Two studies were conducted to examine gender differences in trait (habitual) versus state (momentary) mathematics anxiety in a sample of students (Study 1: N = 584; Study 2: N = 111). For trait math ...anxiety, the findings of both studies replicated previous research showing that female students report higher levels of anxiety than do male students. However, no gender differences were observed for state anxiety, as assessed using experience-sampling methods while students took a math test (Study 1) and attended math classes (Study 2). The discrepant findings for trait versus state math anxiety were partly accounted for by students' beliefs about their competence in mathematics, with female students reporting lower perceived competence than male students despite having the same average grades in math. Implications for educational practices and the assessment of anxiety are discussed.
Background: Over the past few decades, higher education institutions worldwide have experienced substantial changes, including: massification, internationalisation and increasing demands for ...exceptional instructional quality and research quantity in environments that have also seen heightened competition for students, faculty and resources. Accordingly, these changes have contributed to a highly demanding academic employment climate that pose challenges for personal and professional development in post-secondary faculty (i.e. university or college research and teaching academics), as well as potential negative impacts on student learning and, ultimately, institutional productivity. Purpose: Given the emergent nature of scattered existing research on faculty burnout, the present paper attempts to synthesise and critically examine published empirical findings concerning the various correlates, antecedents and outcomes of faculty burnout as informed by the Job Demands-Resources model (Demerouti et al. 2001). Design and method: Existing empirical research on faculty burnout was identified through a rigorous search of English language, peer-reviewed articles across relevant databases (e.g. ERIC, Psycinfo, Scopus) resulting in 36 quantitative, cross-sectional studies, satisfying detailed a priori inclusion criteria. Results: The review revealed multiple themes across studies with respect to mixed effects of demographic background factors on burnout levels, as well as clear detrimental effects of adverse job demands (e.g. workload, task characteristics, value conflict) and lack of resources (e.g. social support, rewards, control) on faculty burnout. Additionally, both personal characteristics (e.g. motivation, optimism) and stressors outside the workplace (e.g. family stressors and lack of support) were found to contribute significantly to faculty burnout, with greater burnout, in turn, having consistent adverse consequences for performance and commitment (e.g. reduced work activities, turnover intentions) as well as psychological and physical health (e.g. ill health, depression) in faculty. Conclusions: The findings presented underscore the importance of faculty burnout and the challenges it presents in terms of faculty well-being as well as student development and institutional performance. Findings also provide further insight into the ways in which intervention efforts and resources targeting faculty burnout may prove effective.
Abstract Forehand and Kotchick (1996) issued a wake-up call to the field to develop culturally responsive interventions. Since that time, 11 meta-analyses on culturally adapted interventions have ...been conducted. To reconcile the differences of the previous meta- analyses, a new meta-analysis was conducted that included 13,998 participants, 95% of whom were non–European American, in 78 studies evaluating culturally adapted interventions with psychopathology outcomes. Using a random effects multilevel regression model, the overall effect size ( g = 0.67, p < .001) favored the effectiveness of culturally adapted interventions over other conditions (no intervention, other interventions). There was a medium effect size favoring the effectiveness of culturally adapted interventions over unadapted versions of the same intervention ( g = .52). The overall effect size was moderated by whether the study involved treatment ( g = .76) vs. prevention ( g = .25, p = .03) and whether the study involved specific measures of mood or anxiety symptoms ( g = .76) vs. general measures of psychopathology ( g = .48, p = .02). Culturally adapted interventions had 4.68 times greater odds than other conditions to produce remission from psychopathology ( p < .001) in 16 studies that reported remission. There were greater effects in no intervention control designs (marginal odds ratio = 9.80) than in manualized intervention (marginal odds ratio = 3.47, p = .03) or another active, nonmanualized intervention (marginal odds ratio = 3.38, p = .04) comparison designs in remission studies. Research has yet to adequately investigate whether culturally adapted or unadapted interventions impact culture-specific psychopathology. These findings indicate a continuing need for rigor in the conceptualization and measurement of culture- specific psychopathology and in developing culturally responsive interventions.
The current review provides an overview of published research on teachers' causal attributions since 1970s in the context of theoretical assumptions outlined in Weiner's (2010) attribution theory. ...Results across 79 studies are first examined with respect to the prevalence of teachers' interpersonal causal attributions for student performance and misbehavior, as well as intrapersonal attributions for occupational stress. Second, findings showing significant relations between teachers' attributions and their emotions and cognitions, as well as student outcomes, are discussed. Third, an overview of results showing the prevalence and implications of teachers' causal attributions to be moderated by critical background variables is also provided. Finally, observed themes across study findings are highlighted with respect to the fundamental attribution error and the utility of Weiner's attribution theory for understanding how teachers' explanations for classroom stressors impact their instruction, well-being, and student development.
Established methods for characterizing proteins typically require physical or chemical modification steps or cannot be used to examine individual molecules in solution. Ionic current measurements ...through electrolyte-filled nanopores can characterize single native proteins in an aqueous environment, but currently offer only limited capabilities. Here we show that the zeptolitre sensing volume of bilayer-coated solid-state nanopores can be used to determine the approximate shape, volume, charge, rotational diffusion coefficient and dipole moment of individual proteins. To do this, we developed a theory for the quantitative understanding of modulations in ionic current that arise from the rotational dynamics of single proteins as they move through the electric field inside the nanopore. The approach allows us to measure the five parameters simultaneously, and we show that they can be used to identify, characterize and quantify proteins and protein complexes with potential implications for structural biology, proteomics, biomarker detection and routine protein analysis.
A theoretical model linking boredom and academic achievement is proposed. Based on Pekrun's (2006) control-value theory of achievement emotions, the model posits that boredom and achievement ...reciprocally influence each other over time. Data from a longitudinal study with college students (N = 424) were used to examine the hypothesized effects. The study involved 5 assessments of students' boredom and test performance during a university course spanning an entire academic year. Structural equation modeling was used to examine effects of boredom on achievement, and vice versa. The results show that boredom had consistently negative effects on subsequent performance, and performance had consistently negative effects on subsequent boredom, while controlling for students' gender, age, interest, intrinsic motivation, and prior achievement. These results provide robust evidence for the proposed links between boredom and achievement and support systems-theoretical perspectives on the dynamics of emotions and achievement. From a broader educational perspective, the findings imply that researchers and practitioners alike should focus attention on boredom as an important, yet often overlooked, academic emotion.
The present longitudinal study examined the reliability of self-reported academic grades across three phases in four subject domains for a sample of 916 high-school students. Self-reported grades ...were found to be highly positively correlated with actual grades in all academic subjects and across grades 9 to 11 underscoring the reliability of self-reported grades as an achievement indicator. Reliability of self-reported grades was found to differ across subject areas (e.g., mathematics self-reports more reliable than language studies), with a slight yet consistent tendency to over-report achievement levels also observed across grade levels and academic subjects. Overall, the absolute value of over- and underreporting was low and these patterns were not found to differ between mathematics and verbal subjects. In sum, study findings demonstrate the consistent predictive utility of students' self-reported achievement across grade levels and subject areas with the observed tendency to over-report academic grades and slight differences between domains nonetheless warranting consideration in future education research.
Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and ...express their emotions in class. However, previous studies investigating teachers' emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers' emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers' emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed.
The research presented in this paper examined the relationships between academic procrastination and learning-specific emotions, and how these variables predict one another over time among ...undergraduate (
n
= 354) and graduate students (
n
= 816). Beyond findings showing expected valences of relations between procrastination and positive emotions (enjoyment, hope, and pride) and negative emotions (anger, anxiety, shame, hopelessness, boredom, and guilt), autoregressive cross-lagged panel analyses showed various directional relations between procrastination and emotions over time. More precisely, specific emotions were found to influence procrastination (e.g., undergraduates: anxiety; graduate students: hope), procrastination was found to influence specific emotions (e.g., undergraduates: guilt; graduate students: boredom), and bidirectional relations between procrastination and learning-related emotions were also observed (e.g., graduate students: enjoyment, anxiety, and guilt). Implications for future research on academic procrastination and remedial procrastination interventions for students are discussed.
To address the present research gap on relations between motivational beliefs, self-regulation failure, and psychological health in post-secondary faculty, the present study used associative latent ...growth modeling to longitudinally examine relationships between self-efficacy, procrastination, and burnout (emotional exhaustion) in faculty internationally. Findings from 3,071 faculty participants (70% female, 69 countries) over three time points (5-6 month lags) showed greater self-efficacy at baseline to correspond with lower procrastination and burnout, and procrastination to be positively related to burnout (intercepts). Growth analyses additionally revealed stronger relations between increases in self-efficacy, procrastination, and burnout over time (slopes). Supplemental cross-lagged analyses provided causal evidence of burnout as an antecedent of self-efficacy and procrastination, underscoring intervention and policy efforts to address overwork and exhaustion in post-secondary faculty.
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