An Examination of the Relationship Among Academic Stress,Coping, Motivation,and Performance in College     

Struthers  C. Ward  Perry  Raymond P.  Menec  Verena H. 《Research in higher education》2000,41(5):581-592

Empirical evidence suggests that a domain-specific coping style may play an important role in the way students manage stressful academic events and perform at college. The purpose of this research was to examine the extent to which college students' academic coping style and motivation mediate their academic stress and performance. A structural equation analysis showed that the relationship between college students' academic stress and course grade was influenced by problem-focused coping and motivation but not emotion-focused coping. As expected, greater academic stress covaried with lower course grades; however, students who engaged in problem-focused coping were more likely to be motivated and perform better than students who engaged in emotion-focused coping. Strategies for promoting more effective coping in college students are discussed.  相似文献   

The Careers in Health and Medical Professions Program (CHAMPS): An Impact Study of a University-Based STEM+H Outreach Program     

Eric W. Wallace  Justin C. Perry  Robert L. Ferguson  Debbie K. Jackson 《Journal of Science Education and Technology》2015,24(4):484-495

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Digital media as a reflective tool: creating appropriate spaces for students to become introspective     

Lane Perry  Lee Stoner  Max Schleser  Krystina R. Stoner  Daniel Wadsworth  Rachel Page 《Compare》2015,45(2):323-330

Global citizenship and competency development have become integral parts of political, economic and education discourses. This is particularly true in the USA, where higher education institutions are answering the global citizenship call through the promotion of short-term study abroad. Unfortunately, the ‘just do it’ analogy too often influences the ideology of study abroad, whereby simply providing students with an international experience is perceived to be sufficient in shaping global citizenship. Global citizenship, as an educational outcome, is optimally facilitated when educational experiences are married with appropriate pedagogy, including the shaping of subsequent understandings and actions with critical reflection. We postulate that reflective experiences can be further enhanced by meeting students on the platforms and forums where they live, communicate and already engage. Specifically, this communication, using the context of short-term study abroad programmes, will argue that: (1) critical reflection is an essential step to fostering global citizenship and (2) digital story telling (mobile pedagogy) can be a powerful tool for enriching the critical reflection process.  相似文献   

Revisiting the relationship between exercise heart rate and music tempo preference     

Karageorghis CI  Jones L  Priest DL  Akers RI  Clarke A  Perry JM  Reddick BT  Bishop DT  Lim HB 《Research quarterly for exercise and sport》2011,82(2):274-284

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Planning text structure as a way to improve students' writing from sources in the compare–contrast genre     

Lori C. Kirkpatrick  Perry D. Klein 《Learning and Instruction》2009,19(4):309-321

The aim of this study was to improve 7th- and 8th-grade students' (N = 83) compare–contrast reports when writing from sources. An instructional unit was designed and implemented for this purpose. It focused on increasing students' knowledge of compare–contrast text structure and on having students memorize and use a table to plan the structure of their reports. There was a large effect size of instruction, such that students in the instruction group made far greater gains in the holistic and structural quality of their writing (from pretest to posttest) than students in the control group.  相似文献   

Anaerobic work and power output during cycle ergometer exercise: effects of bicarbonate loading     

L McNaughton  R Curtin  G Goodman  D Perry  B Turner  C Showell 《Journal of sports sciences》1991,9(2):151-160

Eight trained male cyclists who competed regularly in track races, were studied under control, alkalotic (NaHCO3) and placebo (CaCO3) conditions in a laboratory setting to study the effect of orally induced metabolic alkalosis on 60 s anaerobic work and power output on a bicycle ergometer. Basal, pre- and post-exercise blood samples in the three conditions were analysed for pH, pCO2, pO2, bicarbonate, base excess and lactate. All blood gas measurements were within normal limits at basal levels. There were significant differences in the amount of work produced, and in the maximal power output produced by the cyclists in the experimental condition when compared to the control and placebo conditions (P less than 0.01). The post-exercise pH decreased in all three conditions (P less than 0.05) and post-exercise pCO2 increased significantly in the alkalosis trial (P less than 0.01). In the alkalotic condition, the pre-exercise base excess and HCO3- levels were both higher (P less than 0.05) than the basal levels, suggesting that the bicarbonate ingestion had a significant increase in the buffering ability of the blood. Post-exercise lactate levels were significantly higher (P less than 0.05) after the alkalotic trial when compared to the other two conditions, immediately post-exercise and for the next 3 min. Post-exercise lactate levels were higher than basal or pre-exercise levels (P less than 0.001). This was true immediately post-exercise and for the next 5 min. The results of this study suggest that NaHCO3 is an effective ergogenic aid when used for typically anaerobic exercise as used in this experiment. We feel that this ergogenic property is probably due to the accelerated efflux of H+ ions from the muscle tissue due to increased extracellular bicarbonate buffering.  相似文献   

The case of the disappearing Jew     

Perry M. Nodelman 《Children‘s Literature in Education》1979,10(1):44-48

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How Effective Are Simulated Molecular-level Experiments for Teaching Diffusion and Osmosis?          下载免费PDF全文

Eli Meir  Judith Perry  Derek Stal  Susan Maruca    Eric Klopfer 《CBE life sciences education》2005,4(3):235-249

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Critiques of socio-economic school compositional effects: are they valid?     

Michael G. Sciffer  Laura B. Perry  Andrew McConney 《British Journal of Sociology of Education》2020,41(4):462-475

Abstract

School socio-economic compositional (SEC) effects have been influential in educational research predicting a range of outcomes and influencing public policy. However, some recent studies have challenged the veracity of SEC effects when applying residualised-change and fixed effects models and simulating potential measurement errors in hierarchical regression models. We review the residualised change and fixed effects methods in critical studies and find limitations in their capacity to demonstrate null compositional effects. We show this with an adjusted residualised change model finding significant SEC effects. We show structural equation models can address concerns that measurement errors inflate SEC effects by comparing hierarchical regression models to structural equation models. We find that structural equation models can detect SEC effects free from measurement error. We conclude that the reviewed critiques of SEC effects were due to methods unlikely to detect compositional effects. Future research would benefit from the identification of mediators of SEC effects.  相似文献   

Secondary Teachers' Interpersonal Behaviour in Singapore,Brunei and Australia: A cross-national comparison     

Perry den Brok  Darrell Fisher  Theo Wubbels  Mieke Brekelmans  Tony Rickards 《Asia Pacific Journal of Education》2006,26(1):79-95

This study investigates the reliability and validity of the Questionnaire on Teacher Interaction (QTI) in three countries: Singapore, Brunei and Australia. The QTI maps student perceptions of interpersonal teacher behaviour and is based on the circumplex Model for Interpersonal Teacher Behaviour (MITB) that investigates the teacher–student relationship in terms of the two dimensions of influence and proximity. Students' perceptions of their teachers in the three countries are also compared. Results show that the QTI scales are represented by two independent dimensions and that scales can be ordered in terms of a circular structure. However, empirical scale locations differ from their theoretical positions as hypothesised by the circumplex model, and among countries. Differences in teacher influence and proximity are also found among the countries.  相似文献