Oral sentence generation training to improve fifth and 10th graders’ writing

Reading and Writing - Text generation—the mental translation of ideas into language at word, sentence, and discourse levels—involves oral language abilities. However, oral language...     

Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science

This study examines the contribution of learner cognitive and motivational characteristics to achievement in science at three grade levels. Specifically, the relations between domain-specific epistemic beliefs about the development and justification of scientific knowledge, achievement goals, knowledge, self-concept, self-efficacy, and achievement in science were simultaneously examined. Students in fifth (n = 213), eighth (n = 202), and eleventh (n = 281) grades completed questionnaires measuring the various constructs, and a domain knowledge test. Their grades in science were also collected. Results from structural equation modeling reveal that the hypothesized model fitted the observed data at the three grade levels, although not all expected paths were statistically significant. Students’ epistemic beliefs about the development of scientific knowledge had a direct effect on domain knowledge, whereas beliefs about the justification of scientific knowledge had a direct and an indirect effect via achievement goals on knowledge acquisition. Mastery, performance-approach, and performance-avoidance goals had a direct effect on self-efficacy. Knowledge had a direct and an indirect effect via self-concept on achievement. Educational implications are discussed.     

When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching

This study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction, in the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Self-assessment scales, designed to assess the use of efficient teaching strategies and praxes, self-efficacy in teaching, positive affect and job satisfaction, were completed by 399 teachers. Structural equation modelling (SEM) analysis revealed the mediating role of both positive affect and self-efficacy beliefs in the relationship between teaching strategies/praxes and job satisfaction.