The 2 × 2 model of perfectionism: Commenting the critical comments and suggestions of

The 2 × 2 model of perfectionism has recently been analyzed in a critical commentary from Stoeber (2012). The purpose of this article was to have another look at some of the key assumptions of the 2 × 2 model – with a particular focus on the ones that were critically reviewed by Stoeber (2012). In this article, I have tried to clarify our theoretical position to facilitate further theorizing and empirical examination of the 2 × 2 model. The article starts with an overview of the 2 × 2 model of perfectionism. Then, it reiterates the conceptual meanings attached to subtypes of perfectionism while emphasizing that the word “subtype” is a diminutive for within-person combinations of perfectionism. The article proceeds to outline the importance of adopting neutral labels to define subtypes of perfectionism in order to differentiate them from their expected outcomes. The 2 × 2 model is subsequently described as an open-ended theoretical system in which the four hypotheses are needed to offer a compelling framework to test moderating effects. The article also proposes alternative methods, with a particular focus on equivalence testing in order to empirically determine whether some subtypes of perfectionism are associated with equivalent outcomes.     

Achievement emotions in elementary,middle, and high school: How do students feel about specific contexts in terms of settings and subject‐domains?

The present work investigates students' representation of achievement emotions, focusing in context‐specific situations in terms of settings and subject‐domains, as a function of grade level. We involved 527 fourth‐, seventh‐, and eleventh‐graders, who evaluated ten discrete emotions through questionnaires, with reference to verbal language and mathematics, and different settings (class, homework, tests). Confirmatory multitrait‐multimethod analyses indicated higher salience of subject‐domains rather than settings for all the emotions; however, complexity of reality was best explained when also settings were accounted for. Analyses of variance revealed higher intensity of positive emotions for younger students, and the opposite pattern for older students; significant differences for most of the emotions based on the evaluative nature of settings, moderated by class levels; more intense positive emotions for mathematics and more intense negative emotions for Italian. Results are discussed considering their theoretical and applied relevance, corroborating previous literature on domain‐specificity.     

道德哲学建基在错误之上吗？

责任或义务是伦理学中最基本的概念。它是客观的、绝对自明的,因而是不可定义的、无需推理的。人们既不能从别的非伦理的事实或非伦理的属性中推出义务,也不能把它归约为任何其它伦理属性。以往的各种伦理理论的错误在于用一些其它伦理属性来规定责任,从而使其丧失了绝对客观的和自明的意义,其结果是使伦理学长期陷入困境之中。     

Learning Disabilities, Gender, Sources of Efficacy, Self-Efficacy Beliefs, and Academic Achievement in High School Students

This study examined the impact of gender, learning disability (LD) status, and sources of efficacy on self-efficacy beliefs and academic achievement in the concept of Bandura's self-efficacy theory. Two hundred and seventy-eight high school students participated in the study. Structural equation modeling was used. The results revealed that LD status had indirect influence on self-efficacy via the source variable; gender did not have direct or indirect influences on self-efficacy; sources of efficacy had direct impact on self-efficacy, which in turn affected academic performance. The structural model fit the data well and explained 55% of the variance in academic achievement.     

Neurocognitive outcomes following pediatric brain injury: A developmental approach

Developmental neuropsychologists postulate that “immaturity” of the cerebral cortex should no longer be perceived as a protective factor. They argue that injury to the young brain may affect new learning by disrupting the skills in the midst of being acquired and skills that are yet to be developed. Cognitive deficits or weaknesses that are not detectable in the acute phase following a traumatic brain injury (TBI) may emerge over development as more complex skills are needed, thereby creating a developmental lag between children who sustained a pediatric TBI and typical age peers. This literature review was conducted to evaluate the developmental perspective on neurocognitive recovery/development following a TBI. Overall, the described findings support a developmental view and suggest that predictions of prognosis should be based on the child's remaining ability to learn.     

Endorsement of achievement goals across secondary school years: Applying a state-trait framework

This study examined stability and change in endorsement of achievement goals across secondary school years. A longitudinal, complementary, integrative approach was utilized with a sample of 6908 Korean eighth graders followed over three years at one-year intervals. The autoregressive models demonstrated differential stability, whereas latent growth curve models showed mean-level changes. Applying a state-trait framework, achievement goals evidenced both trait and state components; endorsement of achievement goals is stable, but may also exhibit change over time. Although all achievement goal types were more state-like than trait-like, avoidance goals (mastery-avoidance and performance-avoidance goals) were more malleable than approach goals (mastery-approach and performance-approach goals); no differences were found between approach or avoidance goals.     

话务员成就目标与工作倦怠关系的研究

目的:探讨话务员成就目标与工作倦怠的关系。方法:采用修订的成就目标量表、工作倦怠量表调查270名移动一线话务员。结果:1.掌握目标取向与负性的情绪耗竭以及玩世不恭存在显著负相关,而与成就动机存在显著正相关;2.表现趋向以及表现回避与情绪耗竭、玩世不恭存在显著正相关,与成就动机存相关系数不显著;3.掌握目标取向负向预测情绪耗竭以及玩世不恭,而正向预测成就动机,而表现回避正向预测情绪耗竭和玩世不恭。结论:掌握目标取向的个体感受的倦怠程度越低,而表现回避和表现趋向的得分越高的个体感受职业倦怠程度越高。     

Achievement motivation among urban adolescents: Work hope, autonomy support, and achievement-related beliefs

Drawing upon expectancy value, hope, and self-determination theories, this study explores the contributions of work-based beliefs and autonomy support as predictors of adaptive achievement-related beliefs. Two hundred and one urban high school students who were enrolled in a work-based learning program completed measures of work hope, autonomy support, and achievement beliefs. Results from the full canonical correlation model revealed that work hope, career planning, and autonomy support shared 37.5% of the variance with achievement-related beliefs. Moreover, work hope and teacher autonomy support further contributed unique variance in explaining these beliefs. The findings contribute to the theoretical knowledge base concerning the value of work-based learning in fostering academic motivation among adolescents.     

Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson

Stereotype threat—a situational context in which individuals are concerned about confirming a negative stereotype—is often shown to impact test performance, with one hypothesized mechanism being that cognitive resources are temporarily co‐opted by intrusive thoughts and worries, leading individuals to underperform despite high content knowledge and ability (see Schmader & Beilock, 2012 ). We test here whether stereotype threat may also impact initial student learning and knowledge formation when experienced prior to instruction. Predominantly African American fifth‐grade students provided either their race or the date before a videotaped, conceptually demanding mathematics lesson. Students who gave their race retained less learning over time, enjoyed the lesson less, reported a diminished desire to learn more, and were less likely to choose to engage in an optional math activity. The detrimental impact was greatest among students with high baseline cognitive resources. While stereotype threat has been well documented to harm test performance, the finding that effects extend to initial learning suggests that stereotype threat's contribution to achievement gaps may be greatly underestimated.     

探索语言水平测验的认知诊断改造和深度分析： 以广州市英语学业考试为例

本研究探索在通用认知诊断模型和相关检验方法的基础上对现有语言水平测验进行诊断改造和分析,分三步进行探索：1）探索对语言水平测试不同的属性和Q矩阵构建途径;2）探索对语言水平测试基于通用模型的建模和效度验证;3）探索对语言水平测试建模后续的深入分析。研究发现：属性分布和总分分布划分的学生水平一致性较高;学生对属性掌握存在性别差异且属性间的难易层级不同;属性模式分布进一步验证了语言属性间关联程度较高以及通用认知诊断模型和相关检验方法对语言测验的适用性。三步式的建模分析可作为对语言水平测验进行认知诊断改造的参考。