Aims: Situating within the 2 x 2 model of achievement goals, we explored the antecedents (emotional and physiological states, academic buoyancy, task values) and consequences (academic engagement, intrinsic motivation) of both mastery-approach and mastery-avoidance goals. Our hypothesized a priori model for testing entails direct and indirect effects, emphasizing in particular the central mechanism of both mastery goal types. Methodology: Secondary school students (N = 288) participated in the present study, and data were collected across four occasions. Results: Structural equation modeling yielded some notable findings, such as the negative effects of emotional and physiological states on mastery-approach and mastery-avoidance goals and the negative effect of mastery-avoidance goals on academic engagement. Task values and emotional and physiological states also influenced intrinsic motivation. Evidence from our investigation, overall, provided additional clarity into the characteristics of the two mastery goal types.

Situating within the 2 x 2 model of achievement goals, this short-term study examined the central roles of tasks values, mastery-approach and mastery-avoidance goals, and academic engagement and disengagement in students' future achievement outcome in mathematics. Enactive learning experience was also considered as antecedent of the mentioned variables. A sample of 262 (139 boys and 123 girls) 12th grade students participated in the study. Structural equation modelling analyses yielded some notable findings, such as temporally displaced effects of both mastery-approach and mastery-avoidance goal orientations on academic engagement and disengagement, respectively. The two types of mastery goals also influenced achievement in mathematics, whereas task values inversely related to academic disengagement. In general, from a decomposition of direct and indirect effects, it can be suggested that mastery goals exist in a central system that includes both antecedents and consequences.

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.

Progress in education has, over the past decades, involved the study of personal well-being experiences at school. What is personal well-being? This theoretical construct is relatively complex in terms of its compositions, consisting of different academic and nonacademic components and attnbutes (e.g., the importance of choice). Inquiries into the operational nature of personal well-being are warranted, given that empirical findings may provide fruitful information for educational consideration. Drawing on from previous theoretical tenets (Fraillon, 2004; Soutter, 2011), we recently developed a theoretical framework of personal well-being (Prum, In press-2015), which consists of a number of components that reflect cognition, motivational patterns, interpersonal skills 1997), we focused on an examination of the interrelations between 'acadamic striving, effective functioning, personal resolve', and 'school experience' of secondary school students (N=352). Across two time points of data collection, using longitudinal structural equation modeling (SEM) techniques, we explored the central role of self-efficacy (e.g., Time 1 self-efficacy - Time 1 effective functioning). Results obtained indicated a one-factor congeneric model, whereby measured indicators loaded onto their respective latent factors. After controlling for Time 1 variance of the corresponding outcomes, we note that academic self-efficacy still sustained and contributed to the prediction of effective functioning and school experience. This evidence, collectively, indicates some practical merits and empirical support for further research development.

The theoretical tenets of academic engagement, as outlined by Schaufeli and colleagues, have received limited attention. There is credence to indicate that Schaufeli et al.'s conceptualization has educational implications. Extending this avenue of inquiry, we report two longitudinal studies that explore the motivation-related attributes of engagement within the framework of self-efficacy. A number of research questions were developed for examination - for example, does enactive learning experience influence academic achievement, via students' engrossment (i.e. absorption) of a subject matter? Does students' sense of resilience and persistence (i.e. vigor) heighten their self-efficacy beliefs for academic learning? For the two studies (Study 1: 311 Year 11 students; Study 2: 249 Year 12 students), utilizing different cohorts, we measured these constructs at multiple time points. Existing Likert-scale inventories were administered repeatedly, and data collected were analysed using causal modeling procedures. M'Plus' 7.2 yielded a number of key findings - for example: (a) the positive impact of Time 1 enactive learning experience on Time 2 absorption and vigor, (b) the positive impact of Time absorption on Time 3 self-efficacy, (c) the positive impact of Time 2 absorption on Time 4 achievement and (d) the positive impact of Time 1 self-efficacy on Time 2 absorption and vigor.

Solomon Islands has been implementing various education reforms to improve its delivery of quality learning in schools. Among the reforms is the introduction of the Community High Schools mostly in rural areas as a way to increase educational access in rural Solomon Islands. Using a case study approach, this study examines the nature of this reform in rural education with particular reference to how well rural Solomon Islands is faring in terms of quality education ideals. Based on in-depth interviews with the case study school principals and teachers and site visits, the study identifies lack of financial resources, inadequate teaching and learning resources, lack of qualified teachers, low teacher-student ratios, frequent teacher absenteeism and lack of community support as the key issues that are hindering the provision of quality learning. There are number of implications derive from the findings. The study identified that there is a pressing need for the rural day-community high schools to be upgraded to boarding school status to accommodate students recruited from distant villages. The scarcity of land and financial resources are preventing the schools to improve the quality of learning. If education is to be a tool for rural development, policies must be implemented to assess educational inputs and outcomes. The low teacher-student ratio and the on-going problem of lack of resources could be addressed by amalgamating the existing small rural community high schools into regional boarding schools. Finally, in order to regain community support schools need to embrace the concept of a community learning centre as a means of providing community education and skills training to entire the community thus contributing to rural development.

Recent research indicates that time perspective, hope, self-efficacy, and ethnic identity explain a significant, independent portion of the variability in academic performance (Adelabu, 2008). Very few studies have used structural equation modeling to explore the direct and indirect effects of these theoretical orientations when combined within one conceptual model. This study tested a conceptual model that included ethnic identity, time perspective (present, future), self-efficacy, and hope. We used causal modeling procedures to explore the direct and indirect effects of these theoretical orientations on students' academic achievements in science and mathematics. Two hundred and forty-eight Form 4 (139 girls and 109 boys) adolescents completed a number of inventories (e.g., Hope). LISREL 812 indicated the direct positive effects of time perspective (present, future) on academic performance; hope was also influenced by both present time perspective and self-efficacy. No indirect effects between the theoretical constructs and academic performance were observed. A one-way MANOVA revealed no statistical difference between boys and girls in this theoretical framework.

Vygotsky's (1978) sociocultural theory of cognitive development indicates children learn from others, either with adult assistance or with the help of a more competent peer. In contemporary societies, the Vygotskian framework has contributed immensely to the development of curricula and different teaching pedagogies among educational theorists and educators (Jaramillo, 1996). More importantly, perhaps, Vygotsky's sociocultural theory has influenced the development and emergence of the constructivist movement in education and other professional fields of development (Gindis, 1999; Jaramillo, 1996). Furthermore, the uniqueness of this theory pertains to Vygotsky's identification of the relationship between an individual's internalisation and the sociocultural processes that take place in society.

Progressive education, as a form of research development, may encompass the study of schooling and personal well-being experiences. Am I enjoying school? What can I do to achieve my personal best? The empirical literature, to date, has provided some major theoretical orientations that make attempts to predict, explain, and enhance individuals' learning in achievement contexts. We recently introduced a newly developed concept, titled: 'optimized functioning'. Optimized functioning, based on Fraillon's (2004) theoretical review of the notion of optimization, is conceptualized as being multifaceted, and consists of four distinctive components (Phan, In press-2015b): (i) personal resolve, (ii) effective functioning, (iii) pathways and means, and (iv) school experiences. To date, in terms of empirical support, our preliminary research studies have produced some interesting findings, such as the differential influences of the four aforementioned components on various educational outcomes (e.g., effective functioning → mastery-approach goal orientation). This seminal chapter, theoretical in its contributions, discusses the articulation and conceptualization of optimized functioning. We also introduce readers to the development of an inventory that measures the four components of optimized functioning: the Academic Optimized Functioning Questionnaire (AOFQ). Our overview of this topical theme is of significance, especially in terms of providing a basis for continuing research development (e.g., the impact of general optimized functioning in human agency) and consideration of educational practices for implementation. We contend there is credence, based on our preliminary research findings (Phan, In press-2015a, In press-2015b), to incorporate this academic well-being construct within the overall schooling system. In its totality, similar to other motivational tenets, optimized functioning may serve to explain individuals' thought patterns, cognition, and motivation.

Student learning in achievement contexts is an important inquiry that has been researched extensively, utilizing different theoretical orientations. The present investigation, contributing to the study of motivation, entails an amalgamation of four major constructs: school belonging, academic engagement, future time perspective, and personal self-efficacy. Based on existing empirical evidence, and using causal modeling procedures, we hypothesized a number of structural relations (e.g., the impact of future time perspective on course-specific self-efficacy) with school belonging serving as an antecedent of motivational and noncognitive outcomes. Upper secondary school students (N = 304) provided self-reports of their future time perspectives, self-efficacy beliefs, and engagement. Statistical analyses yielded some notable findings, such as the direct impact of school belonging on academic achievement, and the direct positive effects of future time perspective and vigor, a component of academic engagement, on global-specific self-efficacy.