Maladaptive Perfectionism,Adult Attachment,and Self‐Esteem in College Students     

Kenneth G. Rice  Frederick G. Lopez 《Journal of College Counseling》2004,7(2):118-128

Extending an earlier study that found high self‐esteem to modify the impact of otherwise maladaptive perfectionism on depression, the current study used adult attachment theory to explore the link between perfectionism, self‐esteem, and depression in college students. Results indicated that self‐esteem buffered the effects of maladaptive perfectionism on depression and that adult attachment security moderated the association between perfectionistic self‐doubt and self‐esteem. Counseling implications of these findings are discussed.  相似文献   

The effect of predictive cues on freezing in rats     

Robert C. Bolles  Alexis C. Collier 《Learning & behavior》1976,4(1):6-8

Rats were given five shocks over a 5-min period and then observed for 20 min. Much more freezing was observed in animals that remained in the shock situation than in animals moved to another situation. Freezing, therefore, seems to be controlled primarily by external shock-related cues. Freezing appears to be also partly controlled by the inherent stimulus properties of the situation.  相似文献   

Implementing and assessing use-drive acquisitions: A practical guide for librarians,by Steven Carrico,Michelle Leonard,and Erin Gallagher. Lanham,MD: Rowman & Littlefield, 2016. 176 p. $65.00. ISBN 978-1-4422-6276-8.     

Alexis Linoski 《The Journal of Academic Librarianship》2017,43(1):90-91

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Marketing for Special and Academic Libraries: A Planning and Best Practices Sourcebook,by Valerie S. Gordon and Patricia C. Higginbottom. Lanham,MD: Rowman & Littlefield, 2016. 178 pp. $38.00. ISBN 978-1-4422-6270-6.     

Alexis Linoski 《The Journal of Academic Librarianship》2017,43(3):275-276

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NASA-TLX for predictability and measurability of instructional design models: case study in design methods     

Nikulin  Christopher  Lopez  Gabriela  Piñonez  Eduardo  Gonzalez  Luis  Zapata  Pia 《Educational technology research and development : ETR & D》2019,67(2):467-493

Educational technology research and development - Innovation projects has established as an emerging field of research, a number of issues have emerged; among the others, measurability and...  相似文献   

Students’ Perceptions of Religion and Science,and How They Relate: the Effects of a Classroom Intervention     

Alexis Stones  Jo Pearce  Michael J. Reiss  Tamjid Mujtaba 《Religious education (Chicago, Ill.)》2020,115(3):349-363

Abstract

In England, both Religious Education (RE) and science are mandatory parts of the school curriculum throughout the 5-16 age range. Nevertheless, there remain concerns that, as in many countries, students do not have a good understanding about the scope of each subject nor about how the two subjects relate. This article reports on a study that involved an intervention of six lessons in RE and six in science that were intended to help 13-15?year-old students develop a better appreciation for the relationship(s) between science and religion and a less reductionist understanding of biology. Our focus here is on the understandings that students have about the relationship between science and religion. The intervention was successful in improving the understandings of almost half of the students interviewed, but in these interviews we still found many instances where students showed misunderstandings of the nature of both religious and scientific knowledge. We argue that RE needs to attend to questions regarding the nature of knowledge if students are to develop better understandings of the scope of religions and how they arrive at their knowledge claims.  相似文献   

Recognising ethnic identity in the classroom: a New Zealand study     

Alexis Siteine 《International Studies in Sociology of Education》2017,26(4):393-407

The recognition and affirmation of student identity in New Zealand primary schools is a policy requirement. While directives for its implementation are found in the current national curriculum, little, if any, guidance is given about what this means or how it might look in classroom programmes. This paper discusses a study concerning the beliefs, understandings and practices of teachers as they interpret the curriculum related to the identity directive. The findings indicate that a marked divergence exists between the identity directive encoded into the curriculum and the way in which teachers decode and enact the directive in their practice. This article argues that two unintended effects are produced as a result of this divergence. First, rather than promote the affirmation of student identity, the enactment of this directive might, in fact, lead to ethnic division. Second, attempts to recognise and affirm identity have led to the displacement of school subject knowledge in classroom programmes. These unintended outcomes are not only unacknowledged, but they continue to disadvantage the community the identity directive was intended to address.  相似文献   

Assessing the influence of field- and GIS-based inquiry on student attitude and conceptual knowledge in an undergraduate ecology lab          下载免费PDF全文

Simmons ME  Wu XB  Knight SL  Lopez RR 《CBE life sciences education》2008,7(3):338-345

Combining field experience with use of information technology has the potential to create a problem-based learning environment that engages learners in authentic scientific inquiry. This study, conducted over a 2-yr period, determined differences in attitudes and conceptual knowledge between students in a field lab and students with combined field and geographic information systems (GIS) experience. All students used radio-telemetry equipment to locate fox squirrels, while one group of students was provided an additional data set in a GIS to visualize and quantify squirrel locations. Pre/postsurveys and tests revealed that attitudes improved in year 1 for both groups of students, but differences were minimal between groups. Attitudes generally declined in year 2 due to a change in the authenticity of the field experience; however, attitudes for students that used GIS declined less than those with field experience only. Conceptual knowledge also increased for both groups in both years. The field-based nature of this lab likely had a greater influence on student attitude and conceptual knowledge than did the use of GIS. Although significant differences were limited, GIS did not negatively impact student attitude or conceptual knowledge but potentially provided other benefits to learners.  相似文献   

Multiple Representations in Computational Thinking Tasks: A Clinical Study of Second-Grade Students     

Moore  Tamara J.  Brophy  Sean P.  Tank  Kristina M.  Lopez  Ruben D.  Johnston  Amanda C.  Hynes  Morgan M.  Gajdzik  Elizabeth 《Journal of Science Education and Technology》2020,29(1):19-34

Journal of Science Education and Technology - Computational thinking requires high cognitive load as students work to manage multiple tasks in their problem-solving environment. Through research in...  相似文献   

Communication in Online Learning – How Important is It?     

Sherry Janine Ashe  Robert Molina Lopez 《Clearing house (Menasha, Wis.)》2021,94(1):15-30

Abstract

The purpose of this transcendental phenomenological study was to describe teacher experiences of teacher-to-student technology-mediated communication (TMC) in secondary virtual school (VS) environments in Alabama. The central research question for this study was: How do virtual school teachers in Alabama describe their experiences of teacher-to-student technology-mediated communication in secondary virtual school environments? Students educated in virtual environments use TMC, so teachers must know what kinds of TMC work best. The problem is that the teacher voice has been ignored in identifying teacher-to-student TMC that is effective in secondary VS environments. Using purposeful sampling of 12 VS teachers in Alabama, this research utilized semi-structured interviews, artifacts, and an asynchronous online focus group to uncover teacher experiences of teacher-to-student interactions in VS environments. In seeking meaning from their experiences, the predominant theme of whatever is best for the students became evident. Four themes developed pertaining to the participants’ experiences: Teacher mindset, teacher presence, integration of technology into instruction, and technology issues.  相似文献