大学生身体自我、学业自我与生活满意感的关系

采用身体自尊量表、学业自我评价问卷、一般自尊量表和生活满意感量表对大学生进行调查，探讨身体自我、学业自我与生活满意感的关系以及体育和学业成绩不同的大学生身体自我、学业自我的差异性。分层回归分析表明，身体自尊和学业自我能够对大学生一般生活满意感进行可靠的预测，预测能力没有性别差异。多元方差分析表明，体育与学业的不同成绩及其性别对身体自我、学业自我各量表均有不同的主效应，对大学生身体自我及学业自我评价的交互作用不显著。     

In the Eye of the Beholder: Motivational Effects of Gender Differences in Perceptions of Teachers

This study investigated whether girls’ and boys’ perceptions of their teacher may explain gender-related difference in academic motivation. One hundred and twenty-nine ninth-grade Israeli students (67 males and 62 females) completed a questionnaire designed to assess their motivation to learn, their affect while studying in school, and their perception of their teachers’ behaviors. The results indicate that girls tend to perceive their teacher as more supportive than do boys and that this perception mediates gender-related differences in motivation and emotional experience. This finding suggests a mechanism to explain gender-related differences in motivation and highlights the importance of investigating those characteristics that can affect student perception of the teacher as supportive. Beyond the known contribution of the need for a supportive environment, knowledge of such characteristics can help promote adaptive motivation.     

Joint trajectories of behavioral,affective, and cognitive engagement in elementary school

The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers perceptions could predict student trajectory membership. The authors collected data from a sample of 831 students and 152 teachers. Using multiple-process growth mixture modeling, they identified 5 distinct trajectories of student engagement. Although a large majority of children presented a stable and high level of engagement on the three dimensions over time, more than one third of them showed a lower or changing level of engagement as the years progressed. These students were more likely to be boys and to be perceived by teachers as being less engaged. They also present more learning or behavioral problems and share less positive relationships with teachers. The results support the need to consider group-based differences when designing and adapting prevention and intervention strategies to favor student engagement.     

Why do long‐serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England

This paper examines the reasons why long‐serving teachers remain in the teaching profession. Interest in teacher retention has grown in recent years, both in the UK and internationally, due to concerns over teacher shortage. However, most research on retention has focused on why teachers leave; this paper aims to fill the gap in our understanding of the positive reasons why long‐serving teachers stay in the profession, and how these reasons change over time. We define ‘long‐serving teachers’ as teachers who have taught for 10 years and more. We draw on a subset of data from an existing, broader study (Menzies et al., 2015 ) on why teachers enter and stay in the profession. In this paper, we draw on questionnaire findings from over 900 teachers with 0 to over 30 years’ teaching experience, and interviews with 14 long‐serving teachers, to understand why long‐serving teachers enter and, more importantly for our purposes, stay in teaching. We find that teachers’ motivational patterns are highly complex and influenced by school‐level and policy contexts. Nonetheless, two prominent retention factors are identified: teachers’ perceived professional mastery and altruistic reasons. Perceived professional mastery is particularly important due to its mutually reinforcing analytic relationships with other reasons. We find that teachers’ identification with intrinsic, altruistic and perceived professional mastery reasons become stronger with years of experience, but in some cases, paradoxically, so does their identification with extrinsic reasons. From our evidence, we suggest policy implications for enhancing the retention of long‐serving teachers.     

Effects of the differences between native and non-native English-speaking teachers on students’ attitudes and motivation toward learning English

This study presents findings on three research agendas: (1) the difference between native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) in students’ attitudes toward and motivation for learning English, (2) the moderating effect of the type of class (i.e., English Conversation vs. Practical English) on the difference in students’ perceived attitudes and motivation, and (3) the difference between NESTs and NNESTs in their self-perception of their teaching practices and the effect of the type of class on this difference. The results indicate significant differences between NESTs and NNESTs in terms of their students’ perceived attitudes and motivation with respect to English learning. However, these differences varied depending upon the type of class. These results provide empirical support for the role of the type of class as a variable moderating the effect of the difference between NESTs and NNESTs on students’ attitudes and motivation. In addition, the type of class moderated teachers’ self-perception of their own teaching practices, providing support for the moderating effect of the type of class on various measures and samples. Theoretical as well as pedagogical implications are discussed.     

Exploring the challenges experienced by international students during work-integrated learning in Australia

This study explores the challenges experienced by international students during Work Integrated Learning (WIL) in Australia. Student participation in WIL not only enhances individual student employability but also the attractiveness of Australia as a study destination. WIL, in particular work placements, is in high demand by international students who seek to gain relevant experience in their host country and increase their chances of employment post-study. Data were gathered from employers, academics and students on the challenges faced by international students during the WIL experience and how WIL is currently being managed for the international cohort. Stakeholders identified a number of challenges which impact on student performance and the success of their WIL experience. These include cultural differences, inflated expectations, difficulties managing assessment tasks, relatively weak language skills and an imbalance in the support needed by international students in comparison to what is on offer. Stakeholder strategies to manage these challenges are discussed.     

Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format

Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.     

Student performance in computing education: an empirical analysis of online learning in programming education environments

The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate to these online exercises is not positively correlated with the exercise points. Yet, our results confirm that doing exercises along supports student learning and skill accumulation equipping them with the knowledge of programming. While the student performance in programming courses is affected by factors such as prior background in programming, cognitive skills and the quality of teaching, completing the course exercises via learning-by-doing is an indispensable part of teaching. Based on the student feedback from the course survey, the students are highly satisfied with using online technologies as part of learning.     

How to facilitate freshmen learning and support their transition to a university study environment

Most freshmen enter universities with high expectations and with good motivation, but too many are driven into performing instead of true learning. The issues are not only related to the challenge of comprehending the substance, social and other factors have an impact as well. All these multifaceted needs should be accounted for to facilitate student learning. Learning is an individual process and remarkable improvement in the learning practices is possible, if proper actions are addressed early enough. We motivate and describe a study of the experience obtained from a set of tailor-made courses that were given alongside standard curriculum. The courses aimed to provide a ‘safe community’ to address the multifaceted needs. Such support was integrated into regular coursework where active learning techniques, e.g. interactive small groups were incorporated. To assess impact of the courses we employ the feedback obtained during the courses and longitudinal statistical data about students' success.