Students’ achievement goals and beliefs of causes of success: Temporal relations and gender differences     

《Contemporary educational psychology》2021

According to the goal orientation model, students’ achievement goals and beliefs are interrelated. Within this framework, research and theory have so far assumed that achievement goals are associated with students’ beliefs of causes of success, the latter representing students’ subjective beliefs about the factors contributing to success at school. So far, this line of research has been restricted to a few cross-sectional studies. We examined the temporal relations between achievement goals (mastery, performance-approach, and performance-avoidance goals) and students’ beliefs of causes of success, the latter operationalized by asking the students to rate the subjective importance of diligence, effort, and ability for school success. Achievement goals and beliefs of causes of success were measured twice with a time lag of one school year with a sample of N = 2044 German secondary school students. Cross-lagged panel models were estimated to examine the temporal relations between achievement goals and beliefs of causes of success while controlling for students’ secondary school track, socio-economic status, and Grade Point Average. Former mastery goals were found to be positively related to later importance ratings of diligence for school success; former performance-approach goals were found to be positively related to later importance ratings of ability. Boys and girls were found to display similar relations among constructs but they showed differential mean levels on both the achievement goal constructs and the beliefs of causes of success. Implications for research on achievement goals and practice using intervention approaches are discussed.  相似文献   

Student success pocket-graphic: a mountain of data transformed     

Karen Briere  Kelly Drifmeyer 《Public Services Quarterly》2020,16(1):48-58

Abstract

How does a small community college library, without marketing experience or budget, advocate for its value to a campus community and its administrators? We did so by creating an engaging, bright, and easy-to-read “pocket-graphic.” In this column, we reflect on the process of shaping a multi-use product out of a mountain of data. Through research in design practices, field observations of popular information tools, and an uncomfortable step into braggadocio, we learned to articulate the successes of our library. Our “pocket-graphic” told our story, yes – but it also provoked surprise, questions (“you really have all that?”) and delight in the lesser known successes (“you really DO all that!”). In the process, we connected our students more deeply to helpful services and resources, faculty to supportive instruction, and positively changed the tone of conversation with all our stakeholders. By turning data points into selling points, we found insights and a focus that moved our own development forward, helping ourselves to define improved priorities for advancing our critical role in student success.  相似文献   

Becoming a teacher: Experiences of female trainees in initial teacher education in Nigeria     

《Teaching and Teacher Education》2020

This article foregrounds the experiences of female trainees on a scholarship programme for initial teacher education aimed at increasing the number of qualified female teachers from rural northern Nigeria, and boosting female pupil enrolments. Challenging conditions in colleges of education, including curricular shortcomings, overcrowding, limited resources and inadequate learning support were compounded by non-academic factors – especially financial, and gendered constraints. Collectively, they threatened student retention, learning and attainment, and the programme’s gender equity goals. Findings highlight the need to move beyond increasing numbers of female student-teachers, to improving quality in teacher education, paying attention to out-of-college conditions too.  相似文献   

‘Teaching’ the path towards university: understanding student access through storied-futures and meritocratic grand narratives     

Neil Anthony Buddel 《British Journal of Sociology of Education》2018,39(1):16-31

The notion that the stories of our lives shape dispositions towards imagined futures is another lens through which university underrepresentation should be viewed. A storied lens attends to how futures, like university attendance, are storied during childhood to the extent that some youth imagine, and therefore plan, these futures as natural progression. Such was the case for study participants, indicating that childhood stories contain answers for mitigating social reproduction connected to parental education and cultural forces within the home. Examining social mobility through the underexplored storied-futures grand narrative presents unique solutions that lay hidden within the dominant meritocratic grand narrative.  相似文献   

Exploring student learning approaches on an initial teacher education programme: A comparison of mature learners and direct entry third-level students     

《Teaching and Teacher Education》2018

This article compares the learning approaches of students on an initial teacher education programme. Using a mixed method approach, the study examines differences between mature learners and direct entry students, across the domains of deep, strategic and surface learning approaches. Following the quantitative phase, group interviews were conducted to gain additional insights into the factors, which impacted learning approach. Significant differences were evident between both cohorts. The key categories that contributed to learning approach included; motivation to learn, collaborative and competitive learning, prior educational experiences and school placement. The findings provide insights into the diversity of student cohorts.  相似文献   

Dialogic processes that enable student teachers' learning about pupil learning in mentoring conversations in a Lesson Study field practice     

《Teaching and Teacher Education》2018

This study investigates dialogic processes in student teachers' mentoring conversations in field practice, where Lesson Study (LS) was used as a context for establishing a dialogic learning community in one student group in science. We apply an analytical framework associated with Sociocultural Discourse Analysis to identify utterances that have the potential to create a dialogic space and contribute to ‘interthinking’ among the participants. The findings show the important role of the mentor teacher as a facilitator and a ‘knowledgeable other’, challenging the student teachers to reflect on chosen activities using predictions and detailed observations related to pupils' learning.  相似文献   

基于产品创新度的NPD项目关键成功因素研究   总被引：1，自引：0，他引：1  

方炜  孙树栋  郭云涛 《科学学研究》2007,25(5):996-1002

 在国外相关文献分析的基础之上，建立了一个企业新产品研发（NPD）项目关键成功因素的概念模型，通过分析不同创新程度NPD项目关键成功因素的差异，提出了五条相关的基本假设；问卷调查了国内97家企业，对数据进行统计学分析，最终验证了五条假设基本成立。  相似文献   

企业新产品研发项目成功标准实证研究——基于不同的产品创新程度     

方炜  孙树栋  刘林奇 《软科学》2006,20(6):106-110

在国内外相关文献的基础之上,分析了不同产品创新程度对企业新产品研发(NPD)项目成功标准的影响,提出了相关的五条假设,通过对国内82家企业进行问卷调查,对采集的数据进行统计分析后验证了五条假设基本成立。  相似文献   

基于AHP-DEMATEL的PPP项目关键成功因素相互关系研究     

张红平  叶苏东 《科技管理研究》2016,(22):203-207

在文献回顾和问卷调查基础上,识别影响PPP项目成功实施的3大影响因素和18个可测量指标。采用AHP和DEMATEL相结合的方法对PPP项目成功实施影响因素间的相互关系进行分析。其中,AHP方法用于获取各因素权重值,DEMATEL方法用于计算各因素之间相互影响程度,两者进行加权计算各因素在系统中的综合影响度并进行排序。研究结果表明,国家法律法规体系的健全、产品/服务质量、市场需求稳定性是PPP项目关键成功因素。一个PPP项目能否顺利实施,最重要的影响因素是项目所在地的经济基础及其所决定的上层建筑。  相似文献   

If I experience formative assessment whilst studying at university,will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE)     

Carolina Hamodi  Víctor Manuel López-Pastor  Ana Teresa López-Pastor 《欧洲师范教育杂志》2017,40(2):171-190

The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates’ subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their professional practice as schoolteachers. To address this issue, questionnaires were issued and focus groups were held with a sample of ITE graduates. The main results of the study are that: (1) formative and shared assessment (FSA) is not used a great deal during ITE, but is highly valued; (2) some graduates have implemented FSA in their practice as teachers, following their experience on their ITE course; and (3) significant variables are found regarding the implementation of FSA in schools (possible resistance from colleagues and/or pupils’ parents, etc.).  相似文献