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Researchers have examined the importance of school administrative support for teacher safety, victimization, anxiety, and retention; however, studies to date have rarely focused on school administrators' perceptions of support by their district leaders, and its relation to administrators' anxiety/stress, safety, and their intentions to transfer or quit their jobs. In the current study of 457 PreK-12th grade school administrators in the United States, structural equation modeling was used to examine relations between administrators' perceptions of support from their district leaders and their anxiety/stress, safety, and intentions to transfer or quit their jobs. Administrator experiences of violence by student offenders served as a moderator. Results indicated that administrators' perceptions of district leaders' support were associated with lower intentions to transfer or quit their positions both directly and indirectly as a function of decreased anxiety/stress. District support was positively related to administrator safety, particularly for administrators who reported experiencing more student violence. Findings highlight the importance of district support of administrators for reducing mental health concerns and transfer/quit intentions in the context of student violence against school administrators. Implications of findings for research and practice are presented. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Sexual health education should meet the needs of all students. One strategy educators can use to ensure instruction meets students' needs is to encourage the submission of anonymous questions, allowing students to gain information without fear of instructor or peer reactions. We investigated anonymous questions submitted by middle school (7th-grade, ages 12-13) students during a sexual health education curriculum in Ohio, USA. Questions (n=893) were organised into 12 categories: reproductive anatomy (n=186), LGBTQ+ topics (n=130), sexual behaviour (n=120), class-related questions (n=99), pregnancy (n=78), slang (n=52), STIs (n=44), protection/birth control (n=33), relationships (n=19), consent (n=14), health services (n=9), abstinence (n=1), and unrelated questions/comments (n=108). After categorising questions, we conducted thematic analysis with the three largest categories (reproductive anatomy, LGBTQ+ topics, sexual behaviour). Results revealed students wanted to know about the normality of the processes and functions of their bodies. Students also expressed concern and had internalised social norms about LGBTQ+ topics. Student questions about sexual behaviour suggested they wanted to learn more about the purposes and processes of sex, e.g., how people have intercourse. Findings underscore the need for inclusive, comprehensive and medically accurate sexual health education for early adolescents. We discuss implications for student health/well-being, educator development, and school staff. [ABSTRACT FROM AUTHOR]

Positive perceptions of the school social environment have been found to be associated with a host of positive outcomes. However, English language learners (ELL) might be less likely to have positive perceptions of their school environment or a strong sense of school belonging compared with their fluent English-speaking peers. The purpose of the present study was to examine predictors of 10th-grade ELL students' perceptions of the school and students' perceptions of their relationships with their teachers. Student characteristics such as their level of English ability and school characteristics such as the demographics of the student and teacher populations at the school, as well as policies and opportunities afforded by the environment, were also considered. ELLs had lower positive perceptions of school climate, but higher positive perceptions of teacher–student relationships than their peers. English proficiency predicted positive perceptions of school climate, but was not significantly related to teacher–student relationships. In turn, perceptions of school climate were important contributors in explaining reading scores for ELLs after taking language proficiency into account, while teacher–student relationships were a significant factor in predicting GPA. Implications are discussed. [ABSTRACT FROM AUTHOR]

In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre‐K‐12th‐grade teachers, path analysis results revealed that positive behavior strategies, hardening strategies, and positive discipline were indirectly associated with teacher victimization and sense of safety. Additionally, teachers' perceptions of other teachers maltreating students had the greatest contributions to their sense of safety and victimization by students. Positive discipline was directly and indirectly associated with teacher victimization and safety. Implications and directions for future studies are discussed. [ABSTRACT FROM AUTHOR]

Teachers experience verbal and physical aggression from a variety of aggressors in schools worldwide. However, most school violence and aggression research is focused on students, with few empirical studies examining teacher aggression from parent offenders. This study investigated the school ecology associated with teachers' experiences of aggression from students' parents. We applied and adapted a school climate framework to examine the qualitative survey responses of 450 United States teachers who reported their most upsetting experiences involving parent aggression. Using a directed content analysis approach, teacher victimization was examined through the four school climate domains of safety, academic, institutional environment, and community. Significant socioemotional and physical safety concerns regarding verbal and physical aggression from parents, often related to school discipline practices, were identified. In the academic domain, parent aggression was associated with parent–teacher disagreements regarding grades and services, challenges with administrative leadership, and job stability concerns. The institutional environment domain illustrated where incidents took place, school resources, and policies regarding security and student placement as key factors in parent aggression. Results from the community domain highlighted issues of communication, mistrust, negative attitudes, accountability, diversity, and neighborhood and societal factors. Teacher experiences and exemplar themes provide context and further elaborate upon the school climate framework. Implications for research, school practice, and policy are presented. [ABSTRACT FROM AUTHOR]

Background: Adolescents who begin high school with a poor record of academic performance are often at risk for developing maladaptive academic behaviors, which can impede academic success in the long run. Objective: Guided by the substantial literature on the academic and motivational benefits of adolescents' conversations, this study examined the differential effects of having conversations with different socializers. This study aims to identify consolidated and generalizable effects of various sources of support in adolescent lives and contribute to educational practice for adolescent academic adaptation by examining multiple types of socializers using a large nationally representative sample. Methods: Adolescents' conversations about course-taking and personal issues with mothers, fathers, teachers, friends, and school counselors were examined for their potential buffering roles in the relationship between GPA and maladaptive academic behaviors. Data from 22,940 students (49.22% female, 9th through 11th-grade) in 690 U.S. schools from the High School Longitudinal Study of 2009 (HSLS:09) were analyzed using multiple regression analyses that incorporated longitudinal sampling weights and adjusted for clustering within schools. Results: Conversations with friends about personal issues during the 9th-grade year predicted greater subsequent maladaptive academic behavior. Students with lower 9th-grade GPAs were more likely to utilize maladaptive academic behaviors during the 11th-grade. This association, however, was less strong when students had conversations about either course-taking or personal issues with their teachers. Conclusion: Adolescent-teacher conversations about academic and personal issues can buffer against the development of maladaptive academic behaviors during high school, particularly for students who are experiencing academic challenges. [ABSTRACT FROM AUTHOR]

As the pursuit of multiple goals is an inescapable reality in everyday life, students are consistently challenged to self-regulate toward achieving an array of academic goals as well as social and well-being goals. Nevertheless, prominent self-regulated learning models are limited in explaining and guiding how students can self-regulate in the context of multiple goals. Hence, we developed the multiple goals regulation framework that reconceptualizes how students establish, pursue, and adapt an array of goals. We illustrate specific processes (e.g., goal prioritizing, goal shielding, goal switching) that students can engage in to self-regulate both within and between goals. The new framework contributes to the literature in three main ways. First, we challenge the traditional conceptualization of effective self-regulated learning that focuses on the persistent pursuit of a single academic goal without considering the interdependent nature of goals. Second, we facilitate a sustainable and adaptive cycle of self-regulatory processes by highlighting the importance of navigating and negotiating between multiple academic and nonacademic goals. Finally, our effort offers a more inclusive understanding of students' lived experiences by acknowledging a diverse set of goals that are closely attached to their social and cultural identities. [ABSTRACT FROM AUTHOR]

Teacher attitudes and instructional strategies impact success of human sexuality programs. Limited prior research has examined the relations of teachers' attitudes and instruction to the development of adolescents' sexual self-efficacy beliefs. This study examined how adolescents' perceptions of their health teachers (i.e., teacher value of content, teacher affinity, teacher caring for students) predict changes in efficacy beliefs related to HIV/STD and pregnancy prevention, and if perceptions of mastery goal structure predicted adaptive efficacy beliefs. Data were collected in 4 Midwestern/Appalachian high schools in health class where the delivery of a 14-lesson sexual health curriculum occurred. Participants included 561 students (50.4% 9th graders, 43.5% female, 56.3% White, 53.7% did not have a current romantic partner, and 59.7% had previously not engaged in sexual activity). The findings indicate students' perceptions of teachers valuing the content predicted perceptions of mastery goal structure for all sexual self-efficacy beliefs: learning efficacy, condom negotiation efficacy, refusal self-efficacy, and situational self-efficacy. Students who perceive a mastery goal structure in health class, and who feel their teachers value learning about HIV/STD and pregnancy prevention, are likely to experience positive adaptive self-efficacy beliefs related to sexual health, ultimately leading to behaviors indicative of decreased STDs among teenagers and safe sexual practices, such as abstinence, the use of a condom, and saying "no" to having sex. [ABSTRACT FROM AUTHOR]

Adopted youth often do not achieve in school as well as their non-adopted peers. We used data from the High School Longitudinal Study to examine high school and postsecondary achievement outcomes in adopted youth. We compared outcomes for domestically adopted youth, internationally adopted youth, and non-adopted youth. Results indicate that domestically adopted youth have lower grade point averages. Internationally adopted youth were less likely to enroll in four-year postsecondary institutions than were non-adopted youth. [ABSTRACT FROM AUTHOR]

Student perpetrated violence against teachers is widespread, yet few studies differentiate teacher experiences of violence by school level (i.e., elementary, middle, and high school). This study, based upon 2,558 pre-kindergarten through 12th grade teacher survey responses, revealed differences in types of student aggression against teachers by school level. Middle and high school teachers were more likely to report verbal harassment compared to elementary school teachers. Middle school teachers were most likely to report property offenses. Elementary and middle school teachers were more likely to report physical aggression than high school teachers. Demographic predictors of teacher-directed violence were also examined at each school level. Across all school levels, urban teachers had a greater probability of experiencing a violent incident. For elementary teachers, race/ethnicity and teaching experience were also significant risk factors. Future research, policy, and practice implications and recommendations are discussed. [ABSTRACT FROM AUTHOR]

We examine the relationships of executive functioning problems (EFP) to academic cheating in a sample of 855 adolescents. Participants completed assessments of inattention, hyperactivity, and depression using the BASC‐2, as well as peer‐reports of externalizing behavior. After controlling for known predictors of cheating (e.g., demographics and depression), multiple regression analyses indicated that inattention emerged as a predictor of greater cheating behaviors (R2 = 0.20). We also found that the positive relation between inattention and cheating was mediated by hyperactivity. Keypoints: Adolescents who experience difficulties with paying attention are more likely to engage in academic cheating.Heightened inattention is related to increased hyperactivity, which also is related to subsequent increased cheating. [ABSTRACT FROM AUTHOR]

The author reflects on the 60th anniversary of the journal "Theory into Practice" in 2022, a journal founded in 1962 which focused on applications of theory and research in education throughout its history. He talks about the 50th anniversary of the journal, areas that have been addressed in the journal in previous years, and requirement for all articles in each special issue.

An introduction is presented in which the editor discusses articles within the issues on various topics, including the post COVID-19 learning environment, the controversy surrounding the teaching of Critical Race Theory in elementary and secondary schools across the U.S., and the practice of using rewards in primary schools.

The article discusses the exploration of the research behind some contemporary controversial issues that are alive and well in schools. Topics include contemporary controversies in education; benefits of engaging students in conversations about controversial issues, and research-informed recommendations for the training of educators, with the goal of developing culturally competent teachers.

We examined the relationships between teachers' communication styles and students' perceptions of the classroom goal structure. Within the context of high school health classes focused on teaching about HIV/STD/pregnancy prevention, we surveyed 456 students about their teachers' immediacy behaviors, efforts to make course content relevant, and their perceptions of the classroom goal structure. We found that the more teachers stressed the relevance of course material and used verbal and nonverbal immediacy behaviors, the more students perceived a mastery goal structure in their classrooms. Conversely, when teachers did not emphasize these immediacy behaviors, students were more likely to perceive an avoidance goal structure. Immediacy behaviors were not related to perceptions of an extrinsic goal structure. Our results suggest that teachers can help create a positive, mastery-oriented classroom by communicating with students in a way that demonstrates authentic care and concern for students' learning. Implications for future research into cues students rely on when perceiving classroom goal structurers and implications for instruction are discussed. [ABSTRACT FROM AUTHOR]

Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under‐investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher‐directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social‐ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed. [ABSTRACT FROM AUTHOR]

School violence is a significant public health concern that occurs in many forms. Physical aggression can cause serious bodily injury and long-term negative effects, and both teachers and students experience significant rates of physical aggression. There are few studies examining teachers' experiences of physical aggression. Studies that go beyond prevalence are limited, and we know little about the triggers and consequences that surround these incidents. This qualitative investigation used an antecedent-behavior-consequence (A-B-C) framework to understand how incidents of physical aggression directed toward teachers unfold. The sample included 193 elementary and secondary teachers who completed an anonymous, online survey and described events leading up to and following their experiences with physical aggression. Using conventional content analysis, we identified common antecedents, such as breaking up fights, discipline, and directives, and common consequences, such as student removal, school staff involvement, positive outcomes, and inaction. Further analyses revealed seven common A-B-C patterns among physical aggression incidents that are highlighted and discussed. Utility of the A-B-C framework for teacher-directed violence is described, along with implications for research, practice, and policy. Exploring the context surrounding incidents of physical aggression directed against teachers provides useful information for violence prevention and interventions. [ABSTRACT FROM AUTHOR]

Academic dishonesty occurs at alarming rates in higher education. In the present study, we examined predictors of academic cheating behaviors, and beliefs in the acceptability of cheating, in disliked courses at two large universities, using structural equation modeling. Perceived mastery and extrinsic goal structures were related to beliefs about cheating but not cheating behaviors. Beliefs in the acceptability of cheating were more likely to be endorsed in math and science courses. College students were more likely to cheat and to believe in the acceptability of cheating when they reported a high need for sensation. [ABSTRACT FROM AUTHOR]

Violence perpetrated against teachers is prevalent and has the potential to adversely affect teachers’ well-being, efficacy, and longevity in the profession. In this study, we examined teachers’ reactions after having experienced violence, specifically examining the roles of attributional processes. In collaboration with the American Psychological Association, National Education Association, and American Federation of Teachers, data were collected via a survey instrument from teachers across the United States. We examined responses from 2505 participants who described the most upsetting incident of violence that had been perpetrated against them in their roles as teachers. We examined predictors of (1) communicating with others after the incident and (2) implementing intervention strategies with the perpetrators of violence. Emotions were tested as mediators of the relations between attributions and outcomes. Results indicated that characterological and behavioral self-blame were predictive of negative affect, which in turn predicted the majority of outcomes. Study limitations and implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading behaviors. A repeated measures analysis of variance indicated significant increases in vocabulary, intrinsic value, and out-of-school reading, whereas significant decreases were found in attainment value. Hierarchical regression analysis indicated students' subjective expectancy for success was a significant predictor of increases in both comprehension and vocabulary scores. Students' utility value interacted with intrinsic value in predicting reading comprehension scores. In terms of change in students' reading behavior, their perceptions of intrinsic value and utility value were significant predictors. Gender interacted significantly with expectancies in predicting behaviors. Findings have implications for instructional support, particularly as it relates to reading motivation across the transition from middle to high school. [ABSTRACT FROM AUTHOR]

Teacher-directed violence is a common, yet understudied, phenomenon. Perpetrators of violence against teachers include not just students, but also administrators, parents, and colleagues. Administrators are key stakeholders when it comes to shaping school climate and safety that can reduce or increase the negative impact of violence against teachers. In this study, 237 teachers' qualitative responses from a larger sample of 2,431 anonymous, online survey responses were examined to better understand their experiences with incidents of violence and how administrators played a role in these experiences. Results reveal that lack of administrator support negatively impacts teachers at multiple levels, including teachers' feelings (individual); challenges associated with addressing issues related to students, parents, and other perpetrators (interpersonal); and school systems and policies (organizational). This study highlights the importance of administrative support and illustrates how administrators' actions and inactions can have ripple effects at each level of the school microcosm. Implications for research, practice, and policy are discussed. [ABSTRACT FROM AUTHOR]

Academic cheating occurs frequently in schools. Cheating is a deliberative act, in that students make a conscious decision to engage in academic dishonesty. Students’ achievement goals, which are malleable, often guide the ways that students make such decisions. Educators can incorporate various instructional practices and support academic policies that enhance positive motivational beliefs (e.g., mastery goals), potentially reducing academic dishonesty. [ABSTRACT FROM PUBLISHER]

Extant scholarship has primarily examined demographic predictors of teacher victimization. Teacher multiple victimization, or the extent to which teachers experience multiple types of violence, has not been examined. Using social-ecological theory, we examine correlates of violence among 2,324 teachers who reported having been victimized at least once. Male teachers were more likely to report student-generated multiple victimization, and White teachers were more likely to experience multiple forms of violence generated by students and parents. Teacher attributions also played an important role. Characterological and behavioral self-blame were associated with higher colleague and student-generated multiple victimization, respectively. Regarding contextual variables, teachers who reported less administrative support were more likely to report multiple forms of violence by students and colleagues, and teachers working in urban settings reported more student-generated multiple victimization. This study underscores the importance of accounting for individual and contextual factors. Implications for research and practice are discussed. [ABSTRACT FROM PUBLISHER]

This article describes an initiative undertaken by a coalition of psychologists (Coalition for Psychology in Schools and Education) from the American Psychological Association (APA) to identify the top 20 principles from psychological science relevant to teaching and learning in the classroom. This article identifies these principles and their basis in psychological science. In addition, it articulates each principle's relevance to teaching practices. The article lists all 20 principles and describes a subset of these by providing the information described previously. [ABSTRACT FROM PUBLISHER]

ABSTRACT Psychological science has much to contribute to preK-12 education because substantial psychological research exists on the processes of learning, teaching, motivation, classroom management, social interaction, communication, and assessment. This article details the psychological science that led to the identification, by the American Psychological Association's Coalition for Psychology in Schools and Education, of the 'Top 20 Principles from Psychology for PreK-12 Teaching and Learning.' Also noted are the major implications for educational practice that follow from the principles. [ABSTRACT FROM AUTHOR]

Background There is much interest in assessing growth in student learning. Assessments of growth have important implications and affect many policy decisions at many levels. Aims In the present article, we review some of the different approaches to measuring growth and examine the implications of their usage. Sample Samples used in research on growth models typically include students enrolled in public schools that primarily serve kindergarten through the 12th grade. Method Definitions of growth and gain are reviewed, and five types of growth models are examined: (1) Student Gain Score Model, (2) The Covariate Adjustment Model, (3) The Student Percentile Gain Model - referred to as single-wave value-added models, (4) Univariate Value-Added Response Models, and (5) Multivariate Value-Added Response Models. Results Modelling approaches are vastly different, whereas Student Gain Models are mathematically and conceptually simple, Multivariate Models are highly complex. Conclusion Educators assessing growth must make critical decisions about measurement. The type of instrument that is selected and the type of analytic techniques selected are of great importance. Growth must be considered from technical, pedagogical, and policy perspectives. [ABSTRACT FROM AUTHOR]

Teachers in U.S. schools report high rates of victimization, yet previous studies focus on select types of victimization and student perpetrators, which may underestimate the extent of the problem. This national study was based on work conducted by the American Psychological Association Classroom Violence Directed Against Teachers Task Force and is one of the few national studies to examine violence directed at teachers. Participants included 2,998 kindergarten through 12th-grade (K-12) teachers from 48 states who completed an anonymous web-based survey assessing their experiences with victimization. Results revealed that 80% of teachers reported at least one victimization, and of these teachers, 94% reported being victimized by students. Nearly three-fourths of all teachers experienced at least one harassment offense, more than half experienced property offenses, and 44% reported physical attacks. Findings suggest that specific teacher and community characteristics are associated with a higher likelihood of victimization, namely, male gender and urban settings; whereas, African American teachers were less likely to report victimization. Implications for teacher training, school interventions, public policy, and future research are discussed. [ABSTRACT FROM AUTHOR]

In this article, we critically examine skills that are necessary for the effective learning of science in adolescent populations. We argue that a focus on twenty-first-century skills among adolescents within the context of science instruction must be considered in light of research on cognitive and social development. We first review adolescents’ emerging abilities in terms of five domains identified by the National Research Council Board on Science Education: adaptability, complex communication/social skills, non-routine problem-solving skills, self-management/self-development and systems thinking. We next describe practices that science teachers can use to enhance the development and use of emerging cognitive abilities in adolescents. We conclude by providing seven research-based recommendations for adolescent science instruction. [ABSTRACT FROM PUBLISHER]

Over 5,000 adolescents enrolled in required rural high school health courses reported their perceptions of mastery and extrinsic goal structures in their health classrooms. Data were collected from all students at three time points (prior to HIV and pregnancy instruction, 3 months after instruction, and 1 year after instruction). Results indicated that classroom goal structures were related to both proximal and distal knowledge, attitudes, intentions, and efficacy beliefs. Results in particular indicate that the perception of a mastery goal structure in health education classrooms fosters knowledge, improved attitudes, enhanced efficacy beliefs, and lower intentions to have sexual intercourse. [ABSTRACT FROM AUTHOR]

Ninth grade health education classrooms were randomly assigned to conditions in which a 14-lesson unit on HIV and pregnancy prevention was provided either by the permanent classroom teacher or by a temporary health educator. Student data were collected prior to the lessons and approximately 3 weeks after the completion of the unit. Results indicate that students who learned the unit from the classroom teacher reported that that the instructor was more likeable and credible and that the classrooms were more motivational. Sexually active adolescents with regular classroom teachers reported greater increases in frequency of class discussion. [ABSTRACT FROM AUTHOR]

This article uses theoretical concepts from self-efficacy theory, goal theory, expectancy value, and intrinsic motivation theory as a way to organize the vast and largely atheoretical literature on academic cheating. Specifically, it draws on 3 particular questions that students encounter when deciding whether to cheat: (a) What is my purpose?, (b) Can I do this task?, and (c) What are the costs associated with cheating? This article reviews both experimental and nonexperimental evidence related to each of these questions and offers suggestions for future research and instructional practices that will lessen the likelihood of cheating. [ABSTRACT FROM AUTHOR]

Over the past 25 years, achievement goal theory has emerged as one of the most prominent theories of achievement motivation. This chapter uses an achievement goal framework to examine the influence of classroom and school environments on students' academic motivation and achievement. Considerable evidence suggests that elementary and secondary students show the most positive motivation and learning patterns when their school settings emphasize mastery, understanding, and improving skills and knowledge. Whereas school environments that are focused on demonstrating high ability and competing for grades can increase the academic performance of some students, research suggests that many young people experience diminished motivation under these conditions. The implications of achievement goal theory for examining the impact of school reform are discussed. [ABSTRACT FROM AUTHOR]

Though HIV preventive and other health interventions in educational settings have often been grounded in health behavior theory, such interventions have rarely taken into account achievement motivation theory. The purpose of this article is to discuss how and why theories of both health behavior and achievement motivation have the potential to play an important part in the design and delivery of HIV preventive interventions in school settings. First, we briefly discuss health behavior theories, with a primary focus on their commonalties. Next, we discuss theories of achievement motivation and what is known about motivating students to learn and excel in the classroom, specifically applying these theories to safer sexual education. The complementary aspects of these theoretical perspectives are then considered. Finally, implications for improving the design of HIV preventive and other health interventions in school settings are discussed. Such interventions may be vastly improved if they pay greater attention to the motivational tenets of achievement motivation theories and their associated classroom dynamics. [ABSTRACT FROM AUTHOR]

The purpose of this study was to assess the perceptions of the adult population in a largely rural, southeastern state without a state-mandated AIDS education curriculum, regarding the appropriateness of teaching various AIDS-related topics to sixth and ninth grade students. A random telephone poll of 654 respondents answered questions pertaining to the appropriateness of teaching delaying sexual activity, how to say "no" to sexual advances, the correct way to use a condom, the risk of AIDS, how to discuss condom use with a sexual partner, and the importance of not having premarital sex. Results indicate widespread support for teaching AIDS and sex education at the ninth grade level and, with the exception of teaching about correct condom use, at the sixth grade level. Males, older and married individuals, and people who strongly identified with their religion were less supportive of providing instruction about these topics at school. Implications for school policy makers are discussed. [ABSTRACT FROM AUTHOR]

Describes two studies examining the role of present and academic selves during early adolescence. Relations between present and future selves and changes in grade point average between the sixth and seventh-grade students; Mastery and performance-approach achievement goals; Good student self-concept related to both performance and mastery goals.

Studies the relations of individual differences and motivation to the learning of current events in schools. Role of motivation in acquiring current events knowledge; Role of formal instructions and television news broadcast; Problems in measuring context.

Examines individual and classroom-level differences in motivation and strategy usage in sixth- and seventh-grade middle school science. Use of hierarchical linear modeling to examine between-classroom differences in learning-focused goal orientation; Implications for science education reform; Need for scientific literacy.

We proposed a causal relationship between teachers' perception of principal leader- ship behavior, school culture, and teacher and student commitment. We hypothesized that a concept we called principal "venturesomeness" would be related to a school culture that stresses accomplishment and mastery, which in turn would be related to teacher commitment, which in turn would predict student commitment to school. We define principal venturesomeness as the extent to which principals are seen as being willing to take risks, are innovative in their approach to instructional leadership, and in general display and encourage achievement-oriented behavior. The model was tested in two different samples. The first sample was third-through six-grade teachers and students from schools in Arizona. The second sample was third-through fifth-grade teachers and students from Florida. The model was tested using LISREL VI. Many similarities existed between the models in the two samples. Principal Venturesomeness was a strong predictor of an Accomplishment Culture, which in turn was a strong predictor of Teacher Commitment. Contrary to our hypothesis, no relationship existed between Teacher Commitment and Student Commitment. The summary fit statistics indicate that the model did not explain the data adequately. The X2/df ratio was greater than a rule-of-thumb 5.0 and the goodness-of-fit index was less than a rule-of-thumb .9 in both studies. Although the studies indicated some interesting conceptual relationships, it appears that the proposed model does not adequately explain the theoretical relationships between teacher perceptions, school culture, and teacher and student commitment. The studies do suggest one research direction not yet explored in the literature. That is, the relationship between teacher commitment and student commitment. More empirical work exploring how teacher commitment relates to student outcome is encouraged. [ABSTRACT FROM AUTHOR]

Some students purposefully use self-handicapping strategies (e.g., procrastinating, fooling around, getting involved in many activities) so that these circumstances, rather than lack of ability, will be seen as the cause if subsequent performance is low. The aim of the present study was to determine whether we could reliably assess fifth-grade students' reports of their use of self-handicapping strategies and to examine individual- and classroom-level predictors of self-handicapping. Surveys were given to 646 fifth-grade students. The handicapping items formed a single factor with good internal consistency. Handicapping varied significantly across classrooms. Using hierarchical linear modeling, we found that boys used handicapping more than girls did and students' grade point average and perceived academic competence were negatively related to handicapping. Students' perceptions of an emphasis on relative ability in the classroom (ability goal structure) as well as teachers' reported use of instructional practices that highlight relative ability were positively related to handicapping. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Examines the relations between school-level variables and victimization, behavior and school safety of early adolescents in United States. Variables that cause misbehavior, aggression and delinquency on adolescents; Use of the National Longitudinal Study (NELS) in the study; Construction of student-level dependent variables for the study; School-level responses to student misbehavior; Differences of victimization and perceptions of safety across schools.

Presents a study which focuses on the relationship between the achievement gaps in math and science between adolescents with and without learning disabilities (LD), and middle school transitions. Information on maths and science achievement of students with LD; Methodology used in the study; Results of tests which were done; Discussion on the study; Other information on the study.

Examines several cognitive and motivational variables that distinguish children with learning disabilities from children without learning disabilities. Levels of metacognitive knowledge and reading comprehension; Self-efficacy; Intrinsic orientation; Anxiety; Signs of learned helplessness; Clusters of children with learning disabilities.