The number of autonomy-supportive relationships: Are more relationships better for motivation,perceived competence,and achievement?

Does the perception of many close relationships as autonomy-supportive make students more motivated and competent? The goal of this study was to use latent class analysis (LCA) to compare the educational correlates of having one vs. several autonomy-supportive relationships. Participants were 1406 high school students (47% boys, 52% girls). LCA revealed three groups: Group 1 (17%) included students who perceived low autonomy support by their mother, father, and teacher; Group 2 (7%) included students who perceived low autonomy support by their father, but moderate autonomy support by their mother and teacher; and Group 3 (76%) included students who perceived all sources as moderately autonomy-supportive. Results of multiple comparisons suggest that more is not necessarily better: Students in Group 2, who perceived low autonomy support by fathers, reported equivalent autonomous (intrinsic and identified) and controlled (external and introjected) regulations and perceived competence to those of students in Group 3, who perceived all sources as moderately autonomy-supportive. One difference was that Group 3 showed better academic achievement than Group 2. Results are discussed in light of research on close relationships and self-determination theory (SDT).     

论市民社会的法治蕴涵

市民社会与政治国家的分离是民主政治的产物。市民社会这个概念冲击着我国的法学研究，市民社会概念之演变表明它可以在不同的层面上使用。它既可以作为一个基础性概念，又可以作为民商法学研究中具有一定技术性的概念即仅指相对独立的私人生活领域。现代市民社会的法治蕴涵主要体现在：主体是“市民”而不是“公民”，传统意义上的“农民”不属于市民；意思自治是依法自治，是市民社会的基本理念；民法是市民社会的一般私法，它推动中国市民社会的发达，并形成中国法治的天然基础；市民社会是制约政治权力因素，但其与政治国家又是一个辨证发展过程，真正的法治社会应是二者的辨证统一。     

《民族区域自治法》经济自治权探析

经济自治权问题,无论是从立法上,或是在理论上,或是在实践上,随着《民族区域自治法》的进一步实施,越来越引起关注。推进民族自治地方经济自治权的实现,是现阶段完善民族区域自治制度的重要内容之一。本文以《民族区域自治法》为视角研究经济自治权,探析经济自治权的具体规定。     

他律与自律：1949～1976年诗歌音乐性的考察

立足于诗歌本体,对1949-1976年诗歌的形式特征进行分析、总结和研究,主要考察诗歌的音乐性.通过整理分析新中国近三十年新诗格律的多种取向和特征,探求诗歌在格律与诗意的协调之中做出的努力,探索这一时期诗歌“文学性”的生成机制并估价其影响.     

浅议形式语言学与功能语言学

当代语言学界存在着形式语言学与功能语言学分野的看法,国内学者对形式学派与功能学派也有诸多看法,大多数学者认为形式语言学研究语言形式,功能语言学研究语言的交际意义和语用功能。本文将从理论基础,研究对象,研究方法等方面来探讨形式语言学与功能语言学的区别以及今后的交流趋势。     

高校办学自主权变迁的实证再研究（一） ——高校办学自主权的内涵辨析及外部学术治理改革现状

已有研究文献表明,现有高校办学自主权的内核制度是院系自治。在当前全球化和国际化影响下,借鉴治理思维,我国高校正在破除“行政化”的本土情境,建立“管办评”分离机制,形成各利益主体可以相对平等地对话与协商的现代大学制度,这是构建我国高校治理结构、推动高校办学自主权落地的基本策略。通过文献分析和对高校办学自主权的内涵辨析后发现,我国现在的高校治理策略缺乏市场维和院系自治维,应该将其纳入新的高校治理结构;法律一维相对弱,也应作为独立的维度进行建构,即我国现代大学治理结构应该包括法律、国家规制与政府行政、社会中介评价、市场、校级管理和院系治理等六维度。从自主权内容上,高校办学自主权实质是高校应该拥有的一系列与学术活动相关的决策权,在结构上可以进一步分解为“提供什么”的战略决策自主权和“如何提供”的生产决策自主权。进一步的实证研究表明,我国呈现由政府全面控制着这些自主权逐步转向持续放权的改革趋势。目前,相对“提供什么”的战略决策,高校在“如何提供”的生产决策方面拥有较多的自主权,高校对学术事务的权力多于资源配置的权力,部属高校较地方高校拥有更多的自主权。     

论我国城市居委会自治的法律透析

我国城市居委会是民主政体中法律的产物,这要求我们必须在我国民主与法治的大背景下,积极寻求城市社区治理的有效措施。本文把居委会自治与法律链接起来研究,一是用法律的原则和制度来理解和解释居委会自治的资源如何发掘和配置;一是从居委会自治的角度,求证什么样的法律规则对于居委会自治有效,进而预测关于居委会自治的法律规则的发展,以推动我国民主法治的建设和城市治理。     

Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries

This study investigated the degree to which TESOL (Teaching English to Speakers of Other Languages) training in Inner-Circle English-speaking countries impacted on the autonomy in teaching practice of Vietnamese teachers of English. Using an online survey, semi-structured in-depth interviews, and classroom observations, the research explored tension faced by these teachers when attempting to exercise their autonomy after returning to their local institution, and revealed how they managed to operate within constraints. This paper has significant implications for a range of stakeholders involved in the professional development of non-Inner-Circle TESOL teachers trained in Inner Circle contexts.     

村民自治：农民公民意识培育的重要载体

推进村民自治,落实“四个民主”对培育农民的公民意识具有重要价值,发挥村民自治对农民公民意识培育的载体作用,可有效培育农民的主体意识、参与意识、法律意识、规则意识、权利意识、责任意识等现代公民意识。     

Investigating effects of problem-based versus lecture-based learning environments on student motivation

This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates’ study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further indicated that active learning aspects, such as collaboration are perceived as motivating. However, controlling elements (i.e., mandatory presence) and uncertainty (i.e., in selecting the correct and sufficient literature) were described as detrimental for students’ motivation. In conclusion, PBL does not always seem to lead to higher intrinsic motivation. It is therefore crucial to build in the right amount of structure in learning environments and balance controlling elements versus autonomy, even in learning environments that are intended to be motivating for students.