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1.
Client ratings of the abilities of 33 school counselors to communicate the core facilitative conditions of empathy, regard, congruence, and trust were compared to the counselors' scores on a measure of self-actualization. The results supported the contention that there exists a strong relationship between self-actualization and counselor effectiveness as perceived by clients. The potential usefulness of the Personal Orientation Inventory (POl) in the screening and selection of counselor candidates is indicated. 相似文献
2.
FRED O. BRADLEY 《Counselor Education & Supervision》1974,14(1):34-39
The use of a modified form of the Interpersonal Process Recall (IPR) technique was studied as an influence on the counseling dimensions of level of regard, empathic understanding, unconditionality of regard, and congruence. The subjects were advanced graduate students in a counseling practicum course. The hypothesis was that those groups which underwent the IPR treatment would demonstrate greater growth on the measured conditions of counseling. Analysis of covariance revealed no significant differences between groups on each of the four variables. An interpretation of the results is discussed and Suggestions are made for subsequent research. 相似文献
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The purpose of this article is to explore the construct of congruence, particularly with regard to school–family collaboration and partnerships. An in‐depth review of the empirical and theoretical literature supporting a shift in focus from encouraging family involvement to creating effective school–family partnerships is presented, followed by an investigation into the construct of congruence and the methodological challenges it presents. The authors define congruence, discuss its role in creating and maintaining effective school–family partnerships, and critically review common approaches to measuring congruence and similar constructs. The implications for researchers and practitioners are discussed. 相似文献
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While a high number of studies have focused on the nature of creativity and on approaches to identify and to promote creativity there is a lack of studies analysing people's implicit theories of creativity. The present study investigates implicit theories of individuals who are assumed to influence other's views on creativity. We collected data from politicians, scientists, artists and school teachers. Subjects were asked to write down what they spontaneously associate to the term “creativity”. Answers were analysed using quantitative and qualitative content analysis. Out of the 560 subjects asked, only 145 participated in the study. Answers were compared with regard to profession, gender, and country (Austria versus Germany). In general, results show extremely high answer variability. Differences in the number of associations produced and the most frequent words associated with creativity are higher across profession groups than between females and males and between respondents from Austria and from Germany. Artists seem to form an outstanding group. They show the highest participation rate of all subgroups, produced the highest number of associations, comprised the highest rate of subjects expressing ego‐involvement in their answers, and used the widest‐ranging approaches to creativity. 相似文献
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OBJECTIVE: The goal of the study was to investigate whether maltreated children differ from nonmaltreated children with regard to their social skills and play behaviors. METHOD: The social skills and free-play behaviors of 30 3- to 5-year-old maltreated and nonmaltreated children were compared. Fifteen children with a range of maltreatment experiences drawn from a hospital-based therapeutic nursery treatment program and 15 demographically similar children drawn from a home-based Head Start program participated in the study. All children were of low socioeconomic status. Children's free-play peer interactions were videotaped during the first 3 months of attendance in either program and analyzed along social and cognitive dimensions. Teachers and therapists rated children's social skills in peer interactions. RESULTS: Maltreated children were found to have significantly poorer skill in initiating interactions with peers and maintaining self-control, as well as a greater number of problem behaviors. Significant differences were not found between groups with regard to social participation or cognitive level of play. Significant correlations of moderate strength were found between social participation in play and social skills for the sample as a whole: total social skills score was positively related to interactive play, and negatively related to solitary play. CONCLUSION: The results suggest that the experience of maltreatment has a negative impact on children's developing interpersonal skills above and beyond the influence of factors associated with low socioeconomic status and other environmental stressors. 相似文献
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The aim of this research was to study (a) trends in culturally sensitive factors (gender equity, collaboration, deference,
competition, modeling, and congruence), of students in lower secondary (LS), upper secondary (US), and tertiary (TS) learning
environments and (b) the gender differences in these trends. The study included 2,212 subjects (LS, 41.2%; US, 37.2%; TS,
21.5%; male, 39.3%; female, 60.7%) from Brunei. Data were collected by administering the Classroom Learning Environment Questionnaire
(CLEQ) to the students. A steady increase in gender equity was observed from LS, through US to TS. The mean values on deference,
modeling, and congruence scales were comparable for LS and US, whereas values decreased significantly for TS. It is also important
to find ways to improve the magnitude of the factors in those educational institutions where students perceived low values. 相似文献
8.
Fiona White 《教育心理学》2002,22(3):285-304
This study investigated the psychometric properties of a newly developed measure, the Student Goals and Behaviour Questionnaire (SGBQ). The SGBQ is a unique measure in that it assesses both students' goal setting attitudes and behaviour within a tertiary education context. In other words, the SGBQ measures students' actual, rather than preferred academic goals. To date, no such instrument exists in the psychological and educational literature. The SGBQ, a modified version of Locke & Latham's (1990) Goal Setting Questionnaire (MGSQ), and Wood & Locke's (1987) measure of academic self-efficacy (ASEQ) were administered to 100 first-year Psychology students. With regard to construct validity, predicted moderate levels of convergence were found between the SGBQ factors, and MGSQ and ASEQ. It was also found that the SGBQ had predictive validity with respect to subsequent academic performance. Furthermore, a number of demographic characteristics, such as course of study and age were found to be associated with goal setting attitudes and behaviour. The SGBQ would seem to have some promise as an instrument for the assessment and monitoring of student goal setting. 相似文献
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Paul A. Schutz Heather A. Davis Paula J. Schwanenflugel 《Journal of Experimental Education》2013,81(4):316-342
The purpose of this study was to assess aspects of college students' organization of concepts related to emotions and their regulation during test taking. The authors also evaluated whether students who report having problems with test anxiety hold a different conceptual organization about test taking compared with students who do not report having such problems. Concepts relevant to emotions and their regulation during test taking were sampled from the emotion and emotional regulation literature. Participants rated how similar these concepts were during test taking. These ratings were then submitted to multidimensional scaling analyses (MDS). The resulting arrangement of concepts provides insight into the underlying organizational conceptions held by low, moderate, and high test-anxious participants. Students' organizational schemes surrounded 2 dimensions: (a) task-focus and (b) pleasantness. High test-anxious participants had differing conceptual organizations about test taking than moderate and low test-anxious participants with regard to pleasantness. In addition, the high test-anxious participants saw task-focused processes such as reading directions during test taking as more highly related to unpleasant emotions like anxiety than moderate and low test-anxious participants. 相似文献
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基于2021年全国高校毕业生就业状况调查数据,分析本专科毕业生的专业兴趣吻合度的影响因素,研究专业兴趣吻合度对就业满意度的影响,并分性别和学科进行异质性分析。研究发现：第一,性别、家庭背景、人力资本、学校背景等是毕业生专业兴趣吻合度的重要影响因素,男性、优势家庭背景、本科、人文社科专业、学业表现与综合素质更好、东部（非“北上广”）地区高校的毕业生,专业兴趣吻合度更高;第二,专业兴趣吻合度对毕业生的就业总体满意度与工资福利、工作地点、工作稳定性、个人发展空间、社会地位、独立自主性等单项满意度均存在正向促进作用,其中,对个人发展空间满意度的影响最大,对工资福利和工作稳定性满意度的影响最小;第三,专业兴趣吻合度对不同性别和学科毕业生的就业满意度存在异质性影响,男生和理工农医专业毕业生的就业满意度受专业兴趣吻合度的正向影响更大。 相似文献
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Laurie A. Dinnebeil Brook E. Sawyer Jessica Logan Jaclyn M. Dynia Edward Cancio Laura M. Justice 《Early childhood research quarterly》2013
A comprehensive research base exists concerning the congruence between parents’ and teachers’ ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents’ and teachers’ behavioral ratings of young children with disabilities are congruent. Additionally, previous research has not always correctly proportioned the variance to that between and within classrooms. The purpose of this study was to examine congruence (using hierarchical linear modeling) at the classroom level, rather than the individual student-level, between parents’ and teachers’ ratings of young children's social skills and problem behaviors. We also examined the potential impact of selected family and child demographic variables, including disability, on this congruence. Consistent with other researchers, we found moderate levels of congruence for children's social skills (as framed by strengths-based statements) and low levels of congruence for problem behaviors (as described using deficit-based terminology). Parents’ and teachers’ congruence was higher when rating the social skills of young children with disabilities as compared to young children without disabilities. 相似文献
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Nancy Q. Dudley 《International journal of qualitative studies in education》2013,26(4):325-344
In this paper, underlying principles for guiding participation in human science research are outlined. These research principles were originally utilized as a guiding framework for the author's phenomenological study of the change to a new world‐view identified as the paradigm shift (Dudley, 1987). Using this study as an example, the paper focuses on the integration of participatory concepts in research. The concept of participation as ethics discussed in this paper includes the following dimensions: integrity congruence among problem, paradigm, and method; process‐orientation a commitment to research as a shared journey of discovery; empathetic relationships an ethic of mutuality; and empowerment in community a view of knowledge as communal achievement. Finally, a participatory ethic is discussed in terms of its congruence with values that are at the heart of the new social science paradigm. 相似文献
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This paper addresses the determination of statistically desirable response rates in students’ surveys, with emphasis on assessing the effect of underlying variability in the student evaluation of teaching (SET). We discuss factors affecting the determination of adequate response rates and highlight challenges caused by non-response and lack of randomization. Estimates of underlying variability were obtained for a period of 4?years, from online evaluations at the University of British Columbia (UBC). Simulations were used to examine the effect of underlying variability on desirable response rates. The UBC response rates were compared to those reported in the literature. Results indicate that small differences in underlying variability may not impact desired rates. We present acceptable response rates for a range of variability scenarios, class sizes, confidence level, and margin of error. The stability of estimates observed at UBC, over a 4-year period, indicates that valid model-based inferences of SET could be made. 相似文献
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Retell is used widely as a measure of reading comprehension. In this meta-analysis, we evaluated the relation between retell and other measures of reading comprehension among students in Grades 1–12. Data from 23 studies (82 effect sizes; N = 4705 participants) showed a moderate relation between retell and other measures of reading comprehension, r = 0.46. Moderation analyses revealed that the relation was stronger when reading comprehension was measured by cloze or maze tasks than when measured using a multiple-choice format. In addition, the relation was weaker in higher grades, but this was largely explained by text genre or the number of prompts in retell. The relation between ‘oral’ retell and reading comprehension was stronger with a greater number of prompts provided during retell tests. In contrast, results did not differ by other features of retell such as reading mode (oral or silent), text genres of retell (narrative or informational), or use of different oral retell evaluation methods (e.g., number of words or ideas, overall quality). Overall, the moderate magnitude of the relation between retell and other measures of reading comprehension indicates caution for using retell as the sole measure of reading comprehension. The results also indicate a need for a better understanding about more systematic approaches to retell assessment (e.g., number and kind of prompts in the case of oral retell) as a measure of reading comprehension. 相似文献
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In this study the authors start from the observed fact that equality of opportunities of educational achievement is higher in integrated school systems than in differentiated school systems. In other words, in integrated school systems, a pupil’s school achievement depends less than elsewhere on the social and cultural resources of his or her family. However, before concluding that school structure has a significant influence on inequalities at school, it is important to distinguish between the influence of the socio‐economic context underlying each school system, and the specific influence of the structure or organisation of the school system itself. The fact is that not only do the most egalitarian countries with regard to schooling have in common an integrated structure, but also these schools are set within the context of countries which are more egalitarian in other ways, particularly with regard to income distribution. To distinguish between the influence of this social environment and that of school structure, the authors offer three analyses based on a comparative analysis of international databases measuring educational achievement. The results of these three analyses lend credence to the hypothesis that the structure of the school system has a specific effect on the extent of inequalities. 相似文献
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This study investigates the effects of sample size, factor overdetermination, and communality on the precision of factor loading estimates and the power of the likelihood ratio test of factorial invariance in multigroup confirmatory factor analysis. Although sample sizes are typically thought to be the primary determinant of precision and power, the degree of factor overdetermination and the level of indicator communalities also play important roles. Based on these findings, no single rule of thumb regarding the ratio of sample size to number of indicators can ensure adequate power to detect a lack of measurement invariance. 相似文献
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The present study evaluated 64 children and their primary caregivers who were living in poverty. The children were administered a stress measure, a social support measure, and a measure of self‐esteem. Caregivers completed a stress measure, a measure of child adjustment, and a demographic questionnaire. Social support was not found to moderate the relationship between stress and child outcome. However, social support was found to be one possible mediator of the child's reported stress on their self‐esteem. According to the mediating model, enhancing children's social support may positively influence their self‐esteem. Greater levels of self‐esteem can affect many aspects of children's lives, such as improving school performance and efforts toward achieving goals. Because of the important role that social support can play on children's self‐esteem, social support should be actively promoted through school and community groups and organizations, especially with children from disadvantaged economic situations. © 2001 John Wiley & Sons, Inc. 相似文献
19.
管训贵 《唐山师范学院学报》2012,(2):28-30
与阶乘有关的高次丢番图方程,一直是数论中引人关注的课题。本文研究了方程sum from k=1 to n(k!=q~m+a)主要结果为在一定条件下求出了它的全部正整数解,所用的方法仅限于取有限模。 相似文献
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Nagore González-Martín Paz Suárez-Coalla Olivia Afonso Fernando Cuetos 《Infancia y Aprendizaje》2017,40(1):88-119
Several studies performed on deep orthography systems reveal variables that influence writing latencies that occur over the course of learning. In transparent orthographies such as Spanish there are very few studies on writing that measure latencies and duration. The aim of this present study was to take a more in-depth look at knowledge of the writing mechanisms used by Spanish children in primary education, by studying the errors, latencies and duration of the writing of words. To do this, sixty children performed a copying task and a dictation task with regular words of different frequency and length. The obtained results show changes in the writing mechanisms used by the children as they became more expert, as indicated by the greater effect of word length in the first years of primary. This word length effect is a more determining factor with regard to the number of letters in words than for the number of syllables. These results hold important implications for the teaching of writing in Spanish. 相似文献