共查询到19条相似文献，搜索用时 140 毫秒
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双重态度模型理论认为,人们对同一态度客体能同时存在两种不同的评价,一种是能被意识到并承认的外显态度,另一种是无意识的、能自动激活的内隐态度。该理论引发了对传统态度概念及其测量技术等方面的反思。本文将从内隐态度与外显态度的关系、双重态度出现的特定情境性以及内隐态度的测量方法和应用等方面论述该模型理论。 相似文献
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内隐态度研究综述 总被引：1，自引：0，他引：1
马子媛 《黑龙江教育学院学报》2009,28(10):74-75
内隐态度是个体无法内省识别到的态度,多采用内隐联想测验等间接方法测量。双重态度模型理论认为,人们对同一态度对象同时存在外显态度和内隐态度。而后在不同领域研究结果也证明了内隐态度的存在,并且内隐和外显态度是分离的。但在内隐和外显态度比较研究和设计内隐联想测验等方面仍存在一些不足。 相似文献
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黄伟庆 《贵州教育学院学报》2014,(3)
态度一直是社会心理学研究领域的一块基石,但一直以来研究者所涉及的只是人们有意识状态下的外显态度。内隐态度的提出(Greenwald,1995)开创了态度研究的新领域,对丰富和发展社会心理学研究具有十分重要的理论和实践意义。对内隐态度理论的起源、基本观点及研究现状作了详细的介绍,最后探讨内隐态度的发展趋势。 相似文献
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王菲 《佳木斯教育学院学报》2014,(10):163-164
在系统功能语言学理论中,人际意义被认为是交际对话中话语双方的一种关系,是说话者对这种关系的态度或入侵,评价理论最初是由语言学家马丁在此基础上提出的。评价理论包括三大子系统:态度系统、介入系统和级差系统。本文以马丁的评价理论为基本框架,选取奥委会主席罗格在2012年伦敦奥运会开幕式和闭幕式的演讲致辞为研究语篇,对演讲语篇进行态度资源的统计分析。 相似文献
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Martin的评价理论从评价的角度研究分析态度,本文在评价的大视角下,聚焦评价系统的级差子系统,以级差的角度审视语篇态度意义,并提出比较态度价值大小的三个参数——语义、句法和语境参数,旨在对以语义为核心的评价理论进行些许补充和完善。 相似文献
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杨全辉 《荆州师范学院学报》2011,(10):120-123
近年来,毕业生人数的增加与金融危机双重因素的影响,部分大学生出现就业态度比较消极的现象,给大学生就业工作提出了严峻的挑战。将态度劝导理论用于大学生就业指导,需注重就业指导师的专家资格、受欢迎程度、可信度;注重劝导信息所倡导的态度与被劝导者（学生）原有态度之间的差距、信息的呈现方式;注重被劝导者的人格特征、个性差异以及情景等因素。实践证明可以应用且效果积极。 相似文献
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文章以评价理论下的态度资源为理论框架,选取格雷格·布罗克曼在TED上发表的名为《ChatGPT惊人潜力的内部故事》的演讲为语料进行积极话语分析。文章通过了解该演讲中态度资源各子系统的分布情况,分析演讲者对ChatGPT发展所持态度并揭示该话语所传递的积极意义。研究发现,该演讲中使用了丰富的态度资源,其中判断资源的使用最多,情感资源的使用其次,鉴赏资源的使用相对较少,体现了演讲者对ChatGPT能力的肯定以及对人工智能领域发展的积极态度。 相似文献
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In this paper, research on implicitly measured teacher associations with social groups of students (attitudes and stereotypes) is reviewed. The aim of this review is to describe the theoretical and methodological underpinnings of the use of implicit measures in educational research, to summarize the research completed so far in which implicit measures have been used, how implicitly measured attitudes and stereotypes are related to different teacher factors and student outcomes, and to discuss challenges and directions for future research on implicit measures and their effects. A total of 49 studies was reviewed. These studies show that the use of implicit measures of teacher attitudes and stereotypes has great potential for the understanding of differential treatment of students by their teachers, but also that this line of research needs further development, with more focus on the validation of implicit measures and study designs in experimental and field settings. 相似文献
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Shu-Sheng Liaw 《Interactive Learning Environments》2016,24(3):625-643
This paper investigates the use of e-books as learning tools in terms of learner satisfaction, usefulness, behavioral intention, and learning effectiveness. Based on the activity theory approach, this research develops a research model to understand learner attitudes toward e-books in two physical sizes: 10″ and 7″. Results suggest that screen size could affect learners' perceived self-efficacy in using 10″ and 7″ e-books. Interactive learning environments, acceptable screen size, perceived self-regulation, and self-efficacy could positively influence perceived satisfaction with and usefulness of e-books as learning tools. Perceived satisfaction and usefulness are crucial factors in learner behavioral intention which, in turn, contributes to learning effectiveness. The paper also proposes a conceptual research model based on the activity theory approach. 相似文献
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The purpose of this study was to ascertain the attitudes of academic staff towards their own work as well as towards external evaluations. The study was based on (1) an analysis of assessment reports of institutional accreditations conducted by the Estonian Quality Agency for Higher and Vocational Education and (2) self-determination theory on intrinsic and extrinsic motivation. The satisfaction of academic staff with their own teaching and research competencies was measured and links among the following attitudes were analysed: sense of competence, intrinsic motivation for research, attitudes towards assessment of students and towards external evaluations. The results indicate that a correlation between attitudes towards work and towards external evaluation exists and that the attitudes of academic staff at universities and professional higher education institutions differ. The study involved 252 academic staff members and showed that competent and intrinsically motivated people perceive external evaluation more positively, thus supporting self-determination theory. 相似文献
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对昆明地区大学生的体育锻炼态度进行问卷调查,结合对教师和部分学生进行访谈,并且参考部分专家对体育锻炼态度的研究理论,探讨大学生的锻炼态度在不同性别、学科、生源上的差异,以及分析引起差异的原因,旨在为社会、学校、家庭提供大学生的体育锻炼态度的研究成果,提高对大学生的体育锻炼态度的认识水平。 相似文献
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This paper describes the results of a mixed model research that, as the first of its kind, aimed to determine the nature of, and underlying factors influencing, Croatian elementary pupils’ attitudes towards confessional Catholic religious education (RE). Analyses of the questionnaire responses of the eighth-grade pupils from the stratified sample of schools revealed generally positive attitudes towards confessional RE as well as homogeneity with respect to academic achievement and higher estimations of girls. Qualitative analyses offered more critical pupil perspectives on RE and its delivery. From the triangulation of the data, three separate elements emerged as the foundation of the attitudes towards RE. The first and primary influence is the exposure to religious sentiment and values from their families. Secondly, pupil attitudes are affected by their own personal development and a growing ability to critically observe the world around them. Finally, the methods through which RE is delivered and assessed also serve as a strong contributor to pupils’ attitudes. The voices of pupils demand an adoption of a more dialectical approach to teaching and learning, and lesser reliance on catechesis which could reflect positively on the attitudes of all pupils, and especially of those who are most critical of the subject. 相似文献
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Abstract The attitudes of faculty members from four universities toward teaching, research and the associated reward system were studied through questionnaires. The survey generated 302 responses (i.e. 76.8% response rate) from two agricultural universities as well as two faculties of agriculture. Principal component analysis shows that attitudes toward teaching and research are multifaceted. Faculty members believe that teaching and research are mutually supportive, and represent the basic mission of the universities; the reward system influences teaching staff's participation in research, while both teaching and research offer satisfaction. Teaching and research are incompatible but have a positive affect on teaching. However, t-test analyses show that the faculty differ in the strength of their attitudes due to institutional affiliations and personal characteristics (such as gender, tenure, and rank). 相似文献
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Neil Selwyn 《Education and Information Technologies》1999,4(2):129-141
Over the last two decades there have been numerous studies in a variety of countries examining students' attitudes towards computers, ranging from pre-school to postgraduate levels of education. Despite a plethora of international attitudinal research there has, however, been a conspicuous avoidance of the 16–19 educational setting (i.e. Grades 12–14). From this background the present study examined the attitudes towards computers of a sample of 983 students from nine school sixth-form and college based institutions in South Wales. Although students' attitudes towards IT were found to be influenced by a range of individually and educationally based factors, multivariate analysis showed that attitudes were primarily influenced by the subject area and qualification pathway students were following as well as their access to a home computer. Contrary to previous research, gender was found to only exert a lesser influence on students' attitudes. Furthermore, factors such as the educational institution attended and students' year group were not found to affect attitudes towards computers. Having contextualised these findings within the international work carried out on computer attitudes and use, areas of contention for future research are then discussed.p> 相似文献
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Measuring Change in Students' Attitudes Toward Science Over Time: An Application of Latent Variable Growth Modeling 总被引：3，自引：1，他引：2
The purpose of this paper is to show how latent variable growth modeling can be utilized to examine change in students' attitudes toward science over the middle and high school years using data from the Longitudinal Study of American Youth (Miller, Hoffer, Suchner, Brown, & Nelson, 1992).The results of the present study show that students' attitudes toward science generally decline over the middle and high school years. Science self-concept was found to be the strongest predictor of attitudes toward science. Teacher encouragement of science and peer attitudes are also significant predictors of students' attitudes. The effect of the parent variable was found to be quite small and statistically nonsignificant, with the exception of the seventh grade. Boys were found to have higher initial status on attitudes toward science and their attitudes dropped faster than girls. Also it was found that students in metropolitan and rural schools have less positive attitudes toward science in the seventh grade compared to students in suburban schools. Latent variable growth modeling allows one to examine change in attitudes and also examine the effects of time-varying and time-invariant predictors. Substantive and methodological implications of this technique are also discussed. 相似文献
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To study the contribution of perceived parent achievement goals to students' attitudes towards academic help seeking, 4th, 6th, 7th, and 9th grade students in Greece (n = 712) reported perceptions of their parents' achievement goals, personal achievement goal orientations, and help-seeking beliefs and intentions. Students' mastery goal orientation positively predicted their help-seeking attitudes (perceived benefits and intentions to seek help) and negatively predicted their help-seeking avoidance attitudes (perceived costs and intentions to avoid seeking help), whereas performance-avoidance orientation directly predicted their help-seeking avoidance attitudes. Multiple-group path analysis indicated that perceived parent goals predicted student help seeking and help avoidance attitudes through students' own achievement goal orientations. Further, the pattern of relations varied by grade level. Results are discussed in light of current theory and research on the developmental phases of parental influence on student motivation and self-regulated learning. 相似文献