In the present longitudinal study we investigated the relationship between perceived learning environment (Mastery and Performance Focus), achievement goal orientations (Mastery, Performance, and Work-Avoidance Orientations), learning strategies (Deep Processing, Surface Processing, and Self-handicapping), and intrinsic-extrinsic regulation (Intrinsic, Identified, Introjected, and External Regulation). We administered questionnaires to 214 junior high school students at two points in time: one at grade 7 and the other at grade 8. Significant mean differences between grades were found in several variables. Multiple regression and hierarchical regression analyses revealed that perceptions of the learning environment were predicting achievement goal orientations, and the intrinsic-extrinsic regulation mediated between these two sets of variables. Furthermore, learning strategies were influenced by the various goal orientations. Contrary to previous research results, not all learning strategies were influenced by the various goal orientations. The longitudinal proactive effects were examined for all variables, and most variables were influenced by the same variables from the previous year. When the variables in grade 8 were selected as the criteria and variables in grade 7 were selected as predictors, proactive effects, though not strong, were obtained for some predictors.

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Little attention has yet been focused on the social nature of metacognition and motivation in adult- or peer-mediated learning, although reciprocal or transactive interaction between individuals is emphasized as a road to learning, that is, in teaching and mediation of knowledge and skills. The present article presents a case analysis and focuses on (a) exploring if and how socially shared-regulation and (b) motivation and coping are manifested in high-ability, 4th grade students’ peer-mediated learning in a technology-based game environment, specifically constructed to foster problem solving in mathematics. The case analysis supported the notion that peer-mediated learning can produce high-level learning and, also, transfer of learning. The key conditions for effective collaboration, task-orientation, and social and cognitive competencies, were met in the case of the peers. The analysis further suggested that the notion of shared-regulation could be helpful in understanding of multilevel interaction and regulatory activities in learning. The concept of shared-regulation best seemed to mirror egalitarian, complementary monitoring and regulation over the task, thus bringing the research closer to phenomena relevant to joint, peer-mediated learning. It seemed that regulation in true collaboration fluctuates among the three modes of regulation, self-, other-, and shared-regulation. We concluded, however, that collaborating peers do not regularly meet these ideal conditions, and that the more complete picture of joint problem solving and regulation is complex and variable. Understanding of these multilevel regulatory activities in learning, and their relationship to other, multilevel concepts like motivation, social competence, context, and learning, is a challenge for future research.

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This study examined the effect of programme context on the memory for humorous television advertisements among a young male Japanese sample (N=136) aged 16 to 17 years. Participants were given free and cued recall tests. The relationship between the involvement and enjoyment properties of the programme and memory for the advertisements was investigated for a set of six humorous and non-humorous advertisements embedded within two programme contexts – a mid-day news and a light entertainment show. The two sets of advertisements were for matching products, and were selected from a sample of 40 advertisements. Findings indicate that free recall for advertisements was affected by programme type with memory for advertisements was better from light entertainment show than from the news. Additionally, memory for humorous advertisements was better than that for non-humorous advertisements. There were no significant interactions showing no advantage for memory for humorous advertisements in non-humorous programmes and vice-versa.

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Emmer and Hickman (1991) revised the Teacher Efficacy Scale (Gibson & Dembo, 1984) by adding in a Teacher Efficacy in Classroom Management and Discipline Sub-Scale and examined its factor structure. They recommended a three-factor model with Classroom Management and Discipline as a distinct factor from the other aspects of Teacher Efficacy. In the present study, the factor structure of responses to the Chinese version of a Revised Teacher Efficacy Scale (TES-R; Emmer & Hickman, 1991) in a sample of 250 secondary school guidance teachers in Hong Kong was examined using the EQS approach to confirmatory factor analysis. The results showed that a three-factor model (Personal Teaching, Classroom Management & Discipline, and External Influences) provided the best fit, though with the first two sub-scales highly correlated (r =.75). In addition, the deletion of three items yielded a better fitting model that was cross-validated by analyzing the responses of two separate sub-samples (guidance teachers with nine years’ or less teaching experience, and those with ten years’ or more teaching experience). Potential uses of the C-TES-R are discussed.

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The name Liskala that appeared in the “Introduction: Some issues on self-regulation to consider”, Vol. 45, No. 4, page 208, line 24 from the top was incorrect. The correct name is Iiskala. Wrong:Liskala
Right:Iiskala

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