Cognitive validity of students’ self-reports of classroom mastery goal structure: What students are thinking and why it matters

Cognitive interviews were employed to systematically examine the cognitive validity of self-report survey items extensively used to assess classroom mastery goal structure. In a sample of elementary and middle school students, items were identified that functioned according to their intended meaning and those eliciting less accurate interpretations as conceptually defined by mastery goal structure cognitive validity criteria. Evidence suggested that items framed to focus on students’ teachers (i.e., teacher goals) were more cognitively valid than were items that focused students on their classroom context. Items with abstract terms yielded less accurate interpretations. We discuss implications of determining the cognitive validity of scales used to assess achievement goal structure and related self-report instruments.     

How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence

It was assumed that the effect of motivational regulation strategies on achievement is mediated by effort management and moderated by intelligence. A sample of 231 11th and 12th grade German high-school students provided self-reports on their use of motivational regulation strategies and effort management and completed an intelligence test. Students' half-year grades (GPA) were assessed six months later. As expected, motivational regulation strategies were not directly related to GPA but showed positive effects on students' effort management which in turn predicted students' GPA. Intelligence and effort management were equally strong direct predictors of GPA. Also as expected, more intelligent students benefitted more from using some, but not all, motivational regulation strategies in terms of increased effort management. Implications of these findings regarding the effectiveness of motivational regulation strategies are discussed.     

Computer Self-Efficacy and Motivation to Learn in a Self-Directed Online Course

Despite the increased use of new learning technologies, there is still much to be learned about the role of learner characteristics in online learning. The purpose of this study was to examine how subjects' characteristics normally associated with effective training (i.e., initial motivation to learn and self-efficacy) related to learning in a self-directed online course. From an analysis of 190 respondents, computer and Internet usage prior to the start of class were positively related to individuals' computer self-efficacy and computer self-efficacy was positively related to learning. However, contrary to expectations, computer self-efficacy was not related to initial motivation to learn and motivation to learn was not related to learning in the class. Post hoc analysis of qualitative data enabled a rich explanation of the findings, including an evaluation of the unexpected relationships among the variables of interest and the nature of self-directed courses in virtual learning environments.     

Reformulating the depression model of learned hopelessness for academic outcomes

This review explores developments in the construct of learned hopelessness, which originated in the clinical literature dealing with depression. In that context, the model developed by Abramson, Metalsky, and Alloy [Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psychological Review, 96, 358–372] has been particularly influential. The purpose of this review is to reformulate this model in the context of academic outcomes and to consider its relevance to learning and achievement. As a means of specifying the variables and paths in the reformulated model of academic learned hopeless, correlates from relevant motivational theories and research, including value-expectancy, self-efficacy, and learning strategies, will be considered.     

Installshield中系统函数以及自定义函数的使用

在系统安装模块部分分析中明确了为实现系统功能所需的系统函数及用户自定义函数。主要用到了On-Begin、OnEnd、OnFirstUIAfter、OnFirstUIBefore等系统函数,并在程序设计中列举了一些重要代码。     

A Field Research on Test in English Listening Class

The interrelationship among English teaching,learning and testing is discussed in the paper based on a field research on test in English listening class. The teachers' efforts to stimulate students' motivation in listening class is also a focus in it.     

试论图书馆工作创新的动力系统

本文通过对影响图书馆工作创新的各种动力因素的分析,指出图书馆工作创新动力是一个复杂的系统,其中主动创新动力是一种价值驱动力,主动创新动力不足是图书馆工作创新不足的主要原因; 同时试图通过对图书馆公益性与自利性的分析,找出图书馆主动创新动力不足的原因,希望对人们进一步研究如何增强创新动力,消除创新障碍有所帮助。     

儿童参与“摩尔庄园”网络游戏的内在动机研究

本文以摩尔庄园儿童网络游戏为对象,采用深度访谈、参与观察与内容分析的方法,以了解儿童参与网络游戏的内在动机。分析结果显示,儿童参与摩尔庄园网络游戏的内在动机大致分为六个类型:好奇与探索动机、虚拟现实对现实的补偿、社会交往动机、玩乐动机、民主参与动机和逃避动机。     

越轨创新的前因、过程与结果研究

首先研究越轨创新概念的提出及其内涵,分析越轨创新与技术创新、公民组织行为的区别,在此基础上探讨越轨创新的前因、过程和结果,并建立越轨创新的过程模型。最后,基于现有研究,提出越轨创新的管理启示及研究展望。     

Towards a unified theory of task-specific motivation

This study aims to integrate the current proliferation of motivation theories in a Unified Model of Task-specific Motivation (UMTM). According to this model readiness for action results from an interaction between four relatively independent types of valences that can be classified as affective or cognitive, and positive or negative. Affective valences are expectations about feelings while doing an activity; cognitive valences are expectations about the value of the consequences of an activity. In current theories these types of valences are designated as intrinsic, respectively extrinsic motives. Valences, furthermore, can be positive, but also negative. Positive valences give rise to approach motivation, negative valences to avoidance motivation. Important factors that influence valences are autonomy, feasibility expectation, and relatedness, each of which can be distinguished in a personal and a contextual facet, and subjective norm. In conclusion, some theoretical and practical implications are suggested and some issues for future research are proposed.