The role of personal best (PB) and dichotomous achievement goals in students’ academic motivation and engagement: a longitudinal investigation

This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students’ academic motivation and engagement across the course of a full academic year. Findings showed that personal best goals predicted higher motivation and engagement a year later. Along with personal best goals, mastery goals also predicted higher motivation and engagement, while the role of performance goals was either neutral or negative. These findings provide support for the contention that personal best goals are associated with higher motivation and engagement across time.     

以能力为核心的高职课程体系的构建

课程问题是高职教育的核心问题.课程设计是否科学合理,直接关系到高职教育的教学质量高低和培养目标的实现.因此,高职课程体系只有充分体现各行各业对人才知识结构的客观要求,强调职业技术应用能力的同时,要科学合理地设计学生的知识、能力、素质结构,才能最终实现其特定的培养目标     

Academic Self-Handicapping: What We Know, What More There is to Learn

Some students put off studying until the last minute, fool around the night before a test, and otherwise reduce effort so that if their subsequent performance is low, these circumstances will be seen as the cause rather than lack of ability. These strategies are called self-handicapping because they often undermine performance. In this paper, we begin with a definition of academic self-handicapping. Next, we review our research in which we used achievement goal theory as a framework for examining academic handicapping among elementary and middle school students. We discuss the implications of the recent conceptualization of approach and avoidance components of performance goals for handicapping. We conclude with a consideration of some potentially fruitful future directions for research on academic self-handicapping, focusing particularly on individual differences in handicapping, contextual influences, and the methods used to study handicapping.     

浅论幼儿园课程目标的确定

幼儿园课程目标的确定是幼儿园课程建设的关键一环,但目前幼儿园对此缺乏足够的重视与研究。幼儿园应了解课程目标的层次、研究课程目标的基本来源、明确课程目标的价值取向,才有可能确定适宜的课程目标。     

中小学体育教学目标的沿革及其疑惑问题

以研究我国20世纪50年代以来中小学体育教学目标的沿革为目的,揭示教学目标存在的疑惑问题.根据我国目前执行新课程标准的实际情况,阐述了在执行过程中的偏差.     

分次三角矩阵环的一个性质

对于分次三角矩阵环T=(RV0A)=( )x∈M(RxVx0Ax),证明T是分次左(右)Noether环当且仅当R=( )x∈MRx和A=( )x∈Max是分次左(右)Noether的且 RV(VA)是有限齐次生成的.     

Three-dimensional analysis of a thick FGM rectangular plate in thermal environment

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Why study? How reasons for learning influence strategy selection

Learners' use of strategies cannot be understood without understanding the nature of their motivation for learning. Using an intentional framework which emphasizes learners' purposes, research in the last 10 years has found that different goals, or different definitions of success and failure, have distinct implications for strategy selection and use. In this review, I describe what we have learned to date about these relationships and suggest how approaches to research on goals and strategies might be broadened.     

Performance of the S[... formula ...]2 Statistic for the Multidimensional Graded Response Model

S−χ2 is a popular item fit index that is available in commercial software packages such as flexMIRT. However, no research has systematically examined the performance of S−χ2 for detecting item misfit within the context of the multidimensional graded response model (MGRM). The primary goal of this study was to evaluate the performance of S−χ2 under two practical misfit scenarios: first, all items are misfitting due to model misspecification, and second, a small subset of items violate the underlying assumptions of the MGRM. Simulation studies showed that caution should be exercised when reporting item fit results of polytomous items using S−χ2 within the context of the MGRM, because of its inflated false positive rates (FPRs), especially with a small sample size and a long test. S−χ2 performed well when detecting overall model misfit as well as item misfit for a small subset of items when the ordinality assumption was violated. However, under a number of conditions of model misspecification or items violating the homogeneous discrimination assumption, even though true positive rates (TPRs) of S−χ2 were high when a small sample size was coupled with a long test, the inflated FPRs were generally directly related to increasing TPRs. There was also a suggestion that performance of S−χ2 was affected by the magnitude of misfit within an item. There was no evidence that FPRs for fitting items were exacerbated by the presence of a small percentage of misfitting items among them.     

促进高职院校体育教学的研究

运用分析法、文献资料等研究方法,对高职院校体育发展趋势进行研究.提出体育教学以运动技术教育为主线的教育向着强身育人教育、增强体育教学的科学性和趣味性,关注学生身心健康和终身体育的需要发展.体育教学评价内容日益多元化.