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1.
In the present article, we examine the hypothesis that high-school students' motivation to engage in cognitive endeavors (i.e., their need for cognition; NFC) is positively related to their dispositional self-control capacity. Furthermore, we test the prediction that the relation between NFC and school achievement is mediated by self-control capacity. A questionnaire study with grade ten high-school students (N = 604) revealed the expected relations between NFC, self-control capacity, and school achievement. Sobel tests showed that self-control capacity mediated the relation between NFC and school grades as well as grade retention.  相似文献   

2.
The use of social media in academics' lives is well documented; however, researchers have a limited understanding about whether, why and how academics' social media use changes over time. Through interviews with 12 scholars, we identify multiple reasons that lead them to change their use of social media over time. Specifically, scholars report their social media use changing as a result of personal life events; professional transitions; concerns related to online privacy and self-protection; evolution of technology; their desire to develop and nurture relationships; awareness of the needs of others; and, the political climate. These findings reflect individual desires and broader cultural shifts, indicating that scholars’ use of social media is impacted not just by their individual preferences, but also by forces that impact upon them.  相似文献   

3.
The purpose of this study was to assess how attachment dimensions (anxiety and avoidance), self-esteem, and three subscales of test anxiety – cognitive obstruction, social derogation and tenseness are related in two age groups: adolescents and college students. Participants (N?=?327) completed relevant questionnaires. Results showed that college students revealed higher test anxiety than did high school students on the cognitive obstruction and tenseness scales, whereas high school students revealed higher social derogation than college students. Anxious attachment was related to all three sub-scales of test anxiety and avoidant attachment was related to cognitive obstruction among college students and to tenseness among high school students. Most of the correlations between anxious attachment and test anxiety were mediated by self-esteem among high school students. The mediation ability of self-esteem was weaker among college students.  相似文献   

4.
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5.
Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes.  相似文献   

6.
In this study, a theoretical model is tested to examine factors shaping the decision to pursue STEM fields of study among students entering community colleges and four-year institutions, based on a nationally representative sample of high school graduates from 2004. Applying the social cognitive career theory and multi-group structural equation modeling analysis, this research highlights a number of findings that may point to specific points of intervention along students’ educational pathway into STEM. This study also reveals important heterogeneity in the effects of high school and postsecondary variables based on where students start their postsecondary education: community colleges or four-year institutions. For example, while high school exposure to math and science courses appears to be a strong influence on four-year beginners’ STEM interest, its impact on community college beginners’ STEM interest, albeit being positive, is much smaller. In addition, college academic integration and financial aid receipt exhibit differential effects on STEM entrance, accruing more to four-year college students and less to those starting at community colleges.  相似文献   

7.
This ethnographic case study examined first-year, first-generation, low-income Latino/a college students’ social experiences and familial support during their transition from a charter high school to four-year universities. Through interviews and observations, we found that maintaining communication and building relationships among high school and college peers, high school faculty and staff, and college professors were essential to navigating the educational system; also, having a family that supported their academic work to allow students to only focus on their coursework was important.  相似文献   

8.
Previous research about college students’ social media usage emphasizes social media practices, often ignoring the content that students’ post. Increasing knowledge about the language that college students use to describe their intimate relationships can inform student affairs practice. Using a digital ethnographic data collection approach and queer theoretical framework, this paper explores the dominant discourses about race, sexuality, and relationships circulated in a mobile social networking application. This paper used content analysis to describe the meaning of text and images produced by college-aged youth in the US. Through this analysis of social media content, I contend that college students engage in the complex representations and reproductions of sociocultural norms about bodies, sexuality, and relationships and that these representations and reproductions influence campus climate. I develop implications for student affairs administrators.  相似文献   

9.
Abstract

Some resilient students with LD succeed ‘against the odds’ and reach college. The goals of the study are to explore their resources and barriers during their studies. The relationships between academic self-efficacy (ASE) and personal resources (sense of coherence (SOC) and hope) among college students with learning disabilities (LD) will be examined. The sample consisted of 438 college students divided into two subgroups: 149 students with LD and 289 Non-LD students. Results indicated that college students with LD reported lower levels of ASE, as well as lower levels of hope subscales and SOC. Persistent challenges of early learning distress experienced by those students during school periods continue to be prevalent during their college years. The ASE was predicted by the personal resources, and the risk factor (tiredness lost its significance). The importance of personal resources (SOC and hope subscales) was further emphasised by the mediation model (PROCESS). They mediated the relationships between LD and ASE. These outcomes call for empowering interventional programmes in order to promote hopeful thinking and personal coherence.  相似文献   

10.
The high school grade point average (GPA) is often adjusted to account for nominal indicators of course rigor, such as “honors” or “advanced placement.” Adjusted GPAs—also known as weighted GPAs—are frequently used for computing students’ rank in class and in the college admission process. Despite the high stakes attached to GPA, weighting policies vary considerably across states and high schools. Previous methods of estimating weighting parameters have used regression models with college course performance as the dependent variable. We discuss and demonstrate the suitability of the graded response model for estimating GPA weighting parameters and evaluating traditional weighting schemes. In our sample, which was limited to self‐reported performance in high school mathematics courses, we found that commonly used policies award more than twice the bonus points necessary to create parity for standard and advanced courses.  相似文献   

11.
大学生群体普遍存在就业焦虑现象,且持续时间、焦虑程度有所不同。为了提前适应择业就业,部分大学生会选择兼职以期调整自己的状态,提升职业胜任能力。采用SPSS22.0对调查数据进行分析,发现大学生就业焦虑主要来自个人、家庭、学校和社会等多方面的压力,而大学生兼职与就业焦虑呈现明显的负相关性。在此基础上,从大学生个体、学校和社会等层面提出可行性建议,以期缓解其就业焦虑。  相似文献   

12.
The effect of higher education upon student attitudes is one of increasing liberality and decreasing authoritarianism. In this study of 345 women students in a college of education similar trends were recorded concerning teacher‐role expectations during a three‐year period of anticipatory professional socialization. The early part of the course is seen as particularly significant in changing attitudes. The nature of the change is complex, for whilst on home‐school relationships, curriculum, organization and motivation students become more ‘open’ in their teacher‐role expectations, a hardening of attitudes was seen towards corporal punishment and teachers’ leisure time involvement with their school children. Some changes may be attributed to the orientation of the college towards certain professional beliefs and practices. The process of professional socialization is marked by increasing differentiation among students at different stages of their course on questions relating to teachers’ instrumental (task‐centred) roles. Further, this college's stress upon primary education may be responsible for only slight differences developing between the role‐concepts of groups training for different levels of school.  相似文献   

13.
The rapid growth in popularity of social networking sites has spurred research exploring the impact of usage in a variety of areas. The current study furthered this line of research by examining the relationships between social network usage and adjustment to college in the academic, social, personal-emotional and university affiliation domains. Realising the number of students with social networking accounts, some universities have developed strategic plans for social media. Thus, this study also compared two universities, one with a social media strategic plan and one without, to determine if the planning process had an influence on students. Results indicated that social network usage was related to college adjustment. Specifically, those students who reported higher rates of social media use reported lower levels of adjustment to college in all domains. However, there were no differences between the two universities, indicating that having a social media strategic plan does not influence students in the area of college adjustment. These results are discussed in light of retention rates and changing practices within higher education.  相似文献   

14.
We use the genetic risk exclusively related to body mass index as an instrumental variable to examine the causal effects of childhood obesity on educational achievements. We find that childhood obesity decreases high school GPA by 0.92 grade points (33.0%), GPAs of different subjects by 0.72–1.11 grade points (21.7–42.6%), the probability of college enrollment by 0.37, the probability of college completion by 0.65, and years of schooling by 2.19 years (14.8%). Additionally, we explore potential underlying mechanisms through which childhood obesity adversely influences educational outcomes. Our results indicate that childhood obesity does not have a statistically significant influence on cognitive abilities. Nevertheless, it negatively affects educational achievements via health factors (overall health status, health-damaging behaviors, and psychological well-being), school absenteeism and aggression, college aspirations and expectations, and family dynamics. This research provides evidence that childhood obesity can hinder children's educational progress, potentially affecting adult outcomes and exacerbating economic inequality.  相似文献   

15.
女大学生人际交往心理障碍及对策   总被引：2，自引：0，他引：2  
女大学生由于不同的生理和心理特征,在交往过程中易受传统观念、社会现象、大众传媒和家庭教养方式的潜在影响。克服这些障碍有赖于三种对策:传统社会性别优化;学校教育的积极引导定位;女大学生的自我教育。  相似文献   

16.
The main aim of the current research was to identify the similarities and differences in learning patterns used by secondary school, high school and college students. There were 8,072 participants and they responded to the Chinese version of Inventory of Learning Styles (ILS) online. Findings show that the three groups of students were significantly different in their adoption of learning patterns; the dimensionalities of learning patterns observed in secondary school and high school students were similar, but were different from those of college students; these students’ learning patterns differed from each other in relation to personal characteristics (i.e. gender and age), but tended to have similar strong relationships with parents’ education level and parents’ jobs. This study contributes to the understanding of the learning patterns characterized by school and college students. By acknowledging this, educators can help to develop better support for students in adapting to new study environments.  相似文献   

17.
Mobile social media often feature the ability to “Like” content posted by others. This study examined the effect of Likes on youths' neural and behavioral responses to photographs. High school and college students (N = 61, ages 13–21) viewed theirs and others' Instagram photographs while undergoing functional Magnetic Resonance Imaging (fMRI). Participants more often Liked photographs that appeared to have received many (vs. few) Likes. Popular photographs elicited greater activity in multiple brain regions, including the nucleus accumbens (NAcc), a hub of the brain's reward circuitry. NAcc responsivity increased with age for high school but not college students. When viewing images depicting risk‐taking (vs. nonrisky photographs), high school students, but not college students, showed decreased activation of neural regions implicated in cognitive control.  相似文献   

18.
Boys struggle academically and behaviorally more than girls and are more likely to have difficulty with social skills. It seems likely that boys and girls do not perceive social skills in the same light. Past research has not investigated this or its relationship to academic and behavioral performance. Using data from a cohort of 9th‐grade students (n = 323) in one high school in central Illinois, this study involves interaction analyses of student mindsets about their social skills and gender. Findings indicated that females who perceive social skills as more important had higher grade point averages (GPAs), higher attendance rates, and fewer disciplinary problems than their male counterparts. Conversely, females who perceive social skills as of lesser importance have lower GPAs, poorer attendance, and more disciplinary referrals than their male counterparts. Findings highlight pertinent gender differences in the relation between social skills mindsets and outcomes among high‐school freshmen students.  相似文献   

19.
对大一新生学习成绩的分析发现,新生成绩存在着性别和城乡差异,不存在明显的生源地差别。影响新生成绩不良的主要原因为个人认知、个人兴趣、学习基础和环境适应;影响大学生学习成效的主要因素是学习动机不强和社会环境支持不够。应从提高大学生认知水平和提供相应的社会、环境支持来帮助改善大学生的学习效果。  相似文献   

20.
Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.  相似文献   

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