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1.
Path analyses revealed that one's tendency to conceal distressing information, social support, psychological distress, and attitudes toward seeking help predicted intended use of counseling services for college students who had and had not previously been in counseling. Prospective analyses revealed that attitudes toward seeking help predicted actual use of the campus counseling center. These findings have implications for campus outreach programs and in‐session work with clients.  相似文献   

2.
In this article, Anniina Leiviskä argues that the educational relevance of Hans‐Georg Gadamer's concept of tradition has remained unacknowledged because of the conservatism that has been associated with Gadamer's hermeneutics, particularly his notion of tradition. Therefore, Leiviskä seeks to reveal the reflective, nonconservative nature of Gadamer's concept of tradition in order to illuminate its significance with respect to the philosophy of education. Utilizing Gadamer's reinterpretation of the Aristotelian notion of phronesis, she outlines a concept of situated rationality that rests upon the idea of the historicity of human existence, and she suggests that this concept may be used to define a central aim of education. Leiviskä argues that instead of disengaged objectivity, rationality as phronesis stands for the reflective reappropriation of one's tradition, which is enabled by one's situatedness in history and requires encountering other horizons — including the horizons of the past — through which one may be addressed and challenged.  相似文献   

3.
Engaging in science as an argumentative practice can promote students’ critical thinking, reflection, and evaluation of evidence. However, many do not approach science in this way. Furthermore, the presumed confrontational nature of argumentation may run against cultural norms particularly during the sensitive time of early adolescence. This paper explores whether middle-school students’ ability to engage in critical components of argumentation in science impacts science classroom learning. It also examines whether students’ willingness to do so attenuates or moderates that benefit. In other words, does one need to be both willing and able to engage critically with the discursive nature of science to receive benefits to learning? This study of middle-school students participating in four months of inquiry science shows a positive impact of argumentative sensemaking ability on learning, as well as instances of a moderating effect of one's willingness to engage in argumentative discourse. Possible mechanisms and the potential impacts to educational practices are discussed.  相似文献   

4.
ABSTRACT:

The attitudes of individuals who engage in environmentally responsible activities (e.g., recycling, energy conservation, community projects, consumer boycotting, etc.) with either low, moderate, or high frequency were compared using semantic differential techniques. Results showed that evaluative dimension scores for “pollution,” “technology,” and “nature” yielded a multiple-R of .63 with the behavioral criterion. Attitude toward pollution was a strong predictor of involvement in anti-pollution activities. Also, strong beliefs in technology may diffuse environmental responsibility in a way analogous to the presence of other bystanders in interpersonal altruistic situations. Taken together, the results indicate that personal commitment to environmentally corrective behaviors is importantly determined by the person's evaluative response to widely publicized environmental topics. Further theoretical and educational implications are also discussed.  相似文献   

5.
Patriotism is loyalty to and love for one's motherland, and "the deepest feelings toward one's homeland fostered in the course of hundreds of years." Notice that in this remark of Lenin's, patriotism consists of three aspects: "the course of hundreds of years," "one's homeland," and "feelings," the core of which is "one's homeland." But it is exactly here that our traditional culture has steered us into a traditional mindset, giving rise to a blind spot in our thinking. We often unconsciously confuse the two originally different concepts of "homeland" and "state."…  相似文献   

6.
We conducted a field experiment involving 720 Italian undergraduate students to investigate the existence of gender differences in performance in competitive settings and whether performance is affected by one's opponent gender. The experimental design was aimed at neutralizing other differences in psychological attitudes, such as self-confidence and risk aversion, that are typically considered as potential explanations of gender differences in competitive environments. Students were invited to undertake a midterm exam under a tournament scheme having as a prize some bonus points to add to the final grade. Students competed in pairs of equal predicted ability but different gender composition. In a competitive setting in which risk aversion, feedback provision and self-confidence have little relevance, we find that women tend to perform similarly to men. The gender of one's competitor does not play any role in shaping students’ behavior. Men and women perform similarly both in the competitive and in the non-competitive environment.  相似文献   

7.
Verbal and nonverbal forms of thinking exhibit widespread dissociation at neural and behavioral level. The importance of this for children's causal thinking and its implications for school science are largely unknown. Assessing 5‐ to 10‐year‐olds' responses (N = 231), verbal ability predicted causal reasoning, but only at lower levels, while nonverbal ability was the strongest predictor at higher levels of causal inference. We also distinguished between generic and scientific vocabulary use (n = 101). The results showed that use of scientific vocabulary predicted causal reasoning beyond generic, and connected more to nonverbal thinking. The findings highlighted the importance of elementary school science activities supporting application of nonverbal ability in thinking about causal processes; the benefits of linking nonverbal imagery to scientific vocabulary; and shortcomings in understanding of the forms/sources of nonverbal ability and their role in learning.  相似文献   

8.
Nowadays, early science education is well-accepted by researchers, education professionals and policy makers. Overall, teachers’ attitudes and conceptions toward the science subject domain and science education influence their ways of teaching and engagement. However, there is a lack of research regarding factors that affect this engagement in pre-school years. The main assumption of this study is that teachers’ attitudes regarding science in pre-school can shape children's engagement in science and develop their scientific curiosity. Therefore, the main objectives of this study are to investigate the attitudes of pre-school teachers toward engaging in science and to explore their views about the nature of curiosity: who is a curious child and how can a child's natural curiosity be fostered? An extensive survey was conducted among 146 pre-school teachers by employing both qualitative and quantitative approaches. Results indicate that most of the participants believe that scientific education should begin in early childhood; very young children can investigate and take part in a process of inquiry; and scientific activities in pre-school can influence children's long-term attitudes toward science. Despite these views, most participants felt they did not possess sufficient scientific knowledge. Furthermore, participants expressed diverse opinions when asked to identify what constitutes curiosity, how the curious child can be identified and how a child's curiosity can be fostered. The research findings carry significant implications regarding how to implement scientific activities in pre-school, and how to encourage pre-school teachers to engage children in scientific activities in a way that will nurture their natural curiosity.  相似文献   

9.
This study explores the beliefs and attitudes that university students enrolled in teacher education programmes in Spain, England and the US (Texas) hold about individuals who differ. A beliefs and attitudes toward difference scale (BATD) was constructed using nine dimensions of diversity; culture, language, socioeconomic status/social class, religion, gender, sexual orientation, political ideology, disability and special talent. A two‐way factorial analysis of variance indicated significant main effects due to the respondent groups on culture, religion and sexual orientation; significant main effects of worldview of difference on political ideology; and no interaction between the two factors on each of the nine domains of difference. An exploratory factor analysis was also performed in order to explore the viability of the theoretical model. The data suggest that attitudes towards people who differ include etic, emic and individual properties. These are discussed in terms of the uses of cross‐cultural data and further research opportunities.  相似文献   

10.
Abstract

The purpose of this study was to examine (a) college students' attitudes and complexity of thinking about the Endangered Species Act (ESA) and (b) the effects of environment-based coursework on students' attitudes and thinking. Using self-report questionnaires in a pretest-posttest design, the authors examined attitudes in terms of their direction, extremity, ambivalence, and importance. Complexity of thinking was measured as integrative complexity. Results suggested that college students (N = 205) who had moderate and ambivalent attitudes toward the ESA wrote significantly more integratively complex essays about the issue than did students who had unambivalent attitudes. Students' integratively complex thinking was not related to the direction of their attitudes toward the ESA or its personal importance to them. Students who were enrolled in an environment-based, university-wide writing course showed a significantly greater increase in integratively complex thinking about the ESA than did students enrolled in a nonenvironment-based, university-wide writing course.  相似文献   

11.
The development of anti-racist ideology in adolescence and emerging adulthood is informed by parent socialization, parenting style, and cross-race friendships. This study used longitudinal, multi-reporter survey data from White youth and their parents in Maryland to examine links between parents' racial attitudes when youth were in eleventh grade in 1996 (N = 453; 52% female; Mage = 17.12) and the youths' anti-racist ideology (acknowledgment of anti-Black discrimination and support for affirmative action) 1 year after high school in 1998. This study also examined whether these associations varied based on authoritative parenting and the number of cross-race friendships. Positive parent racial attitudes toward racially and ethnically minoritized populations predicted higher anti-racist ideology in the independent contexts of more cross-race friendships and low authoritative parenting.  相似文献   

12.
Abstract

The authors examined the differences in environmental attitudes and ecological beliefs among 1st-year university students in different disciplines. The authors predicted that students studying disciplines traditionally associated with economic rationalism (i.e., commerce and business studies) and with social and political conservatism (i.e., law) would be less pro-environmental than students in disciplines conventionally considered liberal. The findings suggest that, although most university students hold positive attitudes toward the environment, different disciplines attract students of a particular attitudinal orientation.  相似文献   

13.
Despite increased attention to the caseworker's role in the successful engagement of fathers and in producing successful child welfare outcomes more generally, little is known about child welfare caseworkers’ attitudes toward non-custodial fathers. Using generalized ordinal logistic regression to analyze attitudes in a sample of child welfare caseworkers from four U.S. states, the present study examines how caseworkers’ demographic, education, and employment characteristics affect their attitudes toward non-custodial fathers. Race/ethnicity and employment characteristics predicted differences in opinion on whether fathers want to be involved, increase children's well-being, need help parenting, and whether involving fathers is troublesome and complicated. Results suggest that caseworkers’ backgrounds serve as inputs into their approach to fathers and indicate a need for further study of the relationship between caseworkers’ characteristics and attitudes, and how these might influence case outcomes.  相似文献   

14.
Overcoming Graduate Students' Negative Perceptions of Statistics   总被引：1，自引：1，他引：0  
Although there has been some attention in the literature to such issues as students' attitudes toward statistics, instructors are still constantly faced with the challenge to engage students; understand their perceptions, motivations, and interests; and deal with their reluctance and negative attitudes toward the field of statistics. The purpose of the present study was to (1) examine students' attitudes toward statistics; (2) identify characteristics of students with the most negative attitudes toward statistics; (3) determine methods of statistics instruction that students most prefer; and (4) present strategies to overcome fears, resistance, anxiety, and negative attitudes and enhance the learning environment. The findings from the study of 195 graduate social work students demonstrate that factors contributing to statistics anxiety include math phobia, lack of relevance to social work, instructor's characteristics, and classroom environment. Among the preferred instructional methods students identified helpful strategies such as instructors' being attentive to students' anxiety, setting a slow course pace, and providing additional tutoring. The study findings suggested three major areas for enhancing statistics learning: (1) fostering environment that is nonthreatening, friendly, and conducive to learning; (2) clarifying statistical concepts in plain terms; and (3) offering practical skills relevant to students' field of specialization.  相似文献   

15.
Although prejudice exists during childhood, it is unclear how attitudes toward peers of lower or higher academic ability and from one's own or a different racial group interact. This study qualifies previous research by showing that prejudice varies according to whether children are asked to evaluate peers based on academic ability, racial membership, or both, and whether evaluations are based on cognitive, behavioural, or affective components of attitudes. Younger children, particularly girls, had greater negative biases toward lower‐ability and different‐race target children. Gender differences were specific to attitude component, age, and target child characteristics. Consistency in prejudice was found within components, but components were differentially correlated across target children. Results are discussed from a theoretical and applied perspective.  相似文献   

16.
Far from being the uncritical believers young children have been portrayed as, children often exhibit skepticism toward the reality status of novel entities and events. This article reviews research on children's reality status judgments, testimony use, understanding of possibility, and religious cognition. When viewed from this new perspective it becomes apparent that when assessing reality status, children are as likely to doubt as they are to believe. It is suggested that immature metacognitive abilities are at the root of children's skepticism, specifically that an insufficient ability to evaluate the scope and relevance of one's knowledge leads to an overreliance on it in evaluating reality status. With development comes increasing ability to utilize a wider range of sources to inform reality status judgments.  相似文献   

17.
Women's and gender studies (WGS) classes and programmes have been developed on many university and college campuses around the world. Despite some success in the establishment of WGS in higher education, WGS has been the target of significant criticism. Detractors of WGS have charged that WGS is intellectually frivolous and that WGS teachers focus excessively on students' personal thoughts and experiences, are intolerant of differing opinions, present a narrow political ideology and, in many cases, cause distress to students. In contrast, WGS pedagogists have emphasized the importance of allowing students to express their thoughts and opinions and of developing open‐mindedness and scholarly, critical thinking. Further, they have asserted that WGS courses promote important educational goals, including increased awareness of sexism and other social inequities, more egalitarian attitudes toward women and other traditionally oppressed groups, and active community involvement to promote social equality. This review considers the empirical evidence for these competing opinions of the value and impact of WGS.  相似文献   

18.
There appears to be a complex network of cognitive and affective factors that influence students’ decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students’ awareness of their science teacher’s learning leadership and how it relates to the students’ attitudes toward science and positive thinking. Initial results revealed that the optimism of positive thinking is highly and positively correlated with the future participation in science and learning science in school attitudes toward science and self-concept in science. Moreover, structural equation modelling (SEM) results indicated that the subscale of teachers’ leadership with idealised influence was the most predictive of students’ attitudes toward science (β = .37), and the leadership with laissez-faire was predictive of students’ positive thinking (β = .21). In addition, the interview results were consistent with the quantitative findings. The correlation and SEM results indicate some of the associations and potential relationships amongst the motivational and affective factors studied and students’ attitudes toward and intentions to study science, which will increase their likelihood of future involvement in science careers.  相似文献   

19.
White children's effortful control (EC), parents' implicit racial attitudes, and their interaction were examined as predictors of children's prosocial behavior toward White versus Black recipients. Data were collected from 171 White children (55% male, Mage = 7.13 years, SD = 0.92) and their parent in 2017. Prosocial behavior toward White peers was predicted by children's higher EC. When predicting prosocial behavior toward Black peers and prosocial disparity (the difference between White and Black recipients), parents' implicit racial attitudes moderated the relation between children's EC and children's prosocial behavior. Specifically, children's EC was positively associated with prosocial behavior toward Black peers (and negatively related to inequity in prosocial behavior) only when parents exhibited less implicit racial bias.  相似文献   

20.
Knowledge, anxiety, and attitudes about older adults and one's own aging were assessed in 256 college students. The Facts on Aging Quiz (Palmore, 1988), the Knowledge of Aging and the Elderly Quiz (Kline, Scialfa, Stier, & Babbitt, 1990), the Anxiety about Aging Scale (Lasher & Faulkender, 1993) and the Aging Semantic Differential (Rosencranz & McNevin, 1969) were administered at the end of the semester to students enrolled in an upper level psychology course on aging and students enrolled in an introductory psychology course (who had never had a course on aging). Comparisons of those finishing the psychology of aging course and those never having taken a course on aging revealed significant differences in knowledge of aging and the elderly and attitudes toward the average 70-year-old. Interestingly, the two groups of students did not differ in personal anxiety about aging and attitudes about one's own aging. The implications of these findings are discussed in relation to attitudinal judgments of oneself versus others and the differential benefits of education for attitudes and anxiety about other old adults versus attitudes and anxiety about one's own aging.  相似文献   

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