Relation between Achievement Goals and Self-Beliefs of Middle School Students in Writing and Science

Two studies were conducted to investigate the relationship between achievement goals (task, performance-approach, performance-avoid), motivation constructs, and gender in the areas of middle school writing (N = 497) and science (N = 281). In both studies, task goals were associated positively with self-efficacy, self-concept, and self-efficacy for self-regulation and negatively with apprehension; performance-approach goals were associated positively with self-concept; and performance-avoid goals were associated negatively with self-concept and self-efficacy for self-regulation and positively with apprehension. In writing, performance-approach goals also related positively with self-efficacy, whereas performance-avoid goals related negatively and girls had stronger task goals. Findings related to performance-approach goals suggest that a developmental component may be at work in determining whether these goals serve a facilitative function in fostering motivation. Task goals and performance-approach goals were related, suggesting that they are each grounded in self-regulatory practices that lead to positive outcomes.     

The Use of Internet,Quasi-multimedial and Multimedial Educational Systems at the Technical University KoŠice

Electronic mail entered the Technical University Ko?ice in 1990. Now, instead of the few tens of users at the beginning, the system hosts thousands of them. Interactive teaching programmes as well as teaching programmes that are supported by audio and visual channels have also been used since 1990. The paper presents a short account of past development, the present situation and perspectives within the area of Internet use and of tuition that employs multimedia related means of teaching.     

论中国古代宇宙观与传统武术之哲学基础

摘要：宇宙观是影响一个思想体系及社会制度的重要因素,传统武术体系的形成与发展也离不开对古代宇宙观的认识。为丰富武术哲学体系,揭示中国古代宇宙观与传统武术形成之间的哲学基础,主要采用文献资料法,在古文献史料的基础上阐述古人从对宇宙认识,从中提取传统武术哲学之精华,认为传统武术哲学的形成前提是对宇宙的认识,并超越了神论限制,走向发展的正途;中国古代气论、道论、太极发生论、宇宙生命整体论影响着传统武术哲学的本质观、修炼境界观、平衡观和武术哲学的基本理念。该研究不仅说明武学产生的思想基础,丰富了武学的认识论体系,而且揭示了传统武术哲学的发展过程与规律,对我们认识武学体系的内在精髓提供启示和借鉴。     

A comparative study of the self‐efficacy beliefs of successful men and women in mathematics,science, and technology careers

The purpose of this study was to explore the personal stories of men who selected careers in science, technology, engineering, or mathematics (STEM) to better understand the ways in which their self‐efficacy beliefs were created and subsequently influenced their academic and career choices. Analysis of 10 narratives revealed that mastery experience was the primary source of the men's self‐efficacy beliefs. These results are compared to those from Zeldin and Pajares' earlier study involving women in STEM careers. For women, social persuasions and vicarious experiences were the primary sources of self‐efficacy beliefs. Together, these findings suggest that different sources are predominant in the creation and development of the self‐efficacy beliefs of men and women who pursue STEM careers. The self‐efficacy beliefs of men in these male‐dominated domains are created primarily as a result of the interpretations they make of their ongoing achievements and successes. Women, on the other hand, rely on relational episodes in their lives to create and buttress the confidence that they can succeed in male‐dominated domains. Findings were consistent with the theoretical tenets of A. Bandura's social cognitive theory. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1036–1058, 2008     

Professionals' decision-making about out-of-home placements following instances of child abuse

OBJECTIVE: The goal of this research was to study how different groups of child welfare professionals prioritize and use information to make placement decisions following instances of child abuse. METHOD: A total of 90 juvenile court judges and guardians ad litem, Court Appointed Special Advocates (CASA), social workers, and mental health professionals responded to a detailed questionnaire describing four case studies of child physical abuse in which a parent was the perpetrator, the child was either 2 years or 6 years of age, and the abuse was either first time or chronic. Participants rated the impact of specific pieces of information regarding child, family, and system-level characteristics on their decision-making process. RESULTS: Analyses of reactions to these vignettes demonstrate that professional groups use different kinds of information when making decisions about foster care placements. Social workers and mental health providers rely on information about the severity and pattern of abuse and on information about services offered in the past and parental responses to those services. Judges and guardians ad litem rely more heavily on information about the likelihood of a reoccurrence of abuse and the child's ability to recount the abuse, whereas CASA volunteers rely on information about the stability of the family. CONCLUSIONS: Professional group membership, rather than factors such as age or ethnicity of the child or chronicity of abuse, accounts for different patterns of prioritizing and using information when making decisions about whether a child should remain in the home or be placed in foster care. The implications for community-based training and intervention efforts are discussed.     

Sources of science self‐efficacy beliefs of middle school students

The purpose of this study was to investigate the degree to which A. Bandura's ( 1997 ) hypothesized sources of self‐efficacy predict the science self‐efficacy beliefs of middle school students (N = 319), to replicate previous findings that science self‐efficacy predicts science achievement, and to explore how science self‐efficacy and its antecedents differ by gender. Significant correlations were found between mastery experiences, vicarious experiences, social persuasions, physiological arousal, and self‐efficacy. Only mastery experiences significantly predicted science self‐efficacy. Girls reported stronger science self‐efficacy than did boys. Findings support and extend the theoretical tenets of Bandura's social cognitive theory. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 485–499, 2006     

Students' Self-Concept and Perceptions of Mentoring Relationships in a Summer Mentorship Program for Talented Adolescents

Mentoring is widely advocated as an educational experience for academically talented students because mentors may provide stimulation for academic growth and serve as positive role models for students in areas of career interest. This study examined the experiences of 72 talented teenagers attending a university-based summer mentorship program. Students completed pretest and posttest measures assessing self-concept and perceptions of research aptitude; they also shared their perceptions of their mentoring relationships in written journal entries. Results demonstrated increases in students' perceived research skills and job competence; students reported positive relationships with mentors, particularly when they felt that their mentor spent a great deal of time with them and was approachable, friendly, and engaging.