Yeon-kyoung Woo

TL;DR: In this paper, the authors tested whether multiple components of a performance goal were differentiated by a group of Korean middle school students (N = 239). Confirmatory factor analyses showed that the normative and outcome components as well as the approach and avoidance components correlated too highly to be considered independent.

Abstract: Students need both interest and self-efficacy to enter mathematics and science or related fields. Although both constructs are necessary for entering any field, possessing high enough interest and strong enough confidence appears to be particularly critical in the decision to pursue mathematicsand science-related college majors and careers. In this chapter, we report on the mean levels of and the associations between interest and self-efficacy across multiple academic subjects among Korean secondary school students, using two existing data sets. By analyzing gender difference in interest and self-efficacy toward mathematics and science, comparing the strength of the association between interest and self-efficacy in mathematics and science and that in language arts, and estimating the predictive relationship between interest and self-efficacy in mathematics over time, we present evidence that interest and confidence do and should go hand in hand for learning and career decision making in mathematics and science.

TL;DR: In this paper, the attitude toward reading is shown to be particularly critical for developing learners and reading attitude enhances reading attitude. But, the authors do not consider the impact of reading attitude on reading performance.

TL;DR: It is suggested that providing task-relevant information could facilitate implicit down-regulation of negative emotions following failure, and informative feedback trials elicited greater activity in the dorsolateral prefrontal cortex when participants experienced failure.