Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation

Path analysis was used to test predictions of a model explaining the impact of students' perceptions of classroom structures (tasks, autonomy support and mastery and evaluation) on their self-efficacy, perceptions of the instrumentality of class work, and their achievement goals in a particular classroom setting. Additionally, the impact of self-efficacy, instrumentality, and goals on students' cognitive engagement and achievement was tested. There were 220 high school students who completed a series of questionnaires over a three-month period in their English classes. Data strongly supported the model demonstrating that student perceptions of classroom structures are important for their motivation. Also supported was the importance of perceiving the current class work as being instrumental for future success. Implications were discussed.     

校园电子商务的SWOT分析

为了探究国内校园电子商务的发展现状,文章应用SWOT分析法,系统地分析了高校校园发展电子商务的网络和客户群等优势,规模优势缺失、盈利空间狭小、理论体系不完备以及缺乏专业人才等劣势,国家大力提倡应用型本科建设、数字校园建设以及中国电子商务发展所带来的机会,知名商务网站、校园实体店、法律体系不完善以及资金链短缺等风险,试图揭示校园电子商务发展的未来趋势,为校园电子商务的发展提供参考意见.     

高校图书馆员组织支持感的调查与分析

从程序公平程度、上级支持感、组织认可程度3个维度,针对陕西省高校图书馆员组织支持感的调查显示,组织支持感在图书馆人力资源管理中尤为重要,但我国高校图书馆员组织支持感缺失现象严重。对此,高校图书馆可以通过采取主动支持措施、采用个性化支持手段、提高程序公平、构建良好支持性氛围等方式,提升馆员组织支持感。     

The persistence of students’ academic effort: The unique and combined effects of conscientiousness and individual interest

The present study was designed to test the CONscientiousness × Interest Compensation (CONIC) model in a longitudinal setting (four time points; N = 3,880 students). For this purpose, we first examined the power of conscientiousness (measured with student and parent reports) and interest in predicting perceived academic effort in three school subjects (Math, German, and English). In a second step, we investigated whether conscientiousness and interest interacted in a compensatory pattern as predicted by the CONIC model. Results showed that conscientiousness and interest significantly and positively predicted future perceived academic effort. In addition, conscientiousness and interest interacted in a compensatory manner, such that interest was less important for perceived academic effort in students who were high in conscientiousness (and vice versa).     

网络信息安全问题及防护策略

随着云计算、大数据、物联网等技术的快速发展,网络规模和应用范围不断扩大,同时网络信息安全问题日益突出,传统网络防御措施已不能满足当前网络信息安全需求。通过分析国内外网络信息安全现状,总结影响网络信息安全的因素,结合网络信息安全专业知识,针对网络信息安全威胁提出具体防护措施,以期抵御以高级持续威胁为主的恶意攻击并弥补传统网络安全缺陷。     

Parental Involvement in Math Homework: Links to Children’s Performance and Motivation

The present study examined the longitudinal associations between children’s perceptions of parental involvement in math homework (control and support) and their math performance and motivation (task-persistent homework behavior and math self-concept). Children (n = 512) reported their perceptions concerning parental involvement in sixth-grade math homework. In grades 3 and 6, children completed math tests, evaluated own math self-concept, and their mothers (n = 420) evaluated task persistence during homework. The results showed that low self-concept in math predicted increased parental control, which in turn related to low math performance, task persistence, and math self-concept. Second, perceived parental support was related to increased task persistence during homework. Finally, parental control was especially detrimental for boys’ task persistence and math self-concept.     

In the eye of the beholder: The relationship between perceived peer language skills,provided peer feedback and peer grading in secondary education

Students involved in peer assessment have interpersonal relationships, partly consisting of reciprocal perceptions. In the domain of argumentative writing, little is known about the way peer assessment is affected by the assessor’s perception of the assessee’s language skills. Dutch 10th grade students (N = 176, age = 15–16) provided feedback and grades on two texts, being under the illusion that the texts had been written by two classmates whom the assessors perceived as a peer with either stronger or weaker language skills than their own (within-subjects design). In reality, students assessed similar texts, created by the researchers. Assessors did not provide different feedback to the two types of assessees. Simultaneously, they provided higher grades to peers perceived to have stronger language skills than their own than to peers perceived to have weaker language skills than their own. Future research should capture assessors’ rationale behind the composition of feedback and grades.     

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

In light of the impact of negative stereotypes on student-athlete academic performance, the purpose of this paper was to conduct a qualitative study that examined how Black American male football players engage and cope with negative stereotypes at a predominantly White institution. Data were collected and analyzed from semi-structured interviews with 10 Division I Black male football student-athletes employing grounded theory methodology to examine how they experience and respond to negative stereotypes. Empirical results elucidate various strategies employed to engage with stereotype threat. These findings have implications for students, faculty, student affairs professionals in athletics, and others who frequently interact with student-athletes and are committed to reducing pernicious stigmas in higher education environments.     

The role of pre-service teachers’ perceived instrumentality,goal commitment,and motivation in their self-regulation strategies for learning in teacher education courses

This study investigated the influence of pre-service teachers’ (n = 142) perceived endogenous/exogenous instrumentality, goal commitment, and intrinsic/extrinsic motivation on their use of self-regulation strategies (effort regulation, management of time and study environment) for their teacher-education courses. Data were drawn from a customised survey and were statistically analysed using hierarchical multiple regressions. Results demonstrated that pre-service teachers’ endogenous instrumentality was a significant contributor for explaining their use of self-regulation strategies. To facilitate pre-service teachers’ use of self-regulation strategies for learning, our findings suggest that, in addition to having intrinsic motivation for learning in their teacher-education courses, they need to have appropriate understandings of how their current course content connects to their future goals to be teachers in order to promote their use of strategies for self-regulation and learning.     

论太祖努尔哈赤“恩威并行”的方针和“举贤贬奸”的用人之道

太祖努尔哈赤是大清帝国的创始人,他驰骋疆场,南征北战四十余年,在统一女真各部之后,为满清王朝的创建奠定了坚实的基础。他从起兵初期就坚持“恩威并行”这一方针,并很快取得了成效,在很短的几十年中就完成了统一女真的大业。文章主要浅释这一方针并分析了太祖“举贤贬奸”的用人之道和成功的经验。