A Cross-Cultural Test of Implicit Theories of Re-requesting     

Min-Sun Kim  Atsushi Oshio  Eun Joo Kim  Katsuya Tasaki  Kenton Bruce Anderson  Ayano Yamaguchi 《Communication Research Reports》2019,36(1):14-23

Extant U.S. research shows that when a persuader’s initial message is rebuffed, the next requesting message will tend to be ruder and more aggressive than the initial appeal. The robustness of these results has rarely been tested cross-culturally. Using conversational constraints theory, we further explicate implicit theories by investigating the perceived importance of constraints of re-requesting styles across two cultural-linguistic groups (i.e., Korean and American English speakers). Consistent with the “rebuff phenomenon,” results revealed that people rated the task constraint (“clarity”) as significantly more important, and the three face-related constraints (“concern for the other’s feelings,” “minimizing imposition,” and “avoiding negative evaluation”) as significantly less important for the second-attempt requesting than for the initial requesting. Some of these tendencies were more pronounced among American English speakers than among Korean speakers.  相似文献   

De/colonizing methodologies in science education: rebraiding research theory–practice–ethics with Indigenous theories and theorists     

Higgins  Marc  Kim  Eun-Ji Amy 《Cultural Studies of Science Education》2019,14(1):111-127

Cultural Studies of Science Education - The purpose of this article is to differentially engage in the work of thinking with Indigenous theorists and theories with decolonizing science education...  相似文献   

The Academic Credit Bank System in the Republic of Korea: An effective medium for lifelong learning in higher education?     

Park  Hyewon  Choi  Jinhee  Kim  JungHwan  Hwang  Jihee 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(6):975-990

International Review of Education - Drawing on critical theory for adult education, the authors of this article examine the Academic Credit Bank System (ACBS), an open educational system operating...  相似文献   

科学发展观视域下的生态和谐福建建设     

谷娜娜 《重庆职业技术学院学报》2011,20(1):59-61

生态和谐是和谐福建的基本特征之一,它是和谐福建及其构建的生态基础,是实现福建社会发展和社会关系和谐的重要条件和前提。和谐福建就是要在不断提高社会生产力、人民生活水平的基础上实现社会和人的全面发展,达到人与自然的和谐共生。构建和谐福建还需有一个坚实的基础保障层,那就是必须有一个稳定和平衡的生态环境。良好的生态环境是经济社会发展和居民生活水平提高的生态基础和根本保障。和谐福建必须在一个适宜的生态环境中才能保持发展,因此只有建设好生态和谐,才能构建真正的和谐福建。  相似文献   

Componential skills of beginning writing: An exploratory study     

Kim YS  Otaiba SA  Puranik C  Folsom JS  Greulich L  Wagner RK 《Learning and individual differences》2011,21(5):517-525

The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective.  相似文献   

Towards technology integration: the impact of motivational and volitional email messages     

ChanMin Kim  John M. Keller 《Educational technology research and development : ETR & D》2011,59(1):91-111

The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice teachers’ motivation, volition, performance, and their attitudes toward technology integration. Each of four sections in an educational technology course for preservice teachers was randomly assigned to one of two groups: one group which received MVEM constructed based on audience analysis; and the other which received placebo email messages consisting of class activities reminders without audience analysis. Results indicated that the group provided with MVEM showed higher volition and more positive attitudes toward technology integration than the group provided with placebo messages even though there was no difference in motivation or performance. These results suggest that MVEM can serve as an effective tool for facilitating preservice teachers’ positive attitudes toward technology integration. Implications for the design and development of interventions or systems for technology integration are discussed and further research is recommended.  相似文献   

Korean elementary school students’ English learning demotivation: a comparative survey study   总被引：1，自引：0，他引：1  

Tae-Young Kim 《Asia Pacific Education Review》2011,12(1):1-11

This study explores Korean elementary school students’ decreased motivation for English learning by analyzing the questionnaire data obtained from 6,301 students in a large city in South Korea. The students’ school grades and their prior experience in private institutes were considered as the major factors behind the decrease in their motivation. There was a statistically significant and consistent decrease in the students’ satisfaction with their English learning experience; expectation of ultimate success in English; and intrinsic/extrinsic motivation and integrative/instrumental motivation. Prior experience in attending private institutes had a substantial impact on the students’ motivation. Those who attended private institutes (hakwons) exhibited higher levels of instrumental and intrinsic motivation. However, in terms of other motivational constructs of integrative and extrinsic (parental, academic) motivation, private instruction had a negligible or negative impact. By comparing the results with those of Lamb (2007), the present study proposes that Korean students should be made to internalize the beneficial role played by English so that their English learning motivation can be maintained.  相似文献   

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology     

Hanna Kim 《Journal of Science Education and Technology》2011,20(6):803-814

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students’ attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, “Green Earth Enhanced with Inquiry and Technology.” We used pre- and post-attitude surveys, pre- and post-science content knowledge tests, and selective interviews to collect data and measure changes in students’ attitudes and content knowledge. The study results indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related careers and increased their content knowledge of selected science concepts (p < .05).  相似文献   

Reclaiming Kindergarten: Part I. Questions about Theory and Practice     

Dominic F. Gullo  Kim Hughes 《Early Childhood Education Journal》2011,38(5):323-328

The purpose of this article is to describe the crisis that exists in kindergarten today related to maintaining developmentally and culturally appropriate practice while at the same time addressing the academic standards set forth by most states. In Part I, three questions are posed, the answers to which seek to elucidate possible solutions to this dilemma. The questions center on issues related to developmentally appropriate practice, intentional teaching, and assessment. Research and expert opinion associated to each of these areas are discussed, and examples of classroom practice are used to illustrate the effective implementation of these principles in a kindergarten classroom.  相似文献   

青少年校内闲暇时间身体活动影响因素研究     

司琦  苏传令  Kim Jeongsu 《首都体育学院学报》2015,27(4)

以初中生为研究对象,选取自我效能、乐趣、主观障碍、社会支持和学校环境等5个反映社会生态模型个体水平、人际水平和组织水平的因素,就其对青少年参与校内闲暇时间身体活动的影响进行分析.结果显示:午饭后身体活动强度(F=3.79,P＜0.05)、持续时间(F=4.03,P＜0.05)和对锻炼的乐趣(F=0.82,P＜0.05)、学校政策与管理(F=10.67,P＜0.05)认知存在显著的性别差异.自我效能(F=3.79,P＜0.05)、过程障碍(F=6.43,P＜0.01)和对运动场地与设施(F=10.95,P＜0.01)的感知存在显著的年级差异.回归分析显示:自我效能(β=0.29,P＜0.05)、老师社会支持(β=0.21,P＜0.05)、学校绿化建设(β=0.13,P＜0.05)对青少年参与校内闲暇时间身体活动的影响具有统计学意义.结论:学校应重视特定时段学生身体活动的组织和管理,尤其是对女生的组织和管理;自我效能、老师社会支持、学校绿化建设是影响青少年参与校内闲暇时间身体活动的主要因素.  相似文献