Perceptions Of Mastery Research Articles

Exploring English self-concept and investment of successful EFL learners from a Chinese secondary school

Academic self-concept, a central psychological construct that powerfully explains learners’ varied motivations and learning behaviors, needs to be further explored to deepen our understanding of language learner psychology. Drawing on self-reported learning histories, this study investigates the English self-concept of successful English as a foreign language (EFL) learners and their mediated learning behaviors from the theoretical lens of personal investment theory (Maehr & Braskamp, 1986). Data were collected from 12 students at a key secondary school in Shanghai using retrospective narratives and semi-structured interviews. The analysis revealed three categories of cognitive and affective characteristics in the learners’ English self-concept and the corresponding investment features with subtle differences identified. Participants espoused average to high competency beliefs and moderate to strong positive affect toward English learning, nurtured by positive self-beliefs such as interest and self-efficacy formed through early English learning experience. Their sustainable, targeted, and resilient investment in English learning was also underpinned by the perception of mastery and performance goals appropriately afforded by teachers, parents, peers, or the school. Practical implications for parents and educators are discussed in terms of what they can do to help learners build positive self-perceptions as EFL learners.

협력교수를 적용한 체육수업이 중학생들의 수업 분위기 및 학업 무기력에 미치는 영향

Objectives The purpose of this study is to examine the causal relationship between physical education classes with co-teaching applied and psychological factors, and to analyze and verify the effects which these physical education classes have on the classroom atmosphere and academic helplessness of middle school students.
 Methods For this purpose, a total of 3 surveys were conducted by distributing 112 questionnaires per session to first year middle school students in Metropolitan City I. The questionnaire was produced and used as a survey tool, consisting of two sub-factors; The atmosphere of physical education class and academic helplessness. Each of these two factors constitutes another sub-elements as follows; The atmosphere of physical education class has performance atmosphere perception, mastery atmosphere perception, and care atmosphere perception, and academic helplessness includes the lack of control belief, the lack of motivation to learn, the lack of positive emotions, and the lack of active performance as their sub components respectively. The survey results were analyzed using independent samples t-test, repeated measures ANOVA, correlation analysis, and multiple linear regression analysis.
 Results The results revealed by this study are as follows; First, the group that conducted physical education classes with co-teaching showed higher perception of the caring atmosphere. Second, the group with co-teaching showed a lower level in the lack of control beliefs, motivation for learning, and lack of active performance. Third, the effect of the atmosphere of physical education was found to have a significant effect on academic helplessness. The performance atmosphere was found to have a significant positive effect on academic helplessness, while the perception of mastery and care had a significant negative effect on academic helplessness.
 Conclusions Based on the above results, the following conclusions were drawn in this study. First, the implementation of a semester system by co-teaching in physical education classes is effective in increasing the perception of the care atmosphere. Second, the implementation of a semester system by co-teaching in physical education classes is effective in decreasing the perception of the lack of control beliefs, motivation for learning, and lack of active performance. Third, the academic helplessness can be alleviated by creating an atmosphere for physical education classes through co-teaching. Therefore, applying co-teaching in physical education classes can be a way to create a positive classroom atmosphere and relieve academic helplessness.

School Goal Structures and Violence Against Educators Before and During COVID-19

ABSTRACT We examined relations of U.S. teachers’ perceptions of mastery and performance goal structures to violence perpetrated against them before and during COVID-19. We hypothesized that perceptions of an instructional emphasis on mastery (i.e. mastery goal structure) would be related to lower levels of victimization, whereas perceptions of an emphasis on performance (i.e. performance goal structure) would be related to greater victimization. Using a sample of 9,363 teachers, we conducted negative binomial regression analyses, controlling for teacher and school characteristics. Perceptions of a performance goal structure were related to higher levels of teacher-directed violence, whereas perceptions of a mastery goal structure were related to lower levels of violence. Results underscore the benefits of school mastery versus performance goal structures for bolstering student motivation and teacher safety.

A comparison of medical and pharmacy student perspectives of a clinical interprofessional home-visit versus a virtual interprofessional workshop.

Background: No Place Like Home is a clinical interprofessional education (IPE) activity whereby pharmacy and medical students conduct home visits under the guidance and supervision of a clinical preceptor to homebound patients. Purpose: We examined pharmacy and medical student perceptions of mastery of interprofessional competencies during an in-person clinical home visit pre-COVID-19 pandemic versus a virtual IPE learning activity consisting of didactic and case discussions in response to the global COVID-19 pandemic. Methods: We administered the same modified Interprofessional Collaborative Competency Attainment Survey (ICCAS) instrument, which uses a five-point Likert scale, to both the in-person and the virtual IPE students following their learning activity. Results: We received a total of 459 completed survey responses with an overall response rate of 84%. For both groups of students, the in-person format was preferred, however, to our surprise, the results indicated that students in the virtual group reported greater perceived gain in interprofessional skills than students in the in-person group. In addition, pharmacy students perceived greater gain from the interprofessional activity and offered more thoughtful reflections about their experience. Conclusions: Even though both groups of students preferred the in-person visit, the IPE objectives were equally (for medical students) or better (for pharmacy students) absorbed in the virtual environment than the in-person clinical home visit.

An Interregional Survey on Critical Care Nurses’ Perceptions of Psychological and Social Factors Related to their Working Environment

Background: Critical Care Nurses (CCNs) provide care to acutely and critically ill patients and their families. Psychological and social factors at work are potential contributors to the health and wellbeing of employees such as critical care nurses working in intensive care units. Studies shows that poor working environments may lead to stress and impaired health for the CCNs, and that work factors may affect both level of competence and patient safety. Aim: The aim of this study was to investigate critical care nurses' perceptions of psychological and social factors at work. Method: A survey to investigate Critical Care Nurses' (CCNs') perceptions of psychological and social factors at work. All the CCNs (n = 240) working in 15 ICUs in four Norwegian hospitals were invited to answer the General Nordic Questionnaire for Psychological and Social Factors at Work (QPSNordic). Data was collected during three weeks in Spring 2016 and analysed with descriptive statistics, and parametric and non-parametric tests. Results: In total 103 CCN completed the questionnaire (43%). The participants responded that they sometimes or rather often faced high job demands (3,09). They very often met positive challenges at work (4,41), though they rather seldom controlled decisions about their work (2,44) or control of work pace (2,32). They rather often had a perception of mastery of work (4,12). Conclusion: The result of this study suggests that participants experienced high expectations regarding quantitative- and decision demands, but less control at work. They rather seldom or sometimes got information about the quality of the work they performed. Nevertheless, they found their work challenging in a positive way and experienced a strong sense of mastery.

The 'perfect' lens: Perfectionism and early adolescents' math self-efficacy development.

Self-efficacy, or the beliefs learners hold about what they can do, develops largely from how learners perceive and interpret four main sources of information: mastery experiences, vicarious experiences, social persuasions and physiological and affective states. Although the relationship between these sources and self-efficacy is well-established, less is known about the factors that may influence how early adolescent learners perceive and interpret information from these sources. The purpose of this study was to investigate how the predisposition of perfectionism might predict how learners perceive efficacy-relevant information in the domain of math. Using a correlational design, this study considered whether perfectionism was associated with how middle school students (N= 1683) perceive information from the four hypothesized sources of self-efficacy. Participants completed a paper-based survey at two time points. Perfectionism was measured at Time 1. Self-efficacy and its sources were measured at Time 2. Structural equation modelling techniques were used to examine the relationship between factors. Students who held themselves to high standards (i.e., greater self-oriented perfectionism) reported higher levels of mastery experiences, vicarious experiences, social messages and self-efficacy. Conversely, students who felt external pressure to be perfect (i.e., socially prescribed perfectionism) reported lower levels of mastery experiences, vicarious experiences and self-efficacy, as well as higher levels of negative physiological and affective states. The relationship between perfectionism and self-efficacy was partially mediated by students' perceptions of mastery. This study extends the current literature on the sources of math self-efficacy in early adolescence by showing how a predisposition like perfectionism is associated with how adolescent learners perceive and interpret efficacy-relevant information.

Burnout Among Healthcare Professionals in Bosnia and Herzegovina

Burnout, a state of stress-induced emotional, physical, and mental exhaustion, continues to be a topic of interest across a broad array of sciences. It is because burnout not only causes psychosomatic problems, but also has an effect on job performance, which is vital in high-stake professions. Therefore, exploring the level of healthcare professionals’ burnout, and understanding which work-place factors are correlated with it, is of outmost importance. For this purpose, the present correlational study explored this issue in a convenience sample of 209 MDs and nurses from primary healthcare institutions in Bosnia and Herzegovina, including, for the first time, a comprehensive number of psychosocial factors at work. Interestingly, the majority of healthcare professionals scored low on burnout measures of MBI. Nevertheless, one fifth of participants had potential early warning signs of burnout. Compared to their colleagues in other European countries, Bosnian-Herzegovinian doctors experience lower yet comparable levels of emotional exhaustion, lower depersonalization, and higher sense of personal achievement. Furthermore, nurses show an even more beneficial trend on all three burnout dimensions. In addition, the study established some significant positive predictors of burnout dimensions pertaining to the work environment. More precisely, quantitative workload and decision-making demands were found to be positive predictors of emotional exhaustion, while the strongest predictors of depersonalization were work-place support (from colleagues and superiors) and self-esteem. Significant predictors of personal accomplishment were perception of mastery and work centrality. This suggests that burnout among healthcare professionals arises both from the immediate workplace factors and individual ones, therefore implicating institutions in its prevention and reduction.

Perception analysis of students' level of understanding in statistics course

Statistical courses are mandatory for students to take to assist in solving research problems. The purpose of this study was to determine student perceptions of the level of understanding of all statistical material indicators after attending statistics lectures and to prove that the average student perception was not in the low category. The research method used is quantitative research. The sample used was 31 samples from students of Early Childhood Education Teacher Education, Universitas Negeri Medan in 2021. The data collection technique used a questionnaire technique. Data were analyzed using descriptive statistics and one sample t-test. The results showed that Student perceptions of mastery of statistical lecture indicators fall into two categories, namely the high category of 61% and the medium category of 39%. The perception of the sample's ability to master the lecture indicators is divided into four categories, namely the very high category of 19%, the high category of 42%, the medium category of 32%, and the low category of 7%. The mean score of perceived mastery of statistical indicators is greater than 31.5, which means that students' perceptions of ability are not in the Low category.

Persepsi Guru Pamong Terhadap Penguasaan Materi Pembelajaran Mahasiswa Praktek Lapangan Kependidikan (PLK) (Studi Terhadap Mahasiswa Sejarah FIS UNP Periode Semester Genap Tahun Ajaran 2020-2021)

This research is motivated by the lack of ability to master the learning materials of history students in carrying out PLK class 2017. This study aims to describe how the civil servant teacher's perception of mastery of learning materials for students in the educational field practice (PLK) Department of History, FIS UNP, in the even semester of the 2020-2021 academic year. This type of research is descriptive quantitative with data collection techniques using a questionnaire consisting of 6 indicators and 23 items. The subject of this research is a civil servant teacher from PLK students majoring in history at a high school in the city of Padang, totaling 13 people. The data analysis used was TCR analysis technique. Based on the results of the study, it turned out that most of the civil servant teachers' perceptions of the mastery of PLK student history learning materials were positive with a TCR of 64%. The civil servant teacher's perception of mastery of the material is not good related to teaching material, giving examples of historical material concepts. Explaining the structure of changes in historical material, less skilled when teaching in the classroom and less learning from various sources.

Life satisfaction of Paralympians: The role of needs satisfaction and passion

The current study examined the possible role of basic psychological needs and passion in Paralympians’ life satisfaction. A mediational model was tested where autonomy, competence and relatedness were hypothesized to be linked to athlete life satisfaction via harmonious and obsessive passion. The sample comprised 91 Portuguese Paralympians aged between 18 and 59 years ( M = 31.01; SD = 3.78). Athletes completed self-reports of needs satisfaction in their sport, passion towards their sport, and general life satisfaction. Perceptions of competence and relatedness were associated with harmonious passion (β = .37, p > .01; β = .21, p > .05, respectively), while perceptions of autonomy were associated with obsessive passion (β = .39, p > .05). Additionally, harmonious passion, but not obsessive passion, was associated with life satisfaction (β = .40, p > .01), and only the indirect effect from competence to life satisfaction, via harmonious passion, was significant. These results suggest that feeling autonomous may not necessarily translate into more harmonious passionate engagement but is associated with higher levels of obsessive passion. In contrast, competence and relatedness appear to play an important role in the life of athletes who experience a more harmonious passion towards their sport practice. Perceptions of mastery and competence, as well as sport-related social connections could be important to consider improving the lives of athletes with Paralympic experience.

Aligning Calculus with Life Sciences Disciplines: The Argument for Integrating Statistical Reasoning

Governmental and educational organizations have pointed out that students coming into the biological sciences require stronger skills in statistics and data modeling that are not usually addressed in typical engineering-based calculus courses. Our work here documents how faculty in biology and mathematics addressed this issue at a large urban university in the southwestern USA. The Calculus for Life Sciences course was redesigned to integrate data analysis and engage students in activities connecting the foundational and practical aspects of statistics-based calculus for professionals in life sciences. The goal was to obtain a better-prepared cohort of students with a positive perception of the use of mathematics and statistics in their careers. Over the course of four semesters, the course doubled the average enrollment of students, the failure rate reduced by more than 50%, and students reported positive attitudinal responses regarding the application of math to biological studies. The perception of mastery reported by students throughout the semester, however, did not correlate with the mastery of skills demonstrated on graded activities. This article provides a case study of the successes and pitfalls that we encountered as we attempted to shift all aspects of the course, including pedagogy, grading, and curriculum.

The Perception of Teachers’ Digital Competence of Preservice Pre-Primary and Primary Education Teachers. The Influence of Degree and Entrance Path

Currently, teachers’ digital competence is essential for teachers. This research is a case study using a quantitative methodology about the self-perception of students in pre-primary education and primary education degrees regarding their teachers’ digital competence. The results show the greatest mastery in the relational, ethical and security dimension and in the personal and professional dimension. On the contrary, the students show a lower perception of competence in the didactic and organisational dimensions. Moreover, degree and entrance path are identified as factors influencing their perception of mastery, whilst gender is ruled out as a decisive element.

Measuring teacher perceptions of their task-initiated achievement goals

Stemming from Achievement goals theory (AGT), research relevant to teacher perceptions of their task-initiated goals is lacking. Study purpose was to provide initial validation of a new instrument measuring teacher perceptions of the achievement goals originated by their work task itself. The sample comprised 430 in-service teachers. Structural equation modeling analyses produced multi-faced (convergent, discriminant, criterion) evidence of instruments’ validity. Confirmatory factor analyses suggested that teacher perceptions of their task generated goals are distinct from their personal achievement goals. Measurement invariance across gender and school level was supported. Teacher mastery perceptions predicted intrinsic motivation, amotivation (negatively) and job satisfaction whereas performance avoidance perception predicted amotivation. Implications for school motivational climate and teacher work improvement are discussed in light of AGT.

PERSEPSI GURU TERHADAP PENGUASAAN ADVANCE MATERIALS UNTUK PEMBELAJARAN GEOGRAFI

The ability to manage learning is a competency that must be possessed by a teacher, including geography teachers. Not only pedagogically, a geography teacher is expected to be able to convey geography learning contextually. To improve the capability of geography teachers during learning, it is necessary to increase the ability to master the materials by deepening advanced materials. This study was conducted to determine perceptions of mastery of advance materials for geography learning conducted to 142 geography teachers as respondents. This study is important given the lack of literature on the perception of geography teachers in mastering advanced materials. Based on the research results, the teacher conceptually understands what is meant by advance materials. This understanding can be seen at least from the teacher's ability to differentiate between advance materials and essential materials as well as teacher competence in sorting materials based on the depth of the materials.

SPORCULARDA AHLAKTAN UZAKLAŞMANIN GÜDÜSEL İKLİM VE SPORCULARIN ÖNEM VERDİKLERİ ÖZELLİKLER İLE İLİŞKİSİ

The aim of this research was to investigate the relationship between athletes’ moral disengagement and their perception of motivational climate and to reveal whether athletes’ moral disengagement differ according to their most valued goals in sport (winning, personal development and having fun). For this purpose three hundred and thirty-five athletes voluntarily completed Perceived Motivational Climate in Sport Questionnaire and Moral Disengagement in Sport Scale (Short). The data was analysed by SPSS version 17 using descriptive statistics, Pearson’s correlation analysis, multiple regression analysis with enter method and one-way ANOVA. Correlation analysis showed that moral disengagement was significantly correlated with athletes’ perception of mastery (r=-.11) and performance climates (r=.37). Multiple regression analysis revealed that performance climate (β= .223, p < .001) was a significant predictor of moral disengagement, R2=.06, F (2,332) = 10.875, p < .001. Lastly, it was found that there was a significant difference in moral disengagement of athletes with regard to their valued goals, F (2,332) = 7.200, p < .001. Athletes who indicated winning as their most valued goal had significantly higher moral disengagement scores compared to the athletes whose most valued goals were personal development and having fun. To summarize, while ego and mastery climates significantly correlated with moral disengagement, only performance climate contributed to it. Also, it was found that athletes’ moral disengagement significantly differed according to their valued goals.

Participation in leisure activities in adolescents with congenital heart defects.

To describe leisure participation in adolescents with congenital heart defects (CHD) and identify factors associated with intensity of participation. Eighty adolescents with CHD were recruited (39 males, 41 females; mean age [SD] 15y 8mo [1y 8mo] range 11y 5mo-19y 11mo) of whom 78 completed the Children's Assessment of Participation and Enjoyment (CAPE) outcome measure of leisure participation. The measure has five subscales: recreational, active-physical, social, skill-based, and self-improvement. Associations between the CAPE and age, sex, and development were examined. Motor ability (Movement Assessment Battery for Children, Second Edition), cognition (Leiter International Performance Scale-Revised), behavior (Strengths and Difficulties Questionnaire), and motivation (Dimensions of Mastery Questionnaire) were assessed. Participants exhibited impaired motor (43.5%), behavioral (23.7%), and cognitive (29.9%) development. The most intense participation was in social (mean [SD] 3.3 [0.99]) and recreational (2.9 [0.80]) activity types on the CAPE. Male sex (p<0.05) and younger age were associated with greater physical activity (<15y: 1.87; ≥15y: 1.31, p<0.05). Greater engagement in social activities was related to better cognition (r=0.28, p<0.05), higher motor function (r=0.30-0.36, p<0.01), and fewer behavioral difficulties (r=-0.32 to -0.47, p<0.01). Cognitive ability (r=0.27, p<0.05), dexterity and aiming/catching (r=0.27-0.33, p<0.05), and behavior problems (r=0.38-0.49, p=0.001) were correlated with physical activity participation. Persistence in tasks, an aspect of motivation, correlated with physical (r=0.45, p<0.001) and social activity involvement (r=0.28, p<0.05). Ongoing developmental impairments in adolescents with CHD are associated with decreased active-physical and social engagement, putting them at risk of poor physical and mental health. Health promotion strategies should be considered. Adolescents with congenital heart defects (CHD) have limited engagement in active-physical leisure activities. Cognitive, motor, and behavioral impairments are associated with decreased participation in leisure in children with CHD. Female sex and older age are associated with less engagement in leisure. Mastery motivation correlates with participation, suggesting an avenue for intervention.

Applying the Stress Process Model to Stress-Burnout and Stress-Depression Relationships in Biomedical Doctoral Students: A Cross-Sectional Pilot Study.

Although doctoral students in the biomedical sciences have been recognized as a population at particular risk for mental health problems such as burnout and depression, little research has been conducted to identify candidate targets for intervention. To this end, we used the stress process model to evaluate potential mediators of stress–burnout and stress–depression relationships in biomedical doctoral students. A cross-sectional sample (n = 69) completed validated self-report measures of stress; symptoms of burnout and depression; and perceptions of mastery, social support, and advisor support. In linear regression models, we found that academic stressors were most predictive of burnout, whereas family/monetary stressors were most predictive of depression. In mediation models, we found that the relationship between stress and burnout was partially mediated by mastery and advisor support, while the stress–depression relationship was partially mediated by mastery. These findings represent a first step in identifying interventional targets to improve mental health in this at-risk population. Whereas certain stressors are inherent to the doctoral training environment, psychosocial interventions to enhance one’s sense of mastery and/or to improve advisor relationships may mitigate the influence of such stressors on burnout and depression.

Functional Mastery in Patients With Inflammatory Bowel Disease.

Inflammatory bowel disease (IBD) is an incurable autoimmune disease causing overwhelming physical distress and psychological adaptation. To explore the associations between foundational influences and personal characteristics predictors to the achievement of mastery of health in patients with IBD. Orem's Theory of Self-Care, Resnick's Theory of Self-Efficacy, and Pearlin and Schooler's study of the structure of coping guided this study. The conceptual framework used was the Functional Mastery of Health Ownership (FMHO) model. A predictive correlational study design using self-administered questionnaires was used. A convenience sample of 151 adults with a diagnosis of IBD for at least 1 year was recruited from the patient population of a gastroenterology medical practice. Data were analyzed using multiple regression with standard entry factor loading. Portions of the model were found to be significant and account for 44% of the variance (p < .001; R2 = .44, Adjusted R2 = .41). Significant relationships were found among mastery and IBD self-efficacy, perception of mastery, and current health status. Females had higher mastery scores than males. These findings support the use of a modified FMHO model to predict needs that enable individualized stewardship of health for patients with IBD.

Reading Participation Profiles of School-aged Children: Use of the Inventory of Reading Occupations-Pediatric

ABSTRACTAn occupational perspective on reading requires an understanding of how individuals engage in terms of reading media selected, level of motivation, amount of time spent in reading, and where and who reading occurs with. These factors are assessed by the Inventory of Reading Occupations-Pediatric (IRO-Pedi), a tool created to measure reading participation in children. The purpose of this descriptive study was to examine reading as an occupation as measured by the Inventory. A secondary analysis was conducted on data collected from 153 children with and without reading difficulties in first through third grade who completed the IRO-Pedi as part of the instrument’s validation study. Major findings were that children engage in a wide variety of reading media. Children with reading difficulties may engage in fewer types of reading media than typical readers. Perceptions of mastery of reading material is more closely related to choice of media type than preference. The home was the most frequently cited setting and the children saw themselves as reading on their own more often than with a reading partner. Insight into how reading presents as an occupation can be applied in designing intervention for reading participation.

TIME to reduce agitation in persons with dementia in nursing homes. A process evaluation of a complex intervention

BackgroundThe Targeted Intervention Interdisciplinary Model for Evaluation and Treatment of Neuropsychiatric Symptoms (TIME) has recently in a three-month cluster randomised controlled trial demonstrated reduction in agitation in nursing home residents with dementia. To ease replication and future implementation, and to clarify possible causal mechanisms, we performed a process evaluation of the intervention based on the RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, Maintenance).MethodsAn exploratory and a quasi-experimental design with mixed methods were used. The RE-AIM dimensions were explored by questionnaires to 807 staff members and 46 leading ward nurses in both the intervention nursing homes (INH) and the control nursing homes (CNH), before the start of the trial (baseline), and six and 12 months later. These questionnaires assessed data regarding the reach, effectiveness (staff level) and adoption dimensions. To assess implementation, we used a checklist for performance of the main components in TIME and analysed the minutes from 84 case conferences in the INH. To explore adoption and maintenance, five focus group interviews with 32 participants from the staff in the INH were conducted three to 6 months after the end of the trial.ResultsReach: On average 61% (SD 22) of the staff in each ward in the INH attended the training sessions. Effectiveness at staff level: There were no between-group differences throughout the study period for attitudes towards dementia, perceived competence or perception of mastery and social interaction. Adoption: 16 of the 17 INH completed the intervention. Implementation: 75% or more of the components of TIME were performed for 91% of the included residents. Maintenance: Most of the nursing homes used TIME three to 6 months after the end of the trial. An easy to grasp model and an engaged leadership facilitated the intervention and maintenance.ConclusionsA high degree of reach, adoption, implementation and maintenance contributed to the effectiveness of TIME at resident level. One other causal assumption of the effectiveness of TIME is the development in the staff of a new, shared and situated knowledge about each individual resident, not reflected by measurements in general knowledge and attitudes.Trial registrationThe trial was registered January 6, 2016 with ClinicalTrials.gov (NCT02655003).