The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class

The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students’ (N = 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of questionnaires, students were randomly assigned to 1 of 4 conditions: (a) control, (b) mastery feedback, (c) performance-approach feedback, and (d) combined mastery/performance-approach feedback. In each condition, students received a raw performance score for each weekly quiz they completed online and, for the treatment conditions, additional feedback reflective of that specific feedback condition. Results provide evidence for the multiple goals perspective (specialized pattern) wherein performance-oriented feedback was beneficial for some outcomes, whereas mastery feedback was beneficial for other outcomes.     

I Can't Make Heads Or Tails Out Of What You Are Saying,So Let's Just Agree To Be Fair

Assuming a coin is fair is common place in introductory statistical education. This article offers three approaches to test if a coin is fair. The approaches lend themselves to straightforward simulation studies that can enrich student understanding of joint probability and sample size requirements. Simulation studies comparing the relative merits of the three, or potential other, approaches are an example of problem‐based learning.     

Test anxiety in mathematics among early undergraduate students in a British university in Malaysia

The level of test anxiety in mathematics subjects among early undergraduate students at the University of Nottingham Malaysia Campus is studied in this article. The sample consists of 206 students taking several mathematics modules who completed the questionnaires on test anxiety just before they entered the venue for midterm examinations. The sample data include the differences in the context of academic levels, gender groups and nationality backgrounds. The level of test anxiety in mathematics is measured using seven Likert questionnaire statements adapted from the Test Anxiety Inventory describing one's emotional feeling before the start of an examination. In general, the result shows that the students who had a lower score expectation were more anxious than those who had a higher score expectation, but that they obtained a better score than the expected score. In the context of academic levels, gender groups and nationality backgrounds, there were no significant correlations between the level of test anxiety and the students’ academic performance. The effect size of the correlation values ranged from extremely small to moderate.     

合作学习模式培养阅读兴趣促进非英语专业大学生应对新四级

在英语教师贯彻执行《大学英语课程要求》的前提下,结合2005年推行的大学英语四级改革办法。阐述如何改变教学方法,转变教学观念,改变教学思路,并通过实践和研究,探索应对快速阅读及仔细阅读的技能和技巧,摸索出促进我校学生快速适应新四级考试的教学方法。     

广东省家庭体育城乡对比分析

通过对广东省家庭体育状况的调查,在分析家庭体育城乡之间异同点的基础上,指出要广泛宣传家庭体育,开发农村体育资源,鼓励企业或个人投资兴建体育场馆和设施,以建设社会主义新农村为契机。推动家庭体育的深入开展。     

FDI溢出效应与中国经济增长的实证分析——基于1997—2007数据

改革开放三十年来的实践表明,中国经济增长得益于对外开放的不断深入和FDI的大量流入,外资技术的溢出效应对中国行业获得技术进步具有积极作用.然而,FDI在为中国经济的发展注入活力的同时也加剧了区域发展的不平衡.从FDI溢出效应和经济增长理论出发,通过对全国和区域两个层面的研究,比较分析了各区域在利用外资溢出效应对各自经济发展贡献的异同.实证分析结果表明:FDI溢出效应对中国经济增长具有显著的促进作用.     

FDI溢出效应与中国经济增长的区域分析

改革开放三十年来,大量FDI流入促使中国经济的快速增长,但同时也使区域经济发展的差距不断加大,成为当前中国经济发展的突出矛盾,从FDI溢出效应和经济增长理论出发,通过对中国东中西区域层面的研究,比较分析了各区域在利用外资溢出效应对各自经济发展所作贡献的异同,深入研究中国区域经济发展水平的差异、区域经济发展水平差异之间的关系和形成差异的原因,并结合实证分析结果,针对存在的问题提出相应政策建议.     

研发产业与上海经济增长的协整与因果互动机制研究

以上海市经济增长为被解释变量,分别以被国外重要检索工具检索的论文数量、专利授权数量、技术市场成交金额及三者的合成指标为解释变量,基于协整和Granger因果检验模型,对上海市的研发产业与经济增长之间的协整与因果互动机制进行了实证研究。结果发现:虽然研发产业对上海经济增长有一定的贡献作用,但是受发展的机制、体制影响,研发产业与上海经济发展的良性互动机制还未建立,两者基本不构成Granger因果关系。     

有害物品运输风险度量模型的两种改进分析

在回顾总影响后果模型的基础上,对该模型在事故分级框架下给出了两种不同的改进形式,并对其公理满足性进行了检验。结果表明,其中一种改进形式既违背公理又违背常理,不宜用于有害物品运输路径选择问题。对于另外一种改进形式,虽然满足公理,但如果改进前的模型默认路段影响后果即为最大可能影响后果,那么改进后与改进前的模型从本质上说是一致的。