教师教学自主权与教师领导力的关系：心理授权和教学自主性的中介作用

教师领导力是指教师在课堂内外带领同事提升专业技能,与其他教师和校长合作处理学校事务的一种专业特质。为探究教师教学自主权与教师领导力的关系,以及教师心理授权和教学自主性的中介作用,从而寻求提升教师领导力的路径,研究选取403名中小学教师进行问卷调查。结果发现：（1）教学自主权与教师领导力呈显著正相关,且前者对后者有显著直接效应;（2）教师心理授权和教学自主性分别在教学自主权与教师领导力间发挥部分中介作用;（3）教师心理授权和教学自主性在教学自主权对教师领导力间发挥部分链式中介作用,即教学自主权的提高会促进教师心理授权和教学自主性的提升,进而促进教师领导力的发展。     

Academic goals and learning strategies in secondary education Spanish students with social anxiety / Metas académicas y estrategias de aprendizaje en estudiantes españoles de Educación Secundaria Obligatoria con ansiedad social

The purpose of this study was to analyse the relationship between high social anxiety, academic goals and learning strategies in a sample of 2,022 (51.1% male) Spanish adolescents aged 12–16. The Social Phobia and Anxiety Inventory (SPAI), Achievement Goal Tendencies Questionnaire (AGTQ) and Learning and Studies Skills Strategies Inventory — High School Version (LASSI-HS) were used to assess the variables. The results showed no statistically significant differences in goal orientations between students with and without high social anxiety. However, students with high social anxiety used learning strategies significantly less. In addition, the logistic regression results indicated that high social anxiety acts as a significant predictor for setting social reinforcement goals and learning and study strategies.     

The effects of goal setting on rugby performance

Goal-setting effects on selected performance behaviors of 5 collegiate rugby players were assessed over an entire competitive season using self-generated targets and goal-attainment scaling. Results suggest that goal setting was effective for enhancing task-specific on-field behavior in rugby union.     

Kant's One World: Interpreting 'Transcendental Idealism'

The relationship between divine and created causality was widely discussed in medieval and early modern philosophy. Contemporary scholars of these discussions typically stake out three possible positions: occasionalism, concurrentism, and mere-conservationism. It is regularly claimed that virtually no medieval thinker adopted the final view which denies that God is an immediate active cause of creaturely actions. The main aim of this paper is to further understanding of the medieval causality debate, and particularly the mere-conservationist position, by analysing Peter John Olivi's neglected defence of it. The paper also includes discussion of Thomas Aquinas's arguments for concurrentism and an analysis of whether Olivi's objections refute his position.     

Descartes on the distinction between primary and secondary qualities

ABSTRACT

Descartes did not use the terms ‘primary’ and ‘secondary’ qualities, but a similar distinction emerges from his texts: certain qualities of objects (such as size and shape) are intrinsic properties of matter, whereas others (like colours and smells) are products of the interaction with a perceiver. A common interpretation states that the division between primary and secondary qualities is explained by the way in which we are acquainted with them: an idea of a primary quality is similar to its physical causes, and it is clearly and distinctly perceived by the intellect. An idea of a secondary quality is dissimilar to its physical causes and it is obscurely and confusedly perceived by the senses. This view receives the name of ‘bifurcation reading’ (Simmons, A. ‘Descartes on the Cognitive Structure of Sensory Experience’. Philosophy and Phenomenological Research, LXVII, no. 3 (November 2003)). While it integrates well some textual occurrences, it creates a problematic fragmentation within single acts of perception. This paper contends that this reading is incorrect. It presents several arguments for the claim that the distinction of qualities is due to the different ways in which our ideas of them misrepresent their physical causes. Then, Descartes’ dissimilarity thesis between physical objects and our ideas of them remains a structural feature of his theory of sensory perception and not a local phenomenon affecting only ideas of secondary qualities.     

Boys’ and girls’ involvement in science learning and their self‐efficacy in Taiwan

This cross‐sectional study investigated the significant differences in students’ self‐efficacy and their involvement in learning science. Nine hundred and twenty‐two elementary school fifth graders, 499 junior high school eighth graders, and 1455 senior or vocational high school eleventh graders completed the students’ questionnaire. Analyses of variance (ANOVAs) and independent t‐tests compared the significant similarities and differences across school levels and genders. The initial findings were as follows: A sharp decline in boys’ and girls’ self‐efficacy scores from elementary to secondary school levels; boys have significantly higher self‐efficacy scores than girls at vocational and senior high school levels; students with more involvement in science learning presented significantly higher self‐efficacy scores than those with less involvement. The significant discrepancies in terms of gender and age in students’ self‐efficacy and involvement in learning science need to be addressed. Implications and limitations are provided.     

Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study

To identify the challenges that students must meet to engage in effective self-directed inquiry, a class was followed for three years, from the fourth through the sixth grades, as they engaged in a sequence of progressively more demanding inquiry activities. Students made substantial progress in understanding the objectives of inquiry, identifying questions, attending to evidence, identifying patterns, making controlled comparisons, interpreting increasingly complex data, supporting claims, and drawing justified conclusions. Retaining awareness of inquiry objectives and integrating influences of multiple variables in predicting outcomes were two areas that remained challenging. A comparison group of seventh graders who had not been involved in the program displayed strikingly different approaches to an inquiry task, indicating that the skills identified here are not ones that develop in the absence of appropriate kinds of educational experiences.     

Some considerations on the capacity to be alone

This paper considers the lack of coherence of the psychoanalytic theories of the primary and secondary process. As a consequence, the interplay of primary and secondary process modes of thought cannot be conceptualised properly. Firstly, we summarize the results of an elsewhere-made metapsychological re-examination of both principles of mental functioning, and argue that Rapaport's distinction between a drive and a conceptual organization of memory, elaborated on by Siegfried Zepf is an extremely useful means of understanding primary and secondary process activity. As a central thesis, we state that primary process operates by affects, whilst secondary process utilizes concepts. The second part of the paper makes an attempt to show the dialectical relationship of affective and conceptual thought in the functioning of the living psyche. Temporarily dominating mental functioning, primary and secondary process thinking each utilize the other as a means, but never work purely within the psychic apparatus. It is shown that it is the specific interplay of primary and secondary process activity, which produces new adaptive substitutive formations. Some basic assumptions about the concepts of regression and progression are made to elucidate the shift from secondary to primary process dominance and vice versa.