http://st11.reshaem.net/tasks/task_147182.pdf

The influence of underlying philosophies on talent management: Theory, implications for practice, and research agenda

Teachers’ efficacy beliefs are thought to influence not only their motivation and performance but also the achievement of their students. Scholars have therefore turned their attention toward the sources underlying these important teacher beliefs. This review seeks to evaluate the ways in which researchers have measured and conceptualized the sources of teaching self-efficacy across 82 empirical studies. Specifically, it aims to identify what can be inferred from these studies and what important questions still remain about the origins of teachers’ efficacy beliefs. Results indicate that a number of methodological shortcomings in the literature have prevented a clear understanding of how teachers develop a sense of efficacy. Nonetheless, insights gleaned from existing research help to refine, and to expand, theoretical understandings of the sources of self-efficacy and their influence in the unique context of teaching. Implications for future research and practice are addressed.

/pdf/reconceptualizing-the-sources-of-teaching-self-efficacy-a-20irll85h9.pdf

Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature

Emotions are a fleeting experience, sometimes lasting only moments before dissipating. Prior research in SLA has either ignored emotions, underestimated their relevance, or has studied them as a relatively stable individual difference variable. In contrast, the present study takes an idiodynamic approach to examine the rapidly changing relationship between enjoyment and anxiety in second language communication, on a moment-to-moment timescale. University students who speak French as a second language were recruited to complete oral tasks in their second language. Participants then rated their per-second fluctuations in each emotion while watching a video recording of their tasks. Immediately after this, they were interviewed about their attributions for fluctuations in their ratings. We found that the relationship between enjoyment and anxiety is highly dynamic, resulting in varying patterns of correlation ranging from negative to positive. Triangulation of ratings of anxiety and enjoyment with interview data produces a richer understanding of the role of emotions in second language communication.

/pdf/enjoyment-and-anxiety-in-second-language-communication-an-2bonnnwy8h.pdf

Enjoyment and anxiety in second language communication: an idiodynamic approach

Gen Z (1997-2013) is just now entering the labor market and employers need to be prepared for their arrival. While Gen Z shares many traits with the Millennial Generation, they also bring in new pa...

Are You Ready for Gen Z in the Workplace

Research has suggested that achievement is not solely based on the cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits. This paper explores how grit affects student academic performance and success in first-year college physics students in the context of a Quebec College d'enseignement general et professionnel (CEGEP). Two hierarchical linear regressions were performed using scores on a 12-item 5-point Likert scale survey measure of Grit on student cumulative GPA and on final exam mark for a gateway physics course, controlling for gender and high school GPA. Prior academic performance was found to be a significant predictor of college performance, as well as success in the gateway physics course. Grit was not found to be a significant predictor of student academic achievement or course success.

/pdf/how-does-grit-impact-college-students-academic-achievement-4s82a6xvkf.pdf

How Does Grit Impact College Students' Academic Achievement in Science?.

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Mindset The New Psychology Of Success