Role of Self-Identity and Self-Determination in English Learning among High School Students

A considerable amount of research has investigated the separate roles of motivation and identity in language learning. This study aimed to examine these two important constructs jointly by exploring the relationship between motivation, identity processing styles, and English learning among high school students. The hypotheses were empirically tested using questionnaire data collected from 187 Macau high school students. Correlation analysis found that only self-determined motivation was significantly positively related to academic performance in English and that none of the five identity processing styles was relevant. Further hierarchical regression analysis revealed that after controlling for age and gender, identification with commitment and ruminative exploration both negatively predicted English performance. Significant interaction effects were found between exploration in depth and self-determination and between ruminative exploration and self-determined motivation. However, ruminative exploration was the only significant predictor of academic performance when the students had low levels of self-determined motivation.     

体育教学中目标定向相关研究述评

目标定向对体育课中学生的动机、情感和行为有着重要影响。本文对近年来国内外目标定向在体育教育领域的研究进行了综述,归纳和总结了目标定向与自我决定、情感反应、行为策略、身体活动参与之间的关系,并在对已有研究进行评价的基础上作出展望。     

中小企业自主创新能力提升的网络化服务体系构建——基于广东顺德家具产业的调查分析

目前国内产业集群更多地表现为加工集群,而非创新集群,如何提升集群内部中小企业的自主创新能力是我国经济可持续发展的关键.通过对广东顺德家具企业自主创新能力和创新环境的调查认为:一方面从企业内部加强企业家精神的培育,积极培训高端技术人才,另一方面完善有利于创新的融资环境、法制环境,积极完善有利于创新的外部环境.通过内外合作,积极构建有利于创新的网络化服务体系,这是提升中小企业自主创新能力的一条可行路径.     

Facilitators and barriers to African American high school students' self-determination skill expression

We conducted four focus group interviews with 24 high school youth to examine facilitators and barriers to African American high school students' expression of various self-determination skills (e.g., choice/decision making, self-advocacy, goal setting, and attainment etc.). The majority of our research participants were African American, with one student identifying as multiracial (African American and White). Key findings revealed that personal (e.g., desire to graduate from school) and contextual factors (e.g., school counselor and teacher support) influenced the participants' expression of multiple self-determination skills. We also found that some of the participants' motives for utilizing or not utilizing specific skills were influenced by what they perceived as racist, punitive, and restrictive school practices (e.g., teachers holding negative perceptions about African American students and school counselors restricting their access to advanced courses). Findings from this study support ongoing calls for educators to consider students' cultural backgrounds and lived experiences when promoting their expression of self-determination skills.     

Observing the coach-created motivational environment across training and competition in youth sport

Adopting an integrated achievement goal (Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.) and self-determination theory (Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. doi:10.1207/S15327965PLI1104_01) perspective as proffered by Duda, J. L. (2013). (The conceptual and empirical foundations of empowering coaching^TM: Setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11, 311–318. doi:10.1080/1612197X.2013.839414), the aim of the current study was to observe empowering and disempowering features of the multidimensional motivational coaching environment in training and competition in youth sport. Seventeen grass-roots soccer coaches were observed and rated in training and competitive settings using the multidimensional motivational climate observation system (MMCOS; Smith, N., Tessier, D., Tzioumakis, Y., Quested, E., Appleton, P., Sarrazin, P., … Duda, J. L. (2015). Development and validation of the multidimensional motivational climate observation system (MMCOS). Journal of Sport and Exercise Psychology, 37, 4–22. doi:10.1123/jsep.2014-0059). In line with our hypotheses, coaches created different motivational environments in the two contexts. More specifically, coaches were observed to create a less empowering and more disempowering environment in competition compared to in training. The observed differences were underpinned by distinctive motivational strategies used by coaches in the two contexts. Findings have implications for the assessment of the coach-created motivational environment and the promotion of quality motivation for young athletes taking part in grass-roots-level sport.     

Predicting athletes’ functional and dysfunctional emotions: The role of the motivational climate and motivation regulations

This study examined the relationships between perceptions of the motivational climate, motivation regulations, and the intensity and functionality levels of athletes’ pleasant and unpleasant emotional states. Specifically, we examined the hypothesised mediational role of motivation regulations in the climate–emotion relationship. We also tested a sequence in which emotions were assumed to be predicted by the motivational climate dimensions and then served as antecedents to variability in motivation regulations. Participants (N = 494) completed a multi-section questionnaire assessing targeted variables. Structural equation modelling (SEM) revealed that a perceived task-involving climate was a positive predictor of autonomous motivation and of the impact of functional anger, and a negative predictor of the intensity of anxiety and dysfunctional anger. Autonomous motivation was a partial mediator of perceptions of a task-involving climate and the impact of functional anger. An ego-involving climate was a positive predictor of controlled motivation, and of the intensity and impact of functional anger and the intensity of dysfunctional anger. Controlled motivation partially mediated the relationship between an ego-involving climate and the intensity of dysfunctional anger. Good fit to the data also emerged for the motivational climate, emotional states, and motivation regulations sequence. Findings provide support for the consideration of hedonic tone and functionality distinctions in the assessment of athletes’ emotional states.     

Measuring the perception of the teachers’ autonomy-supportive behavior in physical education: Development and initial validation of a multi-dimensional instrument

This research aimed to develop and validate an instrument to assess the students’ perceptions of the teachers’ autonomy-supportive behavior by the multi-dimensional scale (Multi-Dimensional Perceived Autonomy Support Scale for Physical Education). The participants were 1,476 students aged 12- to 15-years-old. In Study 1, a pool of 37 items was generated based on past literature and feedback from students and academic experts. In Study 2, the factorial structure of the questionnaire was tested using exploratory and confirmatory factor analysis. The confirmatory factor analysis yielded a final 15-item three-factor solution of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education, covering organizational, procedural, and cognitive dimensions of perceived autonomy support. In Study 3, the incremental validity of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education was supported. The results provided initial evidence for the reliability and validity of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education, as well as its invariance across gender and age. Suggestions for the use of the scale and further research are discussed.     

转换成本下借记卡年费策略研究

由于银行卡转换成本的存在,国有大银行收取借记卡年费具有一定的合理性,而小商业银行收取借记卡年费则不一定是最优选择。商业银行在选择价格竞争策略,确定收取年费的方法、时机上也应该慎重,确保实现银行利益的最大化。     

The role of classroom characteristics for students’ motivation and career exploration

This study focused on students enrolled in obligatory vocational education courses in German secondary schools that aim to support students’ career exploration. The study examined the relations between student-perceived classroom characteristics (support for autonomy, competence and relatedness), students’ intrinsic motivation and their career exploration (self- and environmental exploration). Data were analysed from 1780 seventh- to tenth-graders (boys: 54.2%) from 13 German secondary schools. The structural equation modelling results revealed that student-perceived support for autonomy, competence and relatedness in class was significantly positively related to their intrinsic motivation and self-exploration. Student-perceived support for competence was significantly positively related to environment exploration. Student-perceived relatedness in class was significantly positively related to their achievement. Intrinsic motivation was significantly positively related to self- and environment exploration and achievement. The results showed that the paths within the tested model varied for boys and girls. Findings are discussed in relation to their implications for career preparation in school, as well as related to gendered motivational processes.     

嵌入式软件技术的现状与发展动向

嵌入式软件的特征可概括了四个字：“小”，“特”，“专”，“简”，其中，操作系统具有极其重要的意义，有四个原因促成了嵌入式软件近来的兴旺：其一，移动通信，信息家电和手持设备日趋火热；其二，Linux的开放性标准与嵌入式软件开发“量体裁衣”的特点和谐一致；第三，迄今为止，在这个领域没有形成较高程度的垄断，但嵌入式软件面对的技术难度也是很多的，在信息自主的时代嵌入式软件发展的方向及针对我们国家的特色应该注意的问题是值得我们认真研究。