درخت حوزه‌های تخصصی

The irony of teaching standards policies is that they undermine the very commitments to professional autonomy that they espouse.  Positioned as condition (of competence and conduct) and consequence (of competence and conduct), autonomy becomes both philosophically and practically problematic. Drawing on the work of Jacques Derrida, the authors deconstruct the British Columbia standards policy titled “Standards for the Education, Competence, and Professional Conduct of Teachers.” Deconstruction is not aimed here at the destruction of standards policies but towards understanding and appreciating the role they can play in acknowledging that which is core to teaching and yet difficult to name within the language of standards. Our efforts are directed towards the rehabilitation of autonomy as educational responsibility that recognizes its own deep-seated and perhaps necessary contradictions.

Learning emotions consist of a range of ups and downs students come across in the classroom concerning the subject of study that may affect their performance in academic affairs and the correlation between learning approaches and academic engagement. The present study discussed the mediating role of learning emotions in the relationship between learning approaches and academic engagement in the academic year 2020/2021. The study used a correlation-descriptive research method and multistage cluster sampling. Participants were 384 female upper-secondary school students according to the Cochran formula. Three types of questionnaires were used to collect data: Reeve and Tseng’s academic engagement, Miller et al.’s learning approaches, and Pekrun’s learning emotions. Data were analyzed using Structural Equation Modelling in PLS software. Our findings showed that learning emotions (both positive and negative) have a mediating role in the correlation between learning approaches (learning goals, performance goals, instrumental/future goals, perception ability, external and internal evaluation) and academic engagement (P≤0/05). Moreover, learning approaches have a significant positive correlation with academic engagement (P≤0/05). Furthermore, learning approaches have a significant positive correlation with positive learning emotions, but a significant negative correlation with negative learning emotions (P≤0/05). We can hereby deduce that positive emotions have a significant positive correlation with academic engagement (P≤0/05), whereas the correlation coefficient between negative learning emotions and academic engagement is not significant (P≥0/05). It can be concluded that academic engagement is significantly affected by learning approaches and learning emotions and positive emotions increase the effect of learning approaches on academic learning.