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This study examined cross-level interactions between personal goals and classroom goal structures, as well as their additive contributions to predicting math achievement, engagement, interest, effort withdrawal, and avoidance coping, using a sample of 3,943 Grade 5 students from 130 classrooms. Results of hierarchical linear modeling showed that classroom performance goal structures exacerbated (a) the negative association between personal performance-avoidance goals and engagement and (b) the positive relations of personal performance-avoidance goals to effort withdrawal and avoidance coping. Moreover, both classroom performance goal structures and personal performance-avoidance goals had maladaptive patterns of relations to outcomes at their respective levels of analysis, whereas classroom mastery goal structures and personal mastery goals showed adaptive relations. Our findings underscore the importance of a multilevel interactionist perspective in understanding achievement motivation and making recommendations for educational practices.

This study tested a predictive and mediation model of teacher commitment. Teacher efficacy and sense of identification with school were hypothesized to mediate the relations of an individual antecedent (teaching experience) and two organizational antecedents (perceived organizational politics and reflective dialogue) to teacher commitment. Multigroup structural equation modeling was used to test and validate the mediation model across two independent samples of teachers. Perceived organizational politics was found to be negatively related to teacher commitment, whereas reflective dialogue and teaching experience were positively related. Teacher efficacy and identification with school were found to completely mediate the relations between the three antecedents and teacher commitment.

Building on Snow's (1989) idea of 2 pathways to achievement outcomes, a performance and a commitment pathway, this study examined how cognitive and motivational factors associated with each of these pathways, respectively, contributed to the prediction of achievement outcomes in science. The sample consisted of 491 10thand 11th-grade high school students. Results of hierarchical regression analyses showed that (a) students' cognitive abilities were the strongest predictors of their performance in science as measured by standardized test scores; (b) motivational processes enhanced the predictive validity for science test scores and grades beyond the variance accounted for by ability; and (c) motivational processes were the strongest predictors of students' commitment to science in the form of situational engagement and anticipated choices of science-related college majors and careers. These results are consistent with Snow's (1989) conjecture that both performance and commitment pathway-related factors are necessary for understanding the full range of person-level inputs to achievement outcomes.In this age of information and technology, science education plays an important role in preparing young people for the future, both as employees and as members of information-and technology-rich societies. Today, as in the Cold War era, there is widespread interest among educators, policymakers, and researchers, around the world in understanding the determinants of science learning and achievement such that educators can better prepare young people for participation in the world that lies ahead of them.

SUMMARY Clustered protocadherin (Pcdh) proteins mediate dendritic self-avoidance in neurons via specific homophilic interactions in their extracellular cadherin (EC) domains. We determined crystal structures of EC1-EC3, containing the homophilic specificity-determining region, of two mouse clustered Pcdh isoforms (PcdhγA1 and PcdhγC3) to investigate the nature of the homophilic interaction. Within the crystal lattices, we observe antiparallel interfaces consistent with a role in trans cell-cell contact. Antiparallel dimerization is supported by evolutionary correlations. Two interfaces, located primarily on EC2-EC3, involve distinctive clustered Pcdh structure and sequence motifs, lack predicted glycosylation sites, and contain residues highly conserved in orthologs but not paralogs, pointing towards their biological significance as homophilic interaction interfaces. These two interfaces are similar yet distinct, reflecting a possible difference in interaction architecture between clustered Pcdh subfamilies. These structures initiate a molecular understanding of clustered Pcdh assemblies that are required to produce functional neuronal networks.

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