Chinese mindset: theories of intelligence,goal orientation and academic achievement in Hong Kong students

The purpose of the present study was to examine the relationship between theories of intelligence and goal orientations, and their joint connections to students’ academic achievement in the Chinese cultural context. A total of 418 university students in Hong Kong participated in the present study. The survey was administered to collect information on students’ beliefs about their goal orientations, theories of intelligence and their college grade point averages. The data were analysed using structural equation modelling. The results suggest that beliefs in the incremental theory of intelligence contribute to students’ academic achievements by facilitating their endorsement of mastery goals and performance-approach goals. Students’ performance-avoidance goals have a negative association with academic success. Cultural factors and considerations are addressed to clarify further the culture-specific findings.     

政府信息公开的多层性价值取向模型研究

政府信息公开的价值取向是政府在信息公开过程中应选择和遵循的价值目标和行为准则.本文通过划分政府层级、政府信息构成,构建了一个政府信息公开的多层性价值取向模型;基于该模型,本文进一步探讨了适合我国国情的政府信息公开价值取向的分析路径.     

Exploring religiosity and attitudes towards Christians and non-believers among recent Muslim refugees to Finland

This study is among the first to investigate the religiosity patterns, identity motives and attitudes towards Christians and non-believers among recent Muslim refugees in Finland (N = 128). There are two novelties in this study. First, it applies the religious orientation framework to study religious identities among Muslim refugees in Europe. Second, it combines a variable- and person-centred approach to study religiosity in the context of intergroup relations. Using the variable-centred approach with a multiple mediation analysis, we found that refugees’ extrinsic religiosity was associated with more positive attitudes towards Christians. Neither intrinsic religiosity nor participants’ religious identity motives were associated with out-group attitudes. Using the person-centred approach with a Two-Step cluster analysis, we showed that individuals with higher levels of intrinsic as compared to extrinsic religiosity and those with pronounced religious identity motives were more biased towards non-believers than towards Christians. Attitudes towards Christians and non-believers were similarly positive in a group characterised by equal levels of intrinsic and extrinsic religiosity. We discuss these findings in light of the role of religiosity in understanding Muslim refugees’ attitudes towards receiving societies.     

我国青少年主流价值观及其含义、取向

研究由3项调查组成.其一,调查当代中国青少年心目中的主流价值观.以1285名各级各类学校学生为对象的开放式调查研究表明,主流价值观有14项,即自我观、法制观、审美观、亲情观、公正观、国家观、友情观、健康观、群体观、财富观、生态观、人权观、集体观、关爱观.其二,调查这些主流价值观的含义.基于文献研究结合专家研讨、征询后形成了表达14项主流价值观含义的命题句,并在以570名中学生为对象的匹配反应作业中获得确认,表明命题句能反映主流价值观的含义.其三,调查这些主流价值观的取向.以334名年龄22～25岁的大学研究生和公司职员为对象的两项作业表明,国家观、法制观、集体观、群体观、生态观5项具有明显的社会性取向,健康观、自我观、财富观、亲情观、审美观5项具有明显的个体性取向,人权观、友情观、公正观、关爱观4项则兼具个体/社会两种价值取向.     

Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter?

To study the contribution of perceived parent achievement goals to students' attitudes towards academic help seeking, 4th, 6th, 7th, and 9th grade students in Greece (n = 712) reported perceptions of their parents' achievement goals, personal achievement goal orientations, and help-seeking beliefs and intentions. Students' mastery goal orientation positively predicted their help-seeking attitudes (perceived benefits and intentions to seek help) and negatively predicted their help-seeking avoidance attitudes (perceived costs and intentions to avoid seeking help), whereas performance-avoidance orientation directly predicted their help-seeking avoidance attitudes. Multiple-group path analysis indicated that perceived parent goals predicted student help seeking and help avoidance attitudes through students' own achievement goal orientations. Further, the pattern of relations varied by grade level. Results are discussed in light of current theory and research on the developmental phases of parental influence on student motivation and self-regulated learning.     

体育学习成就目标定向与初中生同伴关系的相关性研究

目的：探究体育学习成就目标定向与中学生同伴关系的相关性。方法：以分层随机抽样方法选取240名初中生,采用《运动中的任务和目标定向量表》（TEOSQ）和《同伴关系量表》（PRQ）测量其成就目标定向和同伴关系。结果：（1）相关分析（Bivariate correlations）发现,体育学习中任务定向与同伴关系显著正相关,而自我定向与同伴关系显著负相关;（2）经聚类分析（Clustering analysis）发现,中学生体育学习中存在三类复合目标定向类型：高任务/高自我型、中任务/中自我型和高任务/低自我型;（3）单因素多变量方差分析（0ne-way MANOVA）及事后比较（Tukey post-hoctest）发现,不同复合目标定向型的同伴关系存在显著差异;多重比较结果显示,同伴关系总体表现为高任务/低自我型组〉高任务/高自我组〉中任务/中自我组,且高任务/低自我型组和高任务/高自我组得分显著大于中任务/中自我组。即高任务定向结合适宜自我定向与高水平的同伴关系相关。结论：高任务定向单独或结合适宜自我定向与初中生体育学习中较高水平的同伴关系相关。     

从想象到影像——《金陵十三钗》的文本变异与价值取向

《金陵十三钗》的文本变异,主要表现在媒介载体、传播方式、体裁类型等方面的变化,对故事细节、叙事视角、人物角色、场景设置,乃至主题内涵做出一定程度地调整。总体上来看,这种修改提高了该作品的艺术水准、艺术影响力与市场知名度。值得注意的是,《金陵十三钗》的文本变异是文化消费市场的规律使然,但是,作品的基本价值取向在多次改写的过程中并不明确与突出,从而引发了多种阐释的可能。     

Library Connection: An Interactive,Personalized Orientation for Online Students

Library orientations are a very common learning experience for residential and online students. These all have similar goals of introducing students to the library and helping them feel more comfortable in navigating the library. The Library Connection is a unique type of library orientation that provides meaningful feedback to students in a personalized, connected learning environment. This program is offered through digital badges. A conventional qualitative content analysis was used to analyze the text responses of students completing this orientation. Six interesting themes emerged from these data including student perceptions of the use of the library, developing advanced search techniques, and managing a complex information environment. Interesting trends include the disparities between student and instructor perspectives of their learning and the need for a hybrid orientation that provides scaled instruction while still giving meaningful feedback and personalized responses to students from librarians.     

The roles of perceived parental expectation and criticism in adolescents’ multidimensional perfectionism and achievement goals

Perfectionism consists of personal predispositions and attitudes toward performance. Although there is some disagreement in the field regarding how to best define and measure perfectionism, most studies have supported a distinction between adaptive and maladaptive perfectionism. The current study examines a model in which students’ perceptions of parents’ standards and criticism are proposed as antecedents of multidimensional perfectionism, which in turn are hypothesised to be associated with types of academic achievement goal orientations. The sample consisted of 256 high school students who completed questionnaires assessing adaptive and maladaptive perfectionism, perceptions of their parents and personal achievement goals. Structural equation modelling supported the hypotheses suggesting that high parental standards are positively associated with the adaptive perfectionist characteristic of self-organised perception, which in turn are associated with a mastery goal orientation. Parental criticism predicted the maladaptive perfectionist characteristic of concern over mistakes, which in turn was found associated with a performance-avoidance goal orientation.     

中小学教师教学倾向的调查研究——基于信息时代课堂教学变革的思考

教学倾向是引起教学效果差异的影响因素之一。信息技术环境下教师的教学倾向是个人的信息技术价值取向、教学动机和教学策略等内容的有机组合和具体表现。信息技术应用效果、学生学习方式影响到教师的教学倾向,实现教师教学倾向的转变需要一个过程。提升教师的执行水平,加强信息技术教学应用研究,优化教育教学过程是信息化课堂教学的使命。