Analysis of Motivational Orientations in Science Education

Pupils' motivation and interest are identified as important influences on learning. Motivational orientation is a construct that links motivation and epistemology. This study attempted to explore motivational orientation as it relates to science education and two different instructional approaches. A published instrument standardized with a population from the United Kingdom that purports to identify students' preferred motivation orientations as social, consciousness, effort, or curiosity was applied to two instructional contexts (traditional school program and field centre program) in primary schools in Slovakia. Results indicated that a very high percentage of the pupils could not be classified into one of the four categories, that the traditional classroom sample differed significantly from the United Kingdom population, and that the preferred motivational orientations expressed by the pupils in the field centre sample did not differ significantly from those expressed by the pupils in the traditional classroom sample.     

Children’s academic achievement and goal orientations: does the ethnic membership matter? / Rendimiento académico y orientación a las metas: el papel de la etnicidad

This study explored how ethnic membership relates to children’s academic achievement and goal orientations and whether there are ethnic differences in how goal orientations are linked to academic achievement. Further, we investigated whether these relations vary based on the geographical region where ethnic groups live. The sample included 361 children (179 girls), age 12–15 years, from two regions in Romania, Banat (n = 237) and Moldavia (n = 124). Ethnic differences in academic achievement were found only between majority and Hungarian minority ethnic groups who live in different areas, whereas ethnic differences in goal orientations were found between minority and both groups of majority children (living in the same and in different geographical regions). The strengths of the associations between goals and academic achievement were not significantly different based on ethnic and regional background. The findings highlight the importance of cultural (i.e., ethnicity) and contextual (i.e., regional area) factors in relation to children’s achievement and motivation (i.e., goal orientations). Additionally, our findings show that the relations between academic achievement and goal orientations are similar across the analysed ethnic and regional groups.     

主宰杂志生存发展的"两个准确定位"

"读者群的准确定位"和"杂志市场的准确定位",是影响期刊生存与发展的决定性因素,文章就"两个准确定位"及其相互关系进行了论述,并就杂志的生存发展策略展开了研究。     

否定副词“不”的语义指向及相关问题

在区分语义平面与语用平面、“不”的否定焦点与否定句的焦点的基础上,考察否定副词“不”的语义指向,并就相关问题展开讨论。     

浅论贪污罪处罚中的两个误区

现行贪污罪处罚中的贪污数额认定和贪污未遂的论处都存在着明显的误区.贪污数额的认定应以犯罪行为造成的公共财物所有权丧失的数额计算,而贪污未遂也应视其犯罪行为造成的损失程度依法追究罪责.     

内部市场导向的理论模型构建思路

内部营销是过去20多年管理学界探讨的热点问题之一。在这一学术领域内,借用市场导向的理论模型,我们可以界定“内部市场导向”的概念,这一建构与外部市场导向的流行架构相互补充,为企业营销和人力资源管理实践提供了更加有效的操作思路.     

应然与实然：侵权责任法立法价值取向的实现

侵权责任法立法价值取向的实然社会效应总会与立法者所期待发生的价值牵引发生偏差。侵权责任法立法价值取向的实现存在不可忽视的障碍。立法者赋予侵权责任法利益衡平、区别对待与社会责任的价值取向,在司法实践中受到社会外部性的影响,其实然结果出现一定偏差,导致了抑制主体自由、法的确定性失却与不平等性一定程度上加剧的负效应。通过完善社会保障机制,加强法律解释工作和寻求侵权法与中国社会文化的契舍点的解决路径,对于缓解侵权责任法立法价值取向在应然层面与实然层面的二元矛盾不无裨益。     

新课改背景下中学数学教师角色新议

在新课改背景下中学数学教师应是美学型教师,成为美学的倡导集成者;应该是企管型教师,成为企业文化的倡导传播者;应该是创新型教师,成为多媒介的使用推广家;应该是务实型教师,成为实践营销理念的灌输者。     

Variations in the Perceptions of Peer and Coach Motivational Climate

This study examined (a) variations in the perceptions of peer- and coach-generated motivational climate within and between teams and (b) individual- and group-level factors that can account for these variations. Participants were 483 athletes between 12 and 16 years old. The results showed that perceptions of both peer- and coach-generated climate varied as a function of group-level variables, namely team success, coach's gender (except for peer ego-involving climate), and team type (only for coach ego-involving climate). Perceptions of peer- and coach-generated climate also varied as a function of individual-level variables, namely athletes' task and ego orientations, gender, and age (only for coach task-involving and peer ego-involving climate). Moreover, within-team variations in perceptions of peer- and coach-generated climate as a function of task and ego orientation levels were identified. Identifying and controlling the factors that influence perceptions of peer- and coach-generated climate may be important in strengthening task-involving motivational cues.     

Science teacher orientations and PCK across science topics in grade 9 earth science

ABSTRACT

While the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade 9 earth science course. Through interviews and observations of one teacher’s classroom across two sequentially taught, this research contests the notion that teachers hold a single way of conceptualising science teaching and learning. In this, we consider if multiple ontologies can provide potential explanatory power for characterising instructional enactments. In earlier work with the teacher in this study, using generic interview prompts and general discussions about science teaching and learning, we accepted the existence of a unitary STO and its promise of consistent reformed instruction in the classroom. However, upon close examination of instruction focused on different science topics, evidence was found to demonstrate the explanatory power of multiple ontologies for shaping characteristically different epistemological constructions across science topics. This research points to the need for care in generalising about teacher practice, as it reveals that a teacher’s practice, and orientation, can vary, dependent on the context and science topics taught.