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1.
王金奎 《雁北师范学院学报》2003,19(4):102-104
心理学的研究对象应该重新理解，意识作为心理学的研究对象具有精神性、生理性、社会性三个属性。心理学是两级三次的整合模式，即初级整合(包括意义整合和生理整合)和次级整合。只有经过这三次整合，心理学才能实现最后的统一。 相似文献
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The purposes of this study were to (1) study changes in attitude toward science, school, and academic self among college biology students, and (2) to examine relationships between attitudes and achievement in an introductory college course in biology. The three attitude variables were assessed at the beginning and end of the study. Each of the three constructs was measured by the semantic differential and one additional instrument. One cognitive measure, biology achievement, was taken at the beginning and end of the study. This was accomplished by using the Nelson Biology Test. Another cognitive measure, grade in the course, as given by the instructor, was recorded at the end of the course. Normative data and correlation coefficients among pre- and postadministrations were calculated for each institution and the composite sample as well. An analysis of variance showed that while gains in scores on the Nelson Biology Test were significant beyond the 0.01 level of probability, changes in attitude scores were not. Correlations were calculated between the attitude and cognitive variables in this study. Relationships between academic self-concept and achievement in biology were the strongest. Data from this study show that while student cognitive behavior was changed during an introductory college biology course, selected attitudes either stayed the same or became slightly more negative. Affective as well as cognitive gains would appear to be desirable goals in college courses. As we learn more about relationships that exist between cognition and affect, science educators at all levels will become better equipped to improve learning in science. 相似文献
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Researchers report finding correlational data to identify a positive relationship between nuclear knowledge and positive attitudes toward the use of nuclear energy. This study investigated the relationship between nuclear knowledge and nuclear attitudes and to the understanding of Science-Technology-Society attitudes involving technological attitude objects. This quasi-experimental study tested the causal relationship between knowledge about nuclear power plants and attitudes toward their use in electrical generation. Subjects were presented with systematically designed communications developed to change either their knowledge about or attitude toward nuclear plants. The Standard Events of Instruction was the basis of the knowledge instruction, whereas the Learning Theory Approach and the Theory of Reasoned Action were the theoretical bases of the persuasive communication. The principal finding was that nuclear knowledge and nuclear attitude each can be changed independently of the other. Although knowledge and attitudes are correlationally linked, this study shows no evidence of a cause-effect relationship. 相似文献
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Teachers' attitude to mathematics is increasingly put forward as a dominant factor in children's attitudes to mathematics. Our intention at the beginning of this study was to produce instruments for teachers to use in probing student attitudes as part of their personal professional research and development. To this end we undertook eight small studies of attitude carried out across the educational phases, which we report on here. Reflecting on them led us to challenge the very construct of attitude. We are also led to challenge the cause-and-effect model underlying much attitudinal research. We now see attitude as at best a complex notion, and we conjecture that perhaps it is not a quality of an individual but rather a construct of an observer's desire to formulate a story to account for observations. The difficulty in making attitudinal research precise, and in testing the validity of attitudinally based conjectures, lies therefore in conceptual and hence methodological issues. 相似文献
5.
张读 《邢台职业技术学院学报》2014,(5):62-64
在内隐性社会认知研究的基础上,Wilson等提出了双重态度模型理论。该理论指出,人们对同一态度客体能同时拥有两种不同态度。该理论对态度研究产生了重要影响。阐述双重态度模型的基本理论观点和双重态度的基本类型,介绍双重态度的基本测量方法,对双重态度模型的实证研究支持进行简要说明,探讨该理论对相关研究的启示与其在国内的具体应用,最后提出了今后的研究方向。 相似文献
6.
This study examined the relationship between kindergarten teachers' use of developmentally appropriate practices and their attitudes toward authority in the classroom. The study found an overall low use of developmentally appropriate practices. Instead, the classrooms exhibited academically oriented, skill-centered programs. However, kindergarten teachers who rated themselves higher in authority sharing as opposed to authority controlling were more likely to use developmentally appropriate teaching strategies as delineated by the National Association for the Education of Young Children. Aspects of the teachers' professional experience and education had little relationship to their attitudes about authority in the classroom. The positive relationship between an authority-sharing attitude and developmentally appropriate practices suggests that more importance be placed on developing teachers' and prospective teachers' attitudes about adult/child authority orientation than on simply prescribing overt teacher behavior. 相似文献
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张利群 《安庆师范学院学报(社会科学版)》2002,21(1):1-5
中国古代文学批评对批评态度的重视和研究始于魏晋时期的曹丕,其著作《典论*论文》首先提出了批评态度问题,其核心是提出对"文人相轻"的批评,从而引起人们对批评态度的重视和研究,构成了中国古代批评态度观. 相似文献
9.
The attitudes towards science of upper‐primary students in three ability strands (average, above average, and gifted) were investigated. A total of 580 upper primary students from co‐educational government and government‐aided schools in Singapore were involved in this study. The attitude subscales investigated were enjoyment of science, preference for science careers, and appreciation of the social implications of science. Gender and ability were found to have statistically significant effects on the variations in the mean score for each attitude subscale. Boys, in general, had more positive views about science than girls. Overall, above‐average and gifted students had comparable attitudes towards science; both of them consistently showed more positive attitudes than average ability students. At least 18% of the sample, with greater percentage being boys, reported “not sure” responses in 50% or more of the total attitude items. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 940–954, 2008 相似文献
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《Early education and development》2013,24(6):445-457
This study examined the relationship between kindergarten teachers' use of developmentally appropriate practices and their attitudes toward authority in the classroom. The study found an overall low use of developmentally appropriate practices. Instead, the classrooms exhibited academically oriented, skill-centered programs. However, kindergarten teachers who rated themselves higher in authority sharing as opposed to authority controlling were more likely to use developmentally appropriate teaching strategies as delineated by the National Association for the Education of Young Children. Aspects of the teachers' professional experience and education had little relationship to their attitudes about authority in the classroom. The positive relationship between an authority-sharing attitude and developmentally appropriate practices suggests that more importance be placed on developing teachers' and prospective teachers' attitudes about adult/child authority orientation than on simply prescribing overt teacher behavior. 相似文献
12.
Nico Rutten Jan T. van der Veen Wouter R. van Joolingen 《International Journal of Science Education》2013,35(8):1225-1245
In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulations in their teaching practices. We observed lessons presented by 24 physics teachers in which they used computer simulations. Students completed questionnaires about the lesson, and each teacher was interviewed afterwards. These three data sources captured implementation by the teacher, and the learning goals and attitudes of students and their teachers regarding teaching with computer simulations. For each teacher, we calculated an Inquiry-Cycle-Score (ICS) based on the occurrence and order of the inquiry activities of predicting, observing and explaining during teaching, and a Student-Response-Rate (SRR) reflecting the level of active student participation. Statistical analyses revealed positive correlations between the inquiry-based character of the teaching approach and students’ attitudes regarding its contribution to their motivation and insight, a negative correlation between the SRR and the ICS, and a positive correlation between teachers’ attitudes about inquiry-based teaching with computer simulations and learning goal congruence between the teacher and his/her students. This means that active student participation is likely to be lower when the instruction more closely resembles the inquiry cycle, and that teachers with a positive attitude about inquiry-based teaching with computer simulations realize the importance of learning goal congruence. 相似文献
13.
《教育心理学家》2012,47(1):5-17
University admissions tests should predict an applicant's ability to succeed in college, but how should this success be defined and measured? The status quo has been to use 1st-year grade point average (FYGPA) as the key indicator of college success, but a review of documents such as university mission statements reveals that universities expect students to develop a broad range of skills that are not always fully captured by FYGPA. In this article, evidence related to college and university documents are reviewed and analyzed for common links with regard to the essential capabilities these institutions purport to seek and to develop in their students. A conceptual model outlining what outcomes admissions tests ought to predict is then presented and discussed. Finally, the article considers whether admissions testing ought to be based on an applicant's aptitude, ability, or achievement in the essential skill areas that most universities aim to develop in their students. 相似文献
14.
This article examines the experience of 24 BSW students in a faculty-mentored undergraduate research experience (URE) over the course of 1 academic year. In particular, we sought to better understand students’ self-perceived sense of competency across 15 specific research skills. In addition, we examined the URE’s impact on students’ knowledge about and attitudes toward research, as well as anxiety levels about research. A cross-sectional pre- and posttest design utilized both quantitative (survey) and qualitative (focus group) methodologies. All of the students’ ratings of their 15 research skills improved over time; 3 were statistically significant. Students demonstrated the most gain in evidence-based practice, ability to use statistical software, and data entry and analysis. Both knowledge about and attitude toward research improved significantly. Anxiety levels were surprisingly low. The importance of faculty mentoring is discussed, and suggestions for future research are provided. 相似文献
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区间数多属性决策的一种优化分析分法 总被引：2，自引：0，他引：2
对于区间数多属性决策问题，提出了两种区间数的定量化分析方法．方法一把区间数看作是一个随机区间，把属性值看作是一个随机变量，并假设它在区间上服从正态分布，方法二则验证了方法一的合理性．在充分考虑到决策对待风险态度的前提下，对每个区间数都赋予一个评价值．最后通过求解一个线性规划模型，给出了各个方案的综合评价值，从而选出最优方案． 相似文献
16.
本文阐述了加州大学以申请学生在毕业中学的成绩排名为标准的本科录取方法.这种方法不仅可以推动中学的综合素质教育,而且对高等教育多元化也有促进作用.更为重要的是,在社会、经济、教育发展不均衡的情况下,这种方法对于提高高等教育入学机会的公平性有着积极的意义. 相似文献
17.
A Model of Homework's Influence on the Performance Evaluations of Elementary School Students 总被引：1，自引：0，他引：1
Harris Cooper Kristina Jackson Barbara Nye James J. Lindsay 《Journal of Experimental Education》2013,81(2):181-199
This study was the first to test a model of the influence of homework on classroom performance using a sample of elementary school students. A total of 28 teachers in Grades 2 and 4 took part in the study, along with 428 students and parents. The authors used structural equation modeling to examine relationships among variables. Student norms were positively related to the elimination of distractions from homework by parents. Positive student norms, higher student ability, and positive parent attitudes toward homework were all related to greater parent facilitation. Student's attitude toward homework was unrelated to home and community factors but was related positively to parent attitudes toward homework. Classroom grades were unrelated to student's attitude toward homework but were predicted by how much homework the student completed (even after the use of homework in grading was controlled), by student ability, and by the amount of parent facilitation. More generally, parent facilitation was an important mediator of the relation between student norms, student ability, and parent attitudes toward homework, and the outcome of classroom grades. 相似文献
18.
In this study, we describe the development of measures used to examine pupils’ attitudes towards science. In particular, separate measures for attitudes towards the following areas were developed: learning science in school, practical work in science, science outside of school, importance of science, self‐concept in science, and future participation in science. In developing these measures, criticisms of previous attitude studies in science education were noted. In particular, care was taken over the definition of each of the attitude constructs, and also ensuring that each of the constructs was unidimensional. Following an initial piloting process, pupils aged 11–14 from five secondary schools throughout England completed questionnaires containing the attitude measures. These questionnaires were completed twice by pupils in these schools, with a gap of four weeks between the first and second measurements. Altogether, 932 pupils completed the first questionnaire and 668 pupils completed the second one. Factor analysis carried out on the resulting data confirmed the unidimensionality of the separate attitude constructs. Also, it was found that three of the constructs—learning science in school, science outside of school, and future participation in science—loaded on one general attitude towards science factor. Further analysis showed that all the measures showed high internal reliability (Cronbach’s α > 0.7). A particular strength of the approach used in this study was that it allowed for attitude measures to be built up step‐by‐step, therefore allowing for the future consideration of other relevant constructs. 相似文献
19.
A variety of approaches are available for meeting the educational needs of professionals currently providing services to older adults. This article focuses on the development of the Professional Development Program in Gerontology offered through Continuing Education at the University of North Carolina at Charlotte and examines the effectiveness of this program in educating regional service providers. The discussion is based on participants’ self‐reported before‐and‐after data on their knowledge and attitudes about aging and the aged. The importance of changing employers’ attitudes about the importance of gerontology education as a qualification for service providers is also discussed. 相似文献
20.
The thoughts and feelings of preadolescent children attending three primary schools in the West of England about reasons for doing well or not doing well in Physical Education lessons were explored by means of an open-ended set of questions drawn from attribution theory. A further aim was to seek suggestions from the children of ways in which Physical Education (PE) lessons could be improved and refer these to the attention of teachers. Striking differences were found in the attitudes and attributions of girls and boys, with the latter more likely than the former to identify success in terms of some form of physical demonstration of ability. Whilst both sexes identified a positive attitude as associated with success, boys were more likely to look for signs of health or physical fitness, whereas girls were more impressed by effort and evidence of a learning orientation. These attributions held also for perceived lack of success. However, the notion of effort itself seems likely to hold different meanings for boys and girls. Although lesson enjoyment was seen by a significant number of children as a key factor leading to success, the pupils, on the whole, tended to attribute both success and failure to internal, changeable, controllable factors. 相似文献