Autonomous and controlling reasons underlying achievement goals during task engagement: their relation to intrinsic motivation and cheating

The aim of this study was to investigate the relation of autonomous and controlling reasons underlying an endorsed achievement goal to intrinsic motivation and cheating. The endorsement of the achievement goal was ensured by involving 212 (M_age = 19.24, SD = .97) freshman students in a spatial task and asking them to report their most important achievement goal, as well as the reasons for adopting the goal, during the task. Results from a hierarchical regression analysis revealed that independent of the achievement goal the students adopted, the autonomous reasons for the endorsed goal were positively related to the indices of intrinsic motivation. Furthermore, the autonomous reasons underlying either performance or mastery-avoidance goals were negatively related to cheating. Alternatively, the controlling reasons for the endorsed goal were positively related to pressure and tension. The importance of considering both the ‘what’ and the ‘why’ aspect of achievement motivation are discussed.     

英国高等教育质量保证署2006-2011年战略主题

作为英国高等教育主要的外部质量保证和评估机构,英国高等教育质量保证署发挥着越来越重要的作用,2006年它发布了《2006～2011年战略规划》。本文详细介绍了该战略规划的主题及其期望达到的目标。     

Moving beyond academic achievement goal measures: A study of social achievement goals

The current research explored the theory of social goal orientation. More specifically, we conducted three studies utilizing six-independent university student samples to evaluate the construct validity of the Social Achievement Goal Orientation Scale (SAGOS; Ryan & Hopkins, 2003), a measure representing the construct of social goal orientation. The purpose of Study 1 was to: (1) compare the three-dimensional (mastery, performance-approach, and performance-avoidance) model of social goal orientation to three theoretically based competing models, (2) examine item functioning, and (3) assess generalizability of the factor structure. The fit of the proposed three-factor model was promising; however, areas of misfit and problematic items were identified. Stronger support for the three-factor structure of goal orientation was found using scores from an abbreviated 13-item SAGOS. In Study 2, item wording was altered slightly to evaluate a revised Social Achievement Goal Scale (SAGS), yet resulted in similar findings. Study 3 examined external validity evidence for the SAGS, garnering some support for the meaning of the scores. Although continued refinement of the SAGOS and SAGS is recommended, the findings help contribute to our general understanding and conceptualization of social goal theory and the role that social goals may play in academic contexts.     

The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa

Due to apartheid policies, Black African learners in South Africa have been severely disadvantaged in school science. Despite policy changes to redress these historical imbalances, Black African learners continue to underperform in science. Previous research has identified motivation as a key factor that impacts performance. Achievement goal orientation is a construct of motivation that explains learning behaviour. In an attempt to address the problem of learner motivation, this study investigated the effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at historically disadvantaged township schools in South Africa. In South Africa, the term “township” usually refers to under‐developed urban areas that were historically created for “non‐whites” during the apartheid era. The findings showed that the experiment group of learners who experienced inquiry‐based learning significantly gained in mastery goal orientation, while the control that were taught through a traditional direct didactic approach had an insignificant change in their mastery goal orientation. From these results, it can be concluded that inquiry‐based learning does support a mastery goal orientation in learners. This orientation is regarded as desirable because mastery approach goals could support positive outcomes in conceptual learning, leading to an improvement in science achievement of learners.     

单片机应用技术课程改革研究

对目前单片机应用技术课程传统教学模式存在的问题进行剖析,提出一种创新的教学模式。该模式以学生为主体,以项目为载体,注重知识、理论与实践的一体化,突出能力目标,同时结合翻转课堂、微课程和思政元素等教学新概念,培养学生解决实际问题的综合能力。     

高校思想政治理论课"立体分层、诊所互动"教学模式的探索

“立体分层、诊所互动”的教学模式,全方位地探索了高校思想政治理论课教学的新路径,提升了高校思想政治理论课的课程魅力,体现出思想政治理论课塑造大学生灵魂的作用。     

浅谈高中作文层级教学的实施

“高中作文层级教学”课堂实施的原则是根据以学生发展为本、给学生提供多种学习途径的思想制订的。课堂实施原则包括读写结合原则、“层”和“级”结合原则、模块教学和系统训练结合原则、课内作文和课外练笔结合原则。课堂实施模式是在继承传统教学成功做法的基础上，通过不断探索和总结经验形成的，包括写前指导课模式和写后指导课模式。     

对英语师资培训内容改革的几点思考

英语教师培训要行之有效，合理科学地设置培训内容是非常重要的。培训内容的设置要从教师目前的状况及其存在的问题出发，注重培养和提高英语教师的自身素质，培养让教师走向自主，成为学习与研究，培养教师学会课堂研究等。     

知识经济时代的教育培养目标

知识经济社会对教育提出了巨大挑战，各国不断调整变革教育培养目标，使之日趋综合化，力求培养全面发展的复合型人才，其中特别注重创新能力和信息素质的培养。     

师专计算机教育改革设想

本文阐述了师专计算机教育滞后形势的现状,从几个方面提出了加快改革步伐的设想,旨在推动师专计算机教育更上一个台阶.