This short-term longitudinal study involved the inclusion of personal self-efficacy and the 4 categories of reflective thinking practice within 1 conceptual framework. Using structural equation modeling, the author explored the temporally displaced effects of prior performance (Time 1) on self-efficacy (Time 2, Time 3) and the four categories of reflective thinking (Time 4). Similarly, the examination included the temporally displaced effect of self-efficacy on the four categories of reflective thinking and whether these 2 theoretical constructs would influence academic performance (Time 5). First-year university students (N = 269) were administered 2 inventories (Motivated Strategies and Learning Questionnaire, Reflective Thinking Questionnaire) that measured self-efficacy and the four categories of reflective thinking. The results showed that the hypothesized structural paths, in general, were supported - for example, the predictive effect of prior performance at Time 1 on self-efficacy at Time 2, and the predictive effects of self-efficacy at Time 2 and Time 3 on academic performance at Time 5. The decomposition of effects also suggests the possible mediating mechanisms of self-efficacy and reflective thinking.

Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model that depicted the interrelations between the non-cognitive (task value, self-efficacy) and cognitive (deep-learning approach, reflective-thinking) processes of learning, and academic achievement outcomes in mathematics. University students (n = 289) were administered a number of Likert-scale inventories and LISREL 8.80 was used to test various a priori and a posteriori models. Structural equation modeling yielded some important findings: (1) the positive temporally displaced effects of prior academic achievement, self-efficacy expectations and task value on achievement in mathematics, (2) the positive relations between self-efficacy expectations and task values and cognitive process outcomes and (3) the possible mediating role of self-efficacy expectations and task value between prior academic achievement and deep learning, reflective-thinking practice and academic achievement. Overall, our research investigation has provided empirical groundings for further advancement into this area of students' learning.

The aim of this study is to investigate whether there is a relationship between the quality of lesson planning and its successful implementation. A longitudinal study, it was conducted over semester two 2004 to semester one 2006, involving 309 pre-service students in a physical education class. It is also a correlational study in that it attempts to establish if there is nexus between two variables. The Statistical Package for the Social Sciences (SPSS v.17) was used to analyse data in which the Pearson Correlation and Regression Analysis were conducted. It was found that there is a positive relationship between the quality of lesson planning and the quality of delivery. This substantiates the important place lesson planning should have in teacher education, considering it as a crucial area of prospective teachers' professional development. Quality lesson planning will, however, not necessarily mean automatic translation into successful implementation, making it imperative that teacher education provides support to student teachers to make informed transition from a lesson plan to its delivery.

This book is about Pacific Education and covers a number of key issues and challenges from a variety of perspectives, penned by a number of educators who have worked in the pacific region, as well as the School of Education at the University of the South Pacific. The authors represent a wide spectrum of experiences representative of various perspectives within all levels of education from Early Childhood Education through Primary and Secondary Education to Higher Education. The papers are set against a backdrop of small island states; many of which comprise a series of scattered and isolated islands, (ADB and Commonwealth Secretariat report, 2005) coupled with a heavy dependency on foreign Aid (Kabini, 2005). The book is written on the assumption that a continued discussion, debate and analysis on matters, issues and topics concerning Pacific education as it is presented in policy, or implemented on the ground is necessary to improve its quality. The book is also premised on the tenet that all levels of education, educators, parents, students and the public should be effectively involved in commentary and the shaping of educational agendas, not just be mere implementers of agendas set by 'others', usually those which are donor-driven. The book represents a small dosage of what the authors see as Pacific education issues of today. These may differ of course, from what other educators hold. This is to be expected as educators and researchers ask different questions at different times, hence the choices in the focus of the chapters.

Research exploring students' academic learning has recently amalgamated different motivational theories within one conceptual framework. The inclusion of achievement goals, self-efficacy, deep processing and critical thinking has been cited in a number of studies. This article discusses two empirical studies that examined these four theoretical orientations from both cross-sectional (N = 279 participants) and longitudinal (N = 264 participants) perspectives. In particular, achievement goals are hypothesised to exert direct and indirect effects on academic performance via self-efficacy, study processing strategies and critical thinking. Path analysis was used to test and analyse the hypothesised conceptual models. Results from SPSS 16 and LISREL 8.72 provided good support for the hypothesised structural relationships. Students' academic performance outcomes, for example, are determined directly by deep processing and work-avoidance goals. Results from Study 2 indicate mastery goals and self-efficacy, mastery goals and critical thinking and deep processing and critical thinking operate in a reciprocal manner. In general, the evidence established from both studies contributes theoretically and methodologically.

An emerging interest in cognition and motivation has recently involved the study of rate of change of self-efficacy and achievement goals. We used latent growth modeling (LGM) to test a structural equation model that involved prior academic grades, self-efficacy, mastery and performance-approach goals, and academic achievement measured over a two-year period. A sample of 228 (106 females, 122 males) of second-year students enrolled in mathematic participated in this study. Multivariate growth curve analyses indicated statistically significant effects of prior academic achievement on the intercept factors of the three mentioned constructs; prior academic achievement also exerted a negative effect on the slope factor of mastery goals, and a positive effect on mathematic achievement. Examination of the three trajectories showed increases in change in all three constructs. Evidence ascertained from this research investigation is informative in instructional policies and applied teaching practices.

Introduction: Research pertaining to achievement goals and reflective thinking practice has received considerable attention in educational psychology. However, very few, if any, studies have looked at the impact of the classroom climate and how this psychosocial milieu may influence students' engagement in achievement goals and reflective thinking practice in learning. Objectives: This research tested a structural model that included three theoretical frameworks: the classroom environment, achievement goals (mastery, performance-approach, performance-avoidance), and reflective thinking practice. In particular, achievement goals and reflective thinking practice are postulated to act as mediators between the classroom environment and academic performance. Method: The sample included 298 (142 boys, 156 girls) Year 12 students from four different secondary schools. Causal modeling procedures were used to test and evaluate the mediating and direct influences between the three theoretical frameworks mentioned and academic performance. Likert-type inventories (College and University Classroom Environment Inventory (CUCEI); Reflective Thinking Questionnaire (RTQ); Achievement goals inventories) were administered to students in intact classes. Results: Path analysis indicated the predictive effects of different facets of the classroom learning environment on mastery and performance (approach, avoidance) goals, and the four phases of reflection. Mastery and performance (approach, avoidance) goals also exerted direct effects on the four phases of reflection. The antecedents of academic performance included students' involvement and performance-approach goals. A one-way MANOVA showed no statistically significance between boys and girls. Discussion: The evidence ascertained accentuates the important argument that psychosocial milieu of the classroom contributes to students' achievement goal orientations and their engagement in reflective thinking practice.

Background: Recently research evidence emphasizes two main lines of inquiry, namely the relations between future time perspective (FTP), achievement goals (mastery, performance-approach, and performance-avoidance) and study processing strategies, and the relations between epistemological beliefs, achievement goals and study processing strategies. To date, however, there have been very few attempts made to amalgamate these two strands of inquiry within one study and how they in totality determine the success of academic learning. Aims: This study proposed and tested a conceptual model of relationships among FTP, epistemological beliefs, achievement goals (mastery, performance-approach, and performance-avoidance), study processing strategies and academic performance. Sample: Two hundred and seventy-five tertiary second-year students (167 females, 108 males) enrolled in a university in the Pacific participated in this study. Method: Likert-scale inventories were used to elicit relevant data from students; for example, the epistemological questionnaire (EQ; Schommer, 1990) and the Zimbardo time perspective inventory (Zimbardo & Boyd, 1999). Academic performance was collated from students’ course and final exam marks in the course educational psychology. LISREL 8.72 and SPSS 15 was used to test and evaluate the conceptual model proposed. Results: Latent variables procedures supported the conceptual model in general, although not all hypothesized paths were significant. MANOVA indicated no gender differences in the five theoretical frameworks or academic performance. Discussion: The determinants of academic performance from our findings are deep and surface processing strategies. Furthermore, the established supports the mediating roles of deep processing strategies, mastery goals, and performance-approach and performance-avoidance goals.

The need for us, as educators, to cultivate and encourage a climate of unity, harmony, and prosperity in educational and non-educational settings is pertinent. Conflict resolution in teaching and learning in educational settings, for example, is a feat that may be achieved via different methodological means. In this article, we provide an account of our teaching and research experiences in the Republic of Fiji Islands. Fiji is a developing country that is located in the South Pacific region, consisting of two major ethnic groups: Indigenous Fijians and Indo-Fijians. It is a unique country, but yet marred by financial insecurities, political instability, and ethnic and racial tension. Many Indo-Fijians often face and experience prejudiced and discriminatory views and actions by Indigenous Fijians and other Pacific Islanders. This reflective discourse, differing from our previous published work (Phan, 2007; Phan & Deo, 2007, 2008), is a personal methodological narrative that detailed the effectiveness of our pedagogical strategies in the promotion and enhancement of harmony and unity between people. We discussed, specifically, the inclusion of Bandura's (1997) personal self-efficacy theory, and how this qualitative examination and reporting of 'evidence' may, in fact, provide a premise and scoping for additional research into unsettled sociocultural settings.

Introduction: This article reports on a two-phase study that was conducted looking at study processing strategies, reflective thinking practice, and academic performance. Phase 1 is a meditational analysis of a conceptual model that we have developed involving examination of direct and mediating effects between the four phases of reflection (habitual action, understanding, reflection, and critical thinking) and academic performance, mediated by disorganization, persistence, and effort. Phase 2 involved a logistic regression analysis that examined students' engagement in reflective thinking practice and their effort expenditure. Method: Three hundred and four (131 females, 173 males) university students were administered a package of Likert-type inventories (e.g., The Reflective Thinking Questionnaire) in tutorial classes. Results: Results from Phase 1 indicated the importance of the understanding and reflection phases and persistence as direct determinants of academic performance. Persistence also acted as a mediator between the reflection phase and academic performance. From Phase 2, logistic regression analysis showed that students' engagement in critical thinking led to effort expenditure in learning. Discussion or Conclusion: In conclusion, the conceptual model and subsequent findings established in this study make theoretical and practical contributions to the literature concerning the direct-mediating mechanism between reflective thinking practice, disorganization, persistence, effort, and academic performance.