Explore the vast range of titles available.

Research polls, media interviews, and everyday conversations reveal an unsettling truth: citizens, while well-meaning and even passionate about current affairs, appear to know very little about politics. Hundreds of surveys document vast numbers of citizens answering even basic questions about government incorrectly. Given this unfortunate state of affairs, it is not surprising that more knowledgeable people often deride the public for its ignorance. Some experts even think that less informed citizens should stay out of politics altogether. As Arthur Lupia shows in Uninformed, this is not constructive. At root, critics of public ignorance fundamentally misunderstand the problem. Many experts believe that simply providing people with more facts will make them more competent voters. However, these experts fail to understand how most people learn, and hence don't really know what types of information are even relevant to voters. Feeding them information they don't find relevant does not address the problem. In other words, before educating the public, we need to educate the educators. Lupia offers not just a critique, though; he also has solutions. Drawing from a variety of areas of research on topics like attention span and political psychology, he shows how we can actually increase issue competence among voters in areas ranging from gun regulation to climate change. To attack the problem, he develops an arsenal of techniques to effectively convey to people information they actually care about. Citizens sometimes lack the knowledge that they need to make competent political choices, and it is undeniable that greater knowledge can improve decision making. But we need to understand that voters either don't care about or pay attention to much of the information that expertst think is important. Uninformed provides the keys to improving political knowledge and civic competence: understanding what information is important to others and knowing how to best convey it to them.

Shortlisted, 2010 Jospeh Rothschild Prize in Nationalism and Ethnic Studies, Association for the Study of Nationalities. Once again, it appears that Russia is marching to the forefront of the international stage. Anne L. Clunan's analysis of Russia's resurgence convincingly argues that traditional security concerns, historical aspirations, and human agency are coalescing around a new national identity and reconfigured national interests in the post-Soviet nation. Her work moves beyond balance-of-power and realist politics to posit a new, interdisciplinary theory: aspirational constructivism. This groundbreaking theory draws on international relations research and social psychology. Clunan argues that the need for collective self-esteem creates aspirations—often based in a nation's past—that directly shape its national and security interests. In applying this theory to Russia, she points to the nation's continuing efforts to exert influence over former Soviet satellite states and relates the desire for international status found in five broad Russian national self-images—Western, statist, Slavophile, neocommunist, and nationalist—to Russia's definition of its security interests with respect to Europe, Eurasia, and nuclear weapons. Clunan's examination of how sociology, social psychology, and traditional international politics affect post-Soviet Russian identity and security concerns is truly cross-disciplinary. A concluding chapter discusses the policy implications of aspirational constructivism for Russia and other nations and a methodological appendix lays out a framework for testing the theory.

Student giftedness is a complex, developmentally dynamic and contextual phenomenon that teachers confront every day. In the classroom, teachers often meet students who have exceptional potential or achieve very high learning goals. The aim of this study is to illustrate the evaluation of inquiry-based learning activities in a specific context (Diversity in Science towards Social Inclusion learning modules) implemented in a non-formal educational setting for gifted students in relation to their level of individual interest and their autonomous and controlled motivation, comparing different groups of students. The authors investigate how these activities affect the students' attitudes towards inquiry-based learning, their situational interest and their interest in science careers. A total of 264 Slovenian lower secondary school students participated in the study. The students participated in non-adapted and adapted activities based on the inquiry-based learning approach. The data were collected using pre- and post-activity questionnaires. Participation in the study, which took place in the period between the 2021/22 and the 2022/23 school years, was voluntary. The data was collected anonymously and used for research purposes only. The results show several statistically significant differences in how students' level of individual interest, autonomous motivation and controlled motivation for learning chemistry affects their attitudes towards inquiry-based learning, their situational interest in Diversity in Science towards Social Inclusion activities and their interest in science careers. For the gifted and non-gifted students who participated in \"Forensics Science\" lab activities before and after the adaptations to the modules, the results related to their attitudes towards inquiry-based learning and situational interest are also reported. Thus, the results of the study provide useful insights for researchers in the field of chemistry education as well as for chemistry teachers in lower and upper secondary schools. The presented study is a good example of best practices that chemistry teachers can apply in teaching chemistry, thus enabling all students, not only the gifted ones, to learn chemistry using the inquiry-based learning approach. (DIPF/Orig.)

Geology is a subject of low interest for many pupils and teachers. The present study aims at examining the organizational conditions for geology education using the model of the Czech Republic and Slovakia, drawing from the national curricula. The study discusses the possible reasons for the unpopularity of the field worldwide and proposes general recommendations that would contribute to increasing interest in geoscience. The main drawbacks of geology education seem to be the large volume of required knowledge, its thematic structure, and a lack of links to real life. The Czech curriculum is vaguely and theoretically defined, placing demand on pupils, especially in the area of memorizing given information and practically pays no attention to recommended teaching methods. In contrast, the Slovak curriculum better reflects current trends. In general, it is necessary to implement continuous educational support for geology teachers and restructure the geology syllabus so that individual sub-fields are interlinked. Moreover, the learning outcome definition should include action-based education, fieldwork, experimenting, and similar elements. (DIPF/Orig.).

The aim of this study was to review research conducted in 2003-2006 in the EU-15 countries on how consumers perceive, understand, like and use nutrition information on food labels. Based on a search of databases on academic publications, Google-based search, and enquiries directed to a range of food retailers, food companies, consumer associations and government agencies, a total of 58 studies were identified. These studies were summarised using a standard format guided by a model of consumer information processing, and these summaries were subsequently processed using the MAXqda software in order to identify key findings and common themes across the studies. The studies show widespread consumer interest in nutrition information on food packages, though this interest varies across situations and products. Consumers like the idea of simplified front of pack information but differ in their liking for the various formats. Differences can be related to conflicting preferences for ease of use, being fully informed and not being pressurised into behaving in a particular way. Most consumers understand the most common signposting formats in the sense that they themselves believe that they understand them and they can replay key information presented to them in an experimental situation. There is, however, virtually no insight into how labelling information is, or will be, used in a real-world shopping situation, and how it will affect consumers' dietary patterns. Results are largely in line with an earlier review by Cowburn and Stockley (Public Health Nutr 8:21-28, 2005), covering research up to 2002, but provide new insights into consumer liking and understanding of simplified front of pack signposting formats. There is an urgent need for more research studying consumer use of nutritional information on food labels in a real-world setting.[PUBLICATION ABSTRACT]

It is a well-studied phenomenon, that throughout the course of studying at university, the motivation for the study program decreases. Correlation between motivation and learners' behavior, for example the learning process, achievement or, in the worst case, dropout exist. So there is a need for understanding the development of motivation in detail, like that of subject-interests, and for identifying influence factors, especially for higher education. This panel study examined the development of 4,345 students in higher education. Growth mixture models for subject-interests identify two classes of trajectories: \"descending interest\" and \"continuously high interest\". In a next step, the analysis shows that gender, university entrance score, academic field and occupational aspiration influence membership of the classes. The results are discussed with respect to their consequences for education programs, but also with respect to possible new research questions. Two trajectory classes of subject-interest development in higher education are identified. Gender and academic major influence membership in the two different classes. The cognitive factors university entrance score and GPA affect the development of subject-interests. Occupational aspiration is an important factor for class affiliation. (ZPID).

Are motivated students less likely to express negative achievement emotions in math, and how do teachers impact such academic beliefs? Guided by the situated expectancy-value theory and the control-value theory, this study is interested in how teacher support influences students’ negative affect in math through students’ perception of teacher support and students’ interest value (teacher-to-student transmission between and within classes). Thus, associations were modeled at the individual and classroom levels to investigate cross-level interactions. Using data from 1,429 students in grades 7–12 (49% males, 67% Hispanic Americans, 15% Asian Americans, 18% other racial/ethnic groups), cross-level indirect effects suggested an association of teacher-reported support for collaboration and cognitive support with decreasing negative affect through students’ perception of teacher support and students’ interest value. These associations were supported within but not between classes.

Using data from 1,571 ninth-grade students (Mage = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle-class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents' self-concept, child's need for support, and parents' time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross-sectional and longitudinal associations with students' motivational (self-concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self-concept and higher achievement than students from other family types. (DIPF/Orig.).

Mathematics interest is highly relevant for students' academical and emotional development in the domain of mathematics. Thus, it appears alarming that students' mathematics interest decreases during the course of secondary school. Teacher self-efficacy is a central facet of teacher motivation and is assumed to be highly relevant for student mathematics interest. However, there is a paucity of research that investigates the longitudinal and indirect relations through which teacher self-efficacy relates to students' interest through their teaching behaviors in mathematics classrooms. Therefore, in the present longitudinal study we aim to contribute to research by identifying how teacher self-efficacy for student engagement contributes to students' mathematics interest in secondary classrooms through student- and teacher-reported support. We used a sample of mathematics teachers (n = 50) and their students (n = 959). Longitudinal data of three measurement waves collected from German ninth grade mathematics classrooms were included in the analysis. Results of latent-manifest multi-level analysis showed that teacher self-efficacy for student engagement at Time 1 (beginning of ninth grade) positively predicted student-perceived, but not teacher-perceived, teacher emotional support at Time 2 (beginning of tenth grade), which in turn positively predicted students' mathematics interest at Time 3 (middle of tenth grade). A possible implication for mathematics teachers' educational practice involves strengthening mathematics teachers' self-efficacy for student engagement by means of direct interventions and in-servive training for mathematics teachers. (ZPID).

Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N = 5,649, M age = 13.4; Study 2: N = 2,264, M age = 13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite Stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature.