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1.
Self-concept development and educational degree attainment 总被引：1，自引：0，他引：1
The present study explores changes in the academic, social, and artistic self-concept of college students over a nine-year period. While the findings demonstrate a positive relationship between the educational degree attainment levels of students and their formation of a more healthy self-concept, the findings further indicate that the relationship is not consistent for males and females. In general, the findings suggest that the collegiate experience does not diminish self-concept gender differences that exist at the time of matriculation. The degree to which changes in students' self-concept is related to selected aspects of their collegiate experience and characteristics of their undergraduate institutions is also explored. The findings indicate that changes in students' self-concept is related to their level of social and academic integration during their undergraduate careers and to the size and selectivity of colleges they attend. The implications of these findings for enhancing students' self-concept during the college years are discussed. 相似文献
2.
This paper analyzes the academic peer influence of disabled students in the classroom, exploiting the random student–classroom assignment within middle schools in China. We show that the share of disabled students in a class has a significant negative impact on the academic achievement of their non-disabled classmates. This adverse influence remains largely stable over time when the classroom composition stays constant. We further find that the social spillovers of disabled students are attributable to their disability status rather than to their disability-correlated characteristics. An investigation into the mechanisms shows that disabled children lead to worsened learning environment and increased social interactions of their classmates with disruptive peers at school. There is no evidence that disabled children impair the learning efforts or the educational aspirations of non-disabled students in the same classroom. 相似文献
3.
《British Educational Research Journal》2005,31(5):623-643
This article draws on findings from an Economic and Social Research Council funded research project entitled ‘Disabled Students and Multiple Policy Innovations in Higher Education’ (R000239069). It begins with a brief review of theories of social justice and their implications for widening access policies for disabled students. Social justice may be conceptualised in relation to the distribution of social goods and cultural recognition. Related to distribution, data from the Higher Education Statistics Agency are used to analyse the progress which has been made in expanding the number of disabled students in higher education and the wider social characteristics of disabled students. Related to recognition, the article considers changes which have been made at the institutional level to make the academic environment more conducive to the inclusion of disabled students. It is noted that new public management has often been used as the vehicle for achieving social justice goals. Whilst progress has been made in relation to redistribution and recognition, the adoption of managerialist strategies has had some negative effects. For example, dyslexic students who tend to be male and middle class have been the greatest beneficiaries of the expansion, whereas poorer disabled students and those with more significant impairments have been less likely to be included. In addition, the adoption of a categorical approach for the purposes of social audit does not fit readily with disabled students' conception of self. 相似文献
4.
实证研究表明:良好的课堂互动关系对学生学业成绩的提高有显著的作用,教师丰富的人力资本、教学资质和良好的教学组织与管理环境对改善课堂教学互动质量有一定的作用。基于这一研究,本文认为学校物质资源并不是改善学生学业成绩的唯一因素,教学过程中一些软的因素,尤其对师生教学互动质量的改善,对学生学业成绩的提高和学校效率的改善有积极的作用,这对物质资源缺乏的农村学校显得尤为重要。 相似文献
5.
The extent to which students' self-perceptions of communication ease and engagement relate to their academic achievement was assessed in a study of 95 high school students enrolled in a large urban school for the deaf. Four dimensions of classroom communication were measured: students' understanding of teachers, students' understanding of peers, and positive and negative feelings about communication at school. Engagement, the extent students report being excited and actively involved in the classroom, predicted only teacher-assigned grades when the variance of background variables such as residual hearing and IQ was removed. However, communication ease made a significant contribution to the prediction of the three standardized achievement test scores, as well as grades, when background variance was removed. The results suggest that students are more likely to learn if they perceive themselves as being effective in communicating and have positive feelings about the communication that occurs. 相似文献
6.
残疾儿童的家庭教育关系到残疾孩子一生的幸福。通过对W市家庭教育现状的调查,结果显示,聋生家庭经济落后,家长文化水平偏低,教育观念滞后,语言沟通不畅,教育方式不当等因素制约了聋生家庭教育的发展。针对存在问题为聋生家庭教育提出了改进的建议,以期为特教学校的教育教学以及家长家庭教育水平的提升提供借鉴。 相似文献
7.
运用个人评价问卷(Sidney Shrauger,1990),就中日两国女校大学生自信水平的发展状况进行调查和比较,考察不同社会文化对自信心的影响程度。检验结果表明,中国样本明显高于日本样本,并且在社会相互作用、与人交谈、体育运动、学业表现、外表、爱情关系等六个方面的自信心有显著差异。研究表明,两国不同的性别文化是造成这些差异的主要原因。 相似文献
8.
Influences on students' internal locus of attribution for academic success in the first year of college 总被引：1，自引：0，他引：1
Ernest T. Pascarella Marcia Edison Linda Serra Hagedorn Amaury Nora Patrick T. Terenzini 《Research in higher education》1996,37(6):731-756
This study sought to determine the extent to which students' development of internal locus of attribution for academic success during the first year of college was influenced by institutional characteristics, students' academic experiences, and their social/nonacademic experiences. The sample was 2,392 first-year students attending 23 diverse two- and four-year institutions Iocated in 16 states throughout the country. Controlling for precollege internal attribution, academic ability, and other potentially confounding influences, a number of variables had significant, net, positive associations with end-of-first-year internal attribution. These included attending a two-year (versus a four-year) college, level of exposure to postsecondary education, work responsibilities, the extent of course organization, instructional clarity, and instructor support in the teaching received, and participation in intercollegiate athletics. Additional analyses indicated that many of the associations with internal attribution were conditional rather than general, differing in magnitude for different kinds of students. 相似文献
9.
Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence 总被引：1，自引：0，他引：1
Wentzel KR 《Child development》2002,73(1):287-301
This study examined the utility of parent socialization models for understanding teachers' influence on student adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind's parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of students' goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to student outcomes were the same for African American and European American students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed. 相似文献
10.
论如何满足学生的基础学习需要 总被引：1，自引：0，他引：1
刘桂秋 《辽宁教育行政学院学报》2007,24(11):81-84
学习需要是学生的一种心理需求状态。学习需要不仅包括学生在学习过程中力求通过努力而满足的显性的学业目标需要,而且还包括那些保障和促进学生学业成功的隐性的基础需要,如学生心理安全的需要、自我感觉重要的需要、交往互动的需要、认知方面的需要等等。教师在教学过程中要对这些基础需要予以相当的关注和合理的满足。 相似文献
11.
Heather A. Davis 《Contemporary educational psychology》2001,26(4):431
The purpose of the present study was to begin to examine, from the expectancy-value framework, several cognitive and motivational variables believed to affect the development of the student/teacher relationship and, in turn, classroom success. Guided by the expectancy-value framework, three student variables are viewed as essential in guiding the success of the student/teacher relationship: (1) their social self-concept beliefs, (2) the value they place on developing a positive relationship with their primary teacher, and (3) their nonverbal communication skills. Eighty-two fourth- and fifth-grade students participated in the study. Variation in the students' perceptions of the quality of their relationship with their primary teacher and their classroom achievement were examined. In general, results suggest students develop schemas, their social self-concept beliefs, about their relationships with teachers that are consistent with their nonverbal communication skills. Furthermore, results suggest that for both positive perceptions of the relationship and academic achievement, valuing the relationship with the primary teacher may compensate for nonverbal difficulties. 相似文献
12.
13.
This study examines the extent to which deaf students' perceptions of their teachers' effectiveness and ease of communication in the classroom are related to the teachers' sign skills. Thirty-three faculty, teaching a variety of courses at the National Technical Institute for the Deaf (NTID), were rated on "teaching effectiveness" and "communication ease" by their students over a 2-year period. Faculty sign proficiency was evaluated independently using the Sign Communication Proficiency Interview (SCPI). Results indicate a moderate relation between students' perceptions of communication ease and teaching effectiveness, and a weak relation of these two variables to the teachers' assessed level of sign skill. The data also show that the students could clearly differentiate three levels of teacher sign skill in the classroom. Results are discussed in relation to the component parts of effective communication from the perspective of students in the classroom. 相似文献
14.
This study investigated factors associated with the academic stress experienced by international students (N=412) attending graduate school in the United States. The study was grounded in a cognitive framework in which academic stress is understood as the consequence of students' appraisal of the stressfulness of role demands and their perception of their ability to cope with those demands. These two appraisals, in turn, were posited to be a function of cultural distance, students' social support network, and their role competencies. Results indicated that the primary determinants of the two types of appraisals differed. While self-perceived English-language skills and, to a lesser degree, cultural distance were the predictors of primary appraisal, self-perceived English-language, academic, and problem-solving skills and social support network were the main determinants of secondary appraisal. Implications for how universities might work more effectively with international students are discussed. 相似文献
15.
This study was conducted to investigate Taiwan University students' perceptions (including experience, confidence and preference) of online academic help seeking (OAHS) and students' level of web-based learning self-efficacy (WLSE). Two instruments, OAHS questionnaire, consisting of information searching, formal and informal query scales, and WLSE questionnaire, including general and functional scales, were then validated through collecting the responses from 300 university students. Results indicate reciprocal relations between experience, confidence and preference in students' online academic help seeking behaviors. Students' academic help seeking behaviors were related to their general self-efficacy in a web-based course setting. Students' functional WLSE was related to their perceptions of information searching for OAHS. Findings of this study also imply that students' experience of seeking help from informal online channels is prominent when they participate in a web-based course. 相似文献
16.
Ozcan Konur 《Assessment & Evaluation in Higher Education》2002,27(2):131-152
Although there are over 68,000 disabled students in higher education programmes in the UK, a laissez-faire policy has been adapted regarding the provision of assessment services for these students, with a result that there have been no statutory duties for these programmes not to discriminate against them. With the introduction of the Special Educational Needs and Disability Act (2001) amending Part IV of the Disability Discrimination Act (1995), it would be timely to consider assessment related issues and benefits from the experiences of the US higher education programmes and educational testing agencies in this area since the mid-1970s. This paper argues that it is the academic achievement of disabled students that should be measured by the assessment services, not their disabilities. Without the provision of reasonable assessment adjustments, as the research shows, it is inevitable that disabilities of disabled students would be measured not their academic achievements, contrary to the main argument put forward by Sharp and Earle (2000) among others. The paper argues for a historical role for the educators and administrators of higher education programmes in eliminating discrimination against disabled students in provision of assessment services at every stage of their studies in the long run. 相似文献
17.
大学生心理健康教育的新视野:冲突教育初探 总被引：24，自引：0，他引：24
人际交往和人际关系问题是影响大学生心理健康的重要因素，提高人际交往的能力和水平是大学生心理健康教育的重要内容。人际交往中，人际冲突是一种常见的社会现象，大学生如果不能正确认识和合理应对人际冲突，势必对个体心理健康和人际交往造成一定的负面影响。新形势下高校应该重视和加强对大学生的冲突教育，提高大学生人际交往能力和心理健康水平。 相似文献
18.
Kathryn R. Wentzel 《Child development》1991,62(5):1066-1078
Relations between academic performance and 3 aspects of social competence--socially responsible behavior, sociometric status, and self-regulatory processes (goal setting, interpersonal trust, and problem-solving styles)--were studied. Based on a sample of 423 12- and 13-year-old students, correlational findings indicate that each aspect of social competence is related significantly to students' grades. Results from multiple regression analyses suggest that when accounting for students' IQ, sex, ethnicity, school absence, and family structure, socially responsible behavior mediates almost entirely the relations between students' grades and the other 2 aspects of social competence. Socially responsible behavior and peer status appear to be related by way of their joint association with goals to be socially responsible, interpersonal trust, and problem-solving styles. Similarly, relations between socially responsible behavior and the background variables are explained by joint relations with the self-regulatory processes. The social nature of learning and the role of self-regulation in both interpersonal and behavioral aspects of social competence are discussed. 相似文献
19.
Betty J. Haslett 《Research in higher education》1976,4(1):41-58
The evaluative dimensions students used in assessing their academic self-concept were correlated with judgmental dimensions students utilized in evaluating teachers by means of a stepwise multiple regression analysis. All students evaluated themselves as students in terms of academic skill and ability, interpersonal effectiveness, and quality of scholastic involvement. College students also evaluated themselves on self-confidence and style of intellectual inquiry, while high school students evaluated themselves on their tolerance. All students judged teachers on the dimensions of student/teacher rapport, communicative style, instructional style, and stimulation. Dimensions of student academic self-concept were significantly related to students' judgments of teaching: student interpersonal effectiveness was found to be the most significant overall predictor of high school students' attitudes toward teachers, whereas a student's assessment of his academic abilities was the major predictive variable among college students. Student sex was not a significant predictor of students' attitudes toward teachers except for the dimension of student/teacher rapport among college students, with females rating teachers significantly higher on this dimension than males. 相似文献
20.
为了了解残疾学员在远程高等教育学习环境下的心理健康状况,为今后探索残疾人远程高等教育提供参考依据,文章运用因子分析法中的主成分分析法,对影响残疾学员心理健康的主要因素进行了分析。分析结果认为,残疾学员的心理问题集中体现在自我意识、自我评价、学业情绪、孤独感等方面,学习焦虑问题较突出,不同专业学员总体的心理健康水平存在差异。建议关注课程设置、学习环境与残疾学员心理健康之间的关系。 相似文献