《领导班子政绩考核评价系统》的设计     

韩立军 《临沂师范学院学报》2005,27(3):119-123

《领导班子政绩考核评价系统》是对地方领导班子集体政绩考核测评的一套理论体系.考核评价系统主要包括对各类考核指标的数据信息进行全面收集、处理、统计、分析、反馈和检查考核.对促进地区全面、协调可持续发展发挥着重要的指导作用,促进了对党政领导干部评价工作向着制度化、规范化发展.  相似文献   

Learning environment, attitudes and conceptual development associated with innovative strategies in middle-school mathematics   总被引：1，自引：2，他引：1  

Philip I. Ogbuehi  Barry J. Fraser 《Learning Environments Research》2007,10(2):101-114

This study of middle-school students in California focused on the effectiveness of using innovative teaching strategies for enhancing the classroom environment, students’ attitudes and conceptual development. A sample of 661 students from 22 classrooms in four inner city schools completed modified forms of the Constructivist Learning Environment Survey (CLES), What Is Happening In this Class? (WIHIC) questionnaire and Test of Mathematics Related Attitudes (TOMRA). Data analyses supported the factor structure, internal consistency reliability, discriminant validity and the ability to distinguish between different classes for these questionnaires when used with middle-school mathematics students in California. The effectiveness of the innovative instructional strategy was evaluated in terms of classroom environment and attitudes to mathematics for the whole sample, as well as for mathematics achievement for a subgroup of 101 students. A comparison of an experimental group which experienced the innovative strategy with a control group supported the efficacy of the innovative teaching methods in terms of learning environment, attitudes and mathematics concept development. Also associations were found between perceptions of classroom learning environment and students’ attitudes to mathematics and conceptual development.  相似文献   

Does Mathematics Remediation Work?: A Comparative Analysis of Academic Attainment among Community College Students   总被引：2，自引：2，他引：2  

Peter Riley Bahr 《Research in higher education》2008,49(5):420-450

Postsecondary remediation is a controversial topic. On one hand, it fills an important and sizeable niche in higher education. On the other hand, critics argue that it wastes tax dollars, diminishes academic standards, and demoralizes faculty. Yet, despite the ongoing debate, few comprehensive, large-scale, multi-institutional evaluations of remedial programs have been published in recent memory. The study presented here constitutes a step forward in rectifying this deficit in the literature, with particular attention to testing the efficacy of remedial math programs. In this study, I use hierarchical multinomial logistic regression to analyze data that address a population of 85,894 freshmen, enrolled in 107 community colleges, for the purpose of comparing the long-term academic outcomes of students who remediate successfully (achieve college-level math skill) with those of students who achieve college-level math skill without remedial assistance. I find that these two groups of students experience comparable outcomes, which indicates that remedial math programs are highly effective at resolving skill deficiencies.

Peter Riley BahrEmail:

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Trait procrastination,self-efficacy and achievement goals: the mediation role of boredom coping strategies     

Mingming Zhou  Chester Chun Seng Kam 《教育心理学》2017,37(7):854-872

Limited research has examined the mediational role of coping strategy in students’ motivation and procrastination. In this study, we examined the relationships among self-efficacy, achievement goals, boredom coping strategies and procrastination with 506 Chinese college students. Data were collected via questionnaires. Structural equation modelling results showed that both self-efficacy and approach goals significantly predicted approach-oriented coping strategies, and avoidance goals significantly predicted avoidance-oriented coping strategies. Among the different types of boredom coping strategies, only behavioural avoidance coping strategy significantly predicted procrastination. Hence, the mediating link was only found between avoidance goals, behavioural avoidance coping strategy and procrastination. Implications of the mediating role of behavioural avoidance coping strategy in the goal-procrastination relationship were further discussed.  相似文献   

Feelings on feedback: Children’s emotional responses during mathematics problem solving     

《Contemporary educational psychology》2023

Theories of learning emphasize the importance of both the cognitive and affective state of the learner. The current study focused on children’s affective reactions to corrective feedback during mathematics problem solving. Eighty-seven elementary school children (M age = 7.6 years, 41% female, 68% White) solved mathematical equivalence problems during an online video call and received trial-by-trial feedback on their answers. Trained researchers used children’s facial expressions, tone of voice, and verbal statements to quantify their positive and negative affect on each trial. Overall, children tended to express more positive affect than negative affect. However, negative affect was more prominent when the child was incorrect and received negative feedback, and higher negative affect was associated with lower accuracy and lower persistence on the task. These results provide novel empirical evidence for the role of emotions during children’s STEM learning in a non-evaluative context.  相似文献   

Achievement goals and academic achievement: A closer look at moderating factors     

《Educational Research Review》2013

Two recently published meta-analyses (Huang, 2012, Hulleman et al., 2010) have focused on the association between achievement goals and achievement outcomes. These meta-analyses differed to some extent, e.g., regarding the identified moderators. The present meta-analysis serves to clarify those heterogeneous findings by considering more studies through 2011 and by considering more moderators. Our literature search identified 180 publications (N = 81 947). Analyses (using random effects models) revealed small but significant associations between achievement goals and achievement outcomes (r = −.12 to r = .13; all ps < .01; global performance goals: r = .01, p > .05). The results of the present moderator analyses differed from those of the previous meta-analyses. For example, in contrast to Huang (2012), we were able to find several moderators of the association between performance-approach goals and academic achievement. The results have several important implications, especially regarding the assessment of achievement goals.  相似文献   

教育游戏中玩家成就目标对学业情绪的影响研究     

张月香  李建生  李艺 《远程教育杂志》2013,31(3):105-112

在教育游戏环境中,探讨不同玩家的成就目标对学业情绪的影响将有助于教育游戏的情感化设计。请36位玩家对6款电子游戏的教育性进行评价,将他们的评测分数与量表相对照,最终选择"平衡球"、"极速拯救"和"逻辑之门"作为本研究的实验环境。随机测量300名在校大学生的成就目标定向,并从中选择40名被试参与后续实验,测量教育游戏过程中他们的学业情绪。研究结果显示,在三款不同类型的教育游戏中,成就目标与学业情绪均存在不同程度的相关关系:掌握趋近目标与积极高唤醒度情绪存在明显的正相关,与消极情绪成明显的负相关;掌握回避目标与积极低唤醒度情绪存在负相关,与消极高唤醒度情绪成明显的正相关;成绩趋近目标与积极高唤醒度情绪存在明显的正相关关系,与消极情绪成明显的负相关关系;成绩回避目标与消极高唤醒度情绪成明显的正相关关系,与积极高唤醒度情绪成明显的负相关关系。  相似文献   

普通高中学业水平考试学业质量评价功能开发的理性思考     

赵彤璐  铆君  范艳红 《考试研究》2013,(3):34-39

普通高中学业水平考试是高中阶段教育教学质量评价体系的重要组成部分,科学开发其学业质量评价功能,是有效服务于高中教育教学的前提。本文讨论了开发普通高中学业水平考试学业质量评价功能的缘由、应秉持的理念、应遵循的原则以及利用其开展学业质量评价的主要环节,并针对该考试及其评价功能开发存在的主要问题提出了建议。  相似文献   

Mental toughness profiles and their relations with achievement goals and sport motivation in adolescent Australian footballers     

Daniel F. Gucciardi 《Journal of sports sciences》2013,31(6):615-625

Abstract

The aims of this study were to identify the mental toughness profiles of adolescent Australian footballers and to explore the relations between the mental toughness clusters and achievement goals and sport motivation. A total of 214 non-elite, male Australian footballers aged 16–18 years (mean = 16.8, s = 0.7) provided self-reports of mental toughness, achievement goals, and sport motivation. Cluster analysis supported the presence of two-groups in which players evidenced moderate and high levels of all four mental toughness subscales. Significant multivariate effects were observed for achievement goals and sport motivation with the high mental toughness group favouring both mastery- and performance-approach goals and self-determined as well as extrinsic motivational tendencies. The results suggest that adolescent Australian footballers' self-perceptions of mental toughness fall within two clusters involving high and moderate forms of all four components, and that these profiles show varying relations with achievement goals (particularly mastery-approach) and sport motivation.  相似文献   

Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance     

Hendrien Duijnhouwer  Frans J. Prins Karel M. Stokking 《Learning and Instruction》2012,22(3):171-184

This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students’ writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the control feedback condition (n = 41) received feedback without improvement strategies. Within each feedback condition, half of the students received a reflection assignment on feedback use and the revision (experimental reflection condition), while the other half received a reflection assignment on feedback perception (control reflection condition). Results indicated that in the experimental feedback condition writing performance gained from the control reflection assignment, while in the control feedback condition it gained from the experimental reflection assignment. Improvement strategies negatively predicted self-efficacy beliefs, especially when initial self-efficacy beliefs were low, and positively predicted planning/revising. Reflections on feedback use and the revision positively predicted mastery goal when mastery goal initially was low or moderate.  相似文献