Attributions in a mastery instructional system: Is an emphasis on effort harmful?

Self-worth theorists have claimed that students of lower ability may reduce effort in likely failure situations to avoid the attribution of poor performance to their own incompetence. The likely success of mastery learning, an instructional technique stressing student persistence, has been questioned because of this phenomenon. Several studies which examined the hypothesized relationship between achievement, effort, and perceived ability within a mastery context were conducted. In none of the studies did it appear that students reduced effort because of the threat of failure or that expending effort led to lower estimates of ability. In fact, students expending effort rated their ability as having a more positive influence on performance than less persistent students. It is argued that mastery learning, like some achievement change programs, encourages students to attribute their performance to their level of effort.     

The functional meanings of behaviors: A factor analytic study of motivational orientations in Virgin Islands students

One hundred and sixty-five high school students in the Virgin Islands were asked to rate the extent to which they associate each of 62 behaviors with their concepts of “success,” “joy,” and “satisfying expectations.” They were also asked to rate the frequency with which they performed each of the behaviors. Results indicated that Virgin Islands students associate the word “success” not with academic behaviors, but with being modern, attractive, and nurturing. Moreover, individual students are less apt to perform those behaviors which Western teachers believe lead to academic success and more apt to perform those behaviors which the sample as a whole associates with being successful. The data indicate that although many Virgin Islands students enjoy traditional island activities, they do not feel successful when they engage in them. The results of the investigation are interpreted within the context of what is known concerning achievement behaviors of middle-class American youth, and implications are drawn for the teaching of young persons from diverse cultural backgrounds who attend classes conducted in the Western mode.     

“十七年”农村小说中的“家庭”问题研究

由于农业集体化组织的影响。在传统乡村社会中占据重要位置的“家庭”丧失了它原有的身份．开始变得可疑起来：首先，它的现实存在被历史影像遮蔽了．个体将因为其根据家庭物质条件所规定的阶级属性而获得一定的现实社会地位，同时，家庭的现实状态又会被集体按照与其历史面貌所不同的方向加以改造．其次，家庭的职能越来越趋向于单一的生产层面。在这一过程中，个体的劳动能力被强调，两性之间的差别被忽略不计。再次，个体挣扎并脱离它的行为在集体的背景下合法化，于是我们可以看到．分家在“十七年”农村小说作家的笔下成为了一种屡见不鲜的现象．     

珠江三角洲体育主导产业的选择

采用文献资料法、实地调查法、专家访谈法、逻辑分析法,以产业经济理论和区域经济理论为指导,在确定体育产业为第三产业范畴的基础上,通过分析体育产业链上各关联产业之间的内在关联,并结合探讨体育主导产业的选择依据和选择基准,对珠江三角洲体育产业链中的各环节进行分析比较,找出当前制约珠江三角洲体育产业整体发展的＂瓶颈＂。分析结果认为：现阶段珠江三角洲体育产业的发展应选择体育竞赛表演业作为体育主导产业,即,以重点开发体育竞赛表演业作为提升整个体育产业链水平的＂突破口＂。     

学生社团：大学生实践创新训练的新载体

如何对大学生进行实践创新训练,培养实践创新型人才,成为高等职业教育界关注的重大问题。本文针对大学生实践创新训练在实践中的尴尬,提出了学生社团是大学生实践创新训练新载体的观点。     

高校健身运动处方教学模式浅析

教学方法结构的优化是改革的根本目标。健身运动处方教学模式完全符合素质教育思想要求,是实现体育目的、内容和形式一致性,保证健身锻炼科学性的良好教学模式,健身运动处方教学以人为本,根据每个学生不同的身体状况,制定相应的运动处方,促进每个学生身体的全面发展。     

浅析"三人制"篮球赛

采用文献资料法和逻辑分析法,阐述了“三人制”篮球赛的特征及其在我国的发展状况和实践价值,为推动其在高校的开展及实施全民健身活动提供一些借鉴。     

Feedback complexity and corrective efficiency

College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension.     

On“The Five-Step Method”in Teaching Junior English for China

Junior English for China' is based on the 'Five-Step' teaching method: Revision, Presentation, Drilling, Practice, Consolidation. Each step has its own particular methodology and requires the teacher to adopt a certain role. This paper is a discussion of the "Five-Step Method".     

In search of the keyword method/vocabulary comprehension link

Previous research has indicated that the keyword method of vocabulary learning facilitates students' performance not just on simple tests of definition recall, but on comprehension-demanding tasks as well. The present study was conducted to determine whether the “comprehension” finding could be accounted for by keyword subjects' superior definition recall per se. The results generally supported that conclusion: When conditions and subjects within conditions were equated with respect to their initial levels of definition recall, the comprehension advantage of keyword subjects disappeared.