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This longitudinal study examined the effects of achievement goals on the growth trajectories of self-esteem during the first-year at a comprehensive public university. College freshmen (N?=?311) were followed for one academic year with three time points. Between-individual differences and within-individual change in achievement goals were distinguished and used as predictors for the growth trajectories of self-esteem. A growth curve analysis revealed that initially high mastery goals and subsequent increases in mastery goals were related to high self-esteem while initially high performance-avoidance goals were related to low self-esteem. The initial levels of performance-approach goals were not related to self-esteem but subsequent increases in performance-approach goals were associated with low self-esteem. Theoretical and practical implications are discussed. 相似文献
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The life of knowledge workers in the information age is enwrapped in both uncertainty and opportunity. Organizations have faced ill-defined times by placing their confidence in the ability of digitally literate workers. We explored how social media communicators navigate the role stressors of this recently developed organizational position. The qualitative results revealed communicators struggled with and managed role ambiguity by relying on outside social media experts and Web analytics. A separate international quantitative survey of social communicators showed organizational leadership and social media self-development activities diminished levels of perceived ambiguity. The implications of this research suggest that organizational leaders possess minimal authority and influence in defining the role of knowledge workers. 相似文献
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Flavia Lecciso Serena Petrocchi Antonella Marchetti 《European Journal of Psychology of Education - EJPE》2013,28(3):903-922
The study assessed Theory of Mind (ToM) abilities in a group of oral deaf children and in their hearing mothers using a battery of ToM tasks. It also investigated the connection between mother and child in ToM performance. Participants were: 17 oral deaf children (aged 5 to 14 years) were paired by gender, age, and mental age with 17 hearing children; 17 hearing mothers of deaf children and 17 hearing mothers of hearing children. Compared to the hearing children, the deaf children faced difficulties in all ToM tests, and the hearing mothers of the deaf children were less capable than the mothers of the hearing children in all the ToM tests. Further, a specific ToM interaction model was found between the hearing mothers and the deaf children. The results confirmed ToM poor performance faced by the oral deaf children, showed the ToM level of hearing mothers of deaf children, and the ToM style of hearing mothers–deaf children dyads. Also, findings underline some educational implications related to the socio-relational origin of the ToM deficit in oral deaf children. 相似文献
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Serena Clark Ellen Gallagher Neasa Boyle Michael Barrett Corey Hughes Niamh O'Malley Ikenna Ebuenyi Kevin Marshall Katriona O'Sullivan 《British Educational Research Journal》2023,49(2):266-287
Before the COVID-19 pandemic, the world struggled to address growing educational inequalities and fulfil the commitment to Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The pandemic has exacerbated these inequalities and changed how education functions, moving to online and hybrid methods. The challenges in global education highlighted and worsened by the pandemic make it necessary to re-evaluate education systems and the policies in place to support access, quality and equal opportunity. This article focuses on analysing education policies at a national level. It tests a pilot policy analysis tool, the International Education Index (IEI), developed as a starting point to begin this reconsideration and create an accessible and comprehensive way to evaluate national education systems to inform decision-making and policies in the new context. This research uses Ireland and Northern Ireland to test the IEI pilot tool. The IEI consists of 54 questions across nine indicators, including institutional frameworks, education strategies, digital skills and infrastructure, twenty-first century skills, access to basic social services, adherence to international standards, legal frameworks, data gathering and availability and international partnerships. Countries can score 108 points to be categorised as having developed, emerging or nascent national education systems. Ireland scored 94 and Northern Ireland 81, indicating that they have developed national education systems. 相似文献
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Longobardi Claudio Ferrigno Serena Gullotta Giulia Jungert Tomas Thornberg Robert Marengo Davide 《European Journal of Psychology of Education - EJPE》2022,37(2):507-508
European Journal of Psychology of Education - A Correction to this paper has been published: https://doi.org/10.1007/s10212-021-00555-z 相似文献