ communicative competency and attitude toward community service is assessed. Using two different delivery approaches, a quantitative study assessed the pretest and posttest of the standardized tool Communicative Adaptability Scale (CAS). Eight sections of communication 101 courses were distributed into two groups: (a) an experimental group and (b) a control group. The experimental group (n = 69) was required to finish a service learning project consisting of 15 hours by the end of the semester. The control group (n = 64) students did not participate in a community service project. Quantitative research methods were applied through data collection of the CAS taken by participants preimplementation and postimplementation of the service learning component, which was a community service project. The CAS results support that the implementation of service learning significantly increases students’ communication adaptability and competence.     

Attributions and emotional competence: why some teachers experience close relationships with disruptive students (and others don’t)

ABSTRACT

Disruptive student behaviour is a major concern for teachers, causing classroom conflict and emotional fatigue. Whilst student-teacher closeness is known to reduce student aggression and improve behaviour, it is not yet known why some teachers experience close relationships with disruptive students and others do not. This qualitative study therefore examined relational closeness between elementary teachers and disruptive students in Sydney, Australia. Using a teacher speech sample task, we identified eight disruptive students with ‘complicated’ student-teacher relationships: high in both closeness and conflict. Eleven classroom teachers and seven support teachers each spoke about their relationships with the eight students. Speech samples were analysed using an inductive content analysis to determine characteristics that may facilitate relational closeness in spite of student-teacher conflict. Findings revealed two characteristics of teachers’ speech that guided relational closeness: attributions for disruptive behaviour and emotional competence. Not all teachers, however, described a close relationship. These findings provide new directions for interventions that aim to improve student-teacher relationship quality.     

Trust and perception related to information about biofuels in Belgium

Public knowledge regarding green energy is limited and there is a perceived lack of information, particularly in the case of biofuels. This study investigates the information seeking behaviour of fuel consumers with regard to biofuels, their preferences for particular elements and channels of information and their trust in information sources. The majority of respondents were interested in many elements of information, and particularly in the tax (dis)advantages associated with biofuels. They prefer to obtain information via newspapers and brochures. Scientists, environmental and consumer organizations and the government are perceived as the most trustworthy sources of information whilst word of mouth sources, journalists and the fuel sector are less well trusted. Four consumer clusters could be distinguished, on the basis of the perceived relative trustworthiness of information sources, and these clusters have significantly different socio-demographic characteristics and preferences for elements and channels of information.     

Correction to: Neglected Elements of a High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions

Early Childhood Education Journal - The original version of this article unfortunately contains some typo in Table 1.     

The role of relational preference in word-problem solving in 6- to 7-year-olds

Educational Studies in Mathematics - Several studies have shown that children do not only erroneously use additive reasoning in proportional word problems, but also erroneously use proportional...     

Variants within the COMP and THBS2 genes are not associated with Achilles tendinopathy in a case-control study of South African and Australian populations

Abstract

Cartilage oligomeric matrix protein is a structural protein of the extracellular matrix, while thrombospondin-2 is a matricellular protein involved in cell–matrix interactions. Recent studies have shown that genetic variation is a significant risk factor for Achilles tendinopathy, and the genes encoding cartilage oligomeric matrix protein (COMP) and thrombospondin-2 (THBS2) were identified as good candidate genes for association with Achilles tendinopathy. This study aimed to test the association of sequence variants within these candidate genes with the risk of Achilles tendinopathy in participants from South Africa (SA) and Australia (AUS). Three-hundred and forty (133 SA; 207 AUS) control participants with no history of Achilles tendinopathy and 178 (94 SA; 84 AUS) participants clinically diagnosed with Achilles tendinopathy were genotyped for five single nucleotide polymorphisms within the COMP and THBS2 genes in this case-control study. There was no difference in genotype distributions between control and tendinopathy groups for either the THBS2 variants rs9505888, rs6422747 and rs9283850, or the COMP variants rs730079 and rs28494505 in the SA and AUS populations. As the selection of COMP and THBS2 as candidate genes was hypothesis driven, based on biological function, the possibility that other variants within these genes are associated with Achilles tendinopathy cannot be excluded.     

Implications of task structure on self‐regulated learning and achievement

School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth‐grade science students’ motivation, reported use of learning strategies, achievement, calibration, and task perceptions as they engage in a well‐structured task (WST) and an ill‐structured task (IST). Students achieved higher grades on, and reported more ease and value for, the WST whereas they utilised critical thinking and peer learning strategies more on the IST. Lower academic achievers calibrated their achievement less accurately on each task and experienced lower grades, interest, ease, and management capability on the IST. Conversely, higher academic achieving students reported more self‐efficacy and effort regulation and lower anxiety and elaboration on the IST. Motivation – notably less intrinsic goal orientation in low academic achievers and higher task value and self‐efficacy – predicted performance on the IST. The structure of tasks may provide prompts that illicit unique self‐regulated learning responses in students.