The effects of situational goal orientation and cultural learning values on team performance and adaptation to change

In this paper, we examine the unique effects of situational goal orientation and cultural learning values on team adaptation to change and the moderating role of cultural learning values in the relationship between goal orientation and team performance and adaptation. To do this, we conducted an experiment using a 2 × 2 × 2 repeated-measures factorial design, consisting of high and low levels of learning values, situational goal orientation (i.e., learning goals and performance goals). The experimental task involved two phases: we looked at team performance in Phase 1 and team adaptation to change in Phase 2. Forty 3-person teams were randomly assigned to four experimental conditions and all teams engaged in a complex bridge-planning task. Performance was measured in terms of the quality of the planned bridge. Results showed independent effects of situational goal orientation and cultural learning values on team performance and adaptation to change. Cultural learning values also moderated the relationship between goal orientation and performance and adaptation to change. Finally, the combination of learning goals and high learning values resulted in the highest levels of initial team performance (Phase 1) and adaptation to change and improved performance (Phase 2), as compared to all other examined conditions.     

Queer Muslim love: a time for ijtihad

ABSTRACT

Across the globe, Muslim communities have developed, and are continuing to develop, a theology of compassion, non-judgmental attitudes, and support toward queer Muslims. This discourse uses ijtihadic analysis to support acceptance of queer Muslim love, because religion is a strong and deep social construct that acts as a moral compass where Muslim queers learn to feel “unacceptable”, “bad”, and “worthless” and under the mercy of the horrified gaze of mainstream, heteropatriarchy, which uses religious arguments to contest the rights enshrined in the South African constitution. It provides a case study as a pedagogical reflection to share intentions, process, and outcomes of sexual diversity workshops to support queer Muslim love to broadly raise critical consciousness about alternative sexual orientations and identities.     

Responses to visual,tactile and visual–tactile forward collision warnings while gaze on and off the road

The objective of the current driving simulator study (N = 20) was to assess brake reaction time (BRT) and subjective experiences of visual (V), tactile (T), and visual–tactile (VT) collision warnings when the drivers’ visual orientation was manipulated between four locations (i.e., road and three different mirror locations). V warning was a blinking light in a windscreen, T warning was implemented by a vibrating accelerator pedal, and VT warning was their synchronous combination. The results showed that all the warning stimuli were detected in 100% accuracy in all visual orientations, but T and VT warnings produced significantly faster BRTs when compared to V warning. It was found that BRT to V warning was the slowest while observing the furthermost side mirror. However, BRTs following T and VT warnings remained unaffected by the visual orientations. Both the objective BRT measurements and subjective evaluations indicated a superiority of T and VT warnings against a sole V warning, not only in general terms, but also separately for different visual orientations.     

Is reflective practice an essential component of becoming a professional teacher?

This paper explores the concept of reflective practice and its role in the professionalisation of student teachers. There is an examination of the requirements to become a qualified teacher and how these requirements have determined practice. After looking at the recent evolution of state requirements for initial teacher education, in England, it investigates the place of reflective practice within that process and to what extent reflective practice is still needed to become a teacher. It presents the different interpretations of reflective practice and the role of professionalism in the journey to qualified teaching status (QTS).     

Contesting orientations,self-determined motivation,and sportspersonship: Further validation of the contesting orientations scale

ObjectivesTo examine the factorial validity of the Contesting Orientations Scale (COS) in a large sample of intercollegiate student-athletes, as well as to extend evidence of the COS’ concurrent validity by examining its relationship to autonomous and controlled motivations in sport. The ability of contesting orientations to predict sportspersonship over and above autonomous and controlled motivations was also examined.DesignCross-sectional and correlational.MethodsFive hundred and forty-four intercollegiate US athletes (57.2% male) from individual and team sports completed measures of contesting orientations, autonomous and controlled motivations, and sportspersonship.ResultsConfirmatory factor analysis (CFA) supported the factorial validity of the COS, while correlational results supported its concurrent construct validity, with autonomous motivation associated with higher levels of partnership orientation and controlled motivation associated with higher levels of war orientation. In addition, sequential regression analyses supported the predictive utility of contesting orientations, with partnership orientation emerging as a significant positive predictor of four – and war orientation a negative predictor of three – dimensions of sportspersonship. Mediation analyses suggested that contesting orientations may partially mediate the relationship between autonomous and controlled motivations for some dimensions of sportspersonship.ConclusionsThe COS is a valid and reliable measure of contesting orientations. Partnership and war contesting orientations, moreover, add significantly to the prediction of sportspersonship over and above autonomous and controlled motivations. In practice, if the goal is to promote good sportspersonship, coaches and other adults involved in competitive sport should emphasize a partnership contesting orientation in addition to more autonomous forms of motivation.     

Gaining insight into a novice teacher’s initial journey through reflective practice

This small-scale case study conducted in Trabzon, Turkey, aimed at uncovering the attitude of a tertiary-level novice teacher towards reflective practice in English as a foreign-language setting. The data were derived from the pre- and post-study interviews with the novice teacher, her reflective papers on her audio-recorded lessons, her classroom observation notes about the experienced teacher and the informal researcher observations. The researchers’ role was to design the process, familiarise the teacher with the focus of reflection, conduct the interviews, analyse and interpret the reflective papers of the teacher. The results show that reflective practice may be challenging in terms of emotions for a novice teacher as it may be hard to confront an outsider’s view. The results point to beneficial impact of the self-initiated reflection on the way to teachers’ continuous professional development.     

An examination of the validity and reliability of a measure of sexual orientation identity exploration,resolution, and affirmation

The processes of identity exploration and resolution are salient during adolescence and young adulthood, and awareness of sexual orientation identity (SOI), in particular, is heightened in early adolescence. Much of the research on SOI development has focused on identity milestones (e.g., age of awareness and disclosure) or internalized homonegativity, rather than the developmental processes of exploration and resolution. Psychometric properties of the Sexual Orientation Identity Development Scale, which was adapted from a developmentally-informed measure of ethnic-racial identity, were evaluated in a sample of 382 Latina/o sexual minority adolescents and young adults. Results supported the reliability and validity of the adapted measure, as well as measurement equivalence across language (Spanish and English) and development (adolescence and young adulthood).     

价值取向对自我他人决策时公平规范执行的影响

社会价值取向反映了人们对自己和他人分配结果的一种稳定偏好,影响着个体对提议公平性的认知及规范执行。同时,自我-他人决策差异也是影响规范执行的重要因素,但目前尚不清楚价值取向和社会距离如何影响公平规范执行。本研究选取了20名合作者和20名个人主义者,使用单次匿名最后通牒博弈任务,考察了资产分配情景中价值取向对自我-他人决策时公平规范执行的影响。结果表明：（1）相比自我决策条件,合作者在替他人决策时更多的接受不公平提议,而公平提议的接受率不受社会距离的调节;个人主义者的提议接受率则不受社会距离和提议类型的交互影响;（2）合作者替他人决策时的接受阈限显著高于自我决策,而个人主义者在自我决策和替他人决策时的接受阈限无显著差异。这些结果表明价值取向能够调节自我-他人决策时,人们对不公平提议的规范执行。     

The “Gongfu Finger” and Learning in the Analects

After having discussed three main features of Ni Peimin’s understanding of the gongfu orientation in reading the Analects, this essay examines the first of the key terms in the whole of the book, i.e., xue/”learning” (學) and critically elaborates how our understanding of Confucius could be deepened and enriched under the guidance of this new orientation which Ni calls the “gongfu finger.”     

认知特征、场独立性与飞行空间定向关系的研究

通过认知分化测验（ＣＬＢ）、团体镶嵌图形测验（ＧＥＦＴ）以及飞行定向水平的模糊评价技术,旨在检验认知特征、场独立性和飞行空间定向水平之间的关系。研究结果表明;（１）高水平的视觉空间认知能力及较强的场独立性特征不仅有助于获得一个良好的飞行定向水平,而且还构成了预测定向水平差异的有效指标;（２）场独立性特征与空间认知特征之间存在着一个很高的相关。具有较强场独立性特征的飞行员往往也具有较为典型的空间认知特征;（３）错觉水平较低的飞行员与中、重度错觉水平组飞行员在空间认知、认知分化和场独立性上的得分分别构成了显著的差异,表明轻度组飞行员在空间定向中表现出了良好的视觉空间信息组织、加工和某些元认知技能方面的优势。研究结果进一步证明了视觉空间认知加工和场独立性水平与飞行空间定向之间的紧密关系。