Seeking Help in a Foreign Land: International Students' Use Patterns for a U.S. University Counseling Center     

Oksana Yakushko  M. Meghan Davidson  Tiffany C. Sanford‐Martens 《Journal of College Counseling》2008,11(1):6-18

This archival study examined the use of a university counseling center's services by international students during a 5‐year period. Variables analyzed included clients' presenting concerns, students' demographic characteristics, number of counseling sessions attended, and reasons for termination. Implications for counselor training, outreach activities, and counseling services on college campuses are discussed.  相似文献   

The effects of background television on the toy play behavior of very young children   总被引：1，自引：0，他引：1  

Schmidt ME  Pempek TA  Kirkorian HL  Lund AF  Anderson DR 《Child development》2008,79(4):1137-1151

This experiment tests the hypothesis that background, adult television is a disruptive influence on very young children's behavior. Fifty 12-, 24-, and 36-month-olds played with a variety of toys for 1 hr. For half of the hour, a game show played in the background on a monaural TV set. During the other half hour, the TV was off. The children looked at the TV for only a few seconds at a time and less than once per minute. Nevertheless, background TV significantly reduced toy play episode length as well as focused attention during play. Thus, background television disrupts very young children's play behavior even when they pay little overt attention to it. These findings have implications for subsequent cognitive development.  相似文献   

Predicting student achievement for low stakes tests with effort and task value   总被引：1，自引：0，他引：1  

James S. Cole  David A. Bergin  Tiffany A. Whittaker 《Contemporary educational psychology》2008,33(4):609-624

We investigated motivation for taking low stakes tests. Based on expectancy-value theory, we expected that the effect of student perceptions of three task values (interest, usefulness, and importance) on low stakes test performance would be mediated by the student’s reported effort. We hypothesized that all three task value components would play a significant role in predicting test-taking effort, and that effort would significantly predict test performance. Participants were 1005 undergraduate students enrolled at four midsize public universities. After students took all four subtests of CBASE, a standardized general education exam, they immediately filled out a motivation survey. Path analyses showed that the task value variables usefulness and importance significantly predicted test-taking effort and performance for all four tests. These results provide evidence that students who report trying hard on low stakes tests score higher than those who do not. The results indicate that if students do not perceive importance or usefulness of an exam, their effort suffers and so does their test score. While the data are correlational, they suggest that it might be useful for test administrators and school staff to communicate to students the importance and usefulness of the test that they are being asked to complete.  相似文献   

Incidental word learning in a hearing child of deaf adults     

Brackenbury T  Ryan T  Messenheimer T 《Journal of deaf studies and deaf education》2006,11(1):76-93

It is unclear how children develop the ability to learn words incidentally (i.e., without direct instruction or numerous exposures). This investigation examined the early achievement of this skill by longitudinally tracking the expressive vocabulary and incidental word-learning capacities of a hearing child of Deaf adults who was natively learning American Sign Language (ASL) and spoken English. Despite receiving only 20% of language input in spoken English, the child's expressive vocabularies at 16 and 20 months of age, in each language, were similar to those of monolingual age-matched peers. At 16 months of age, the child showed signs of greater proficiency in the incidental learning of novel ASL signs than she did for spoken English words. At 20 months of age, the child was skilled at incidental word learning in both languages. These results support the methodology as it applies to examining theoretical models of incidental word learning. They also suggest that bilingual children can achieve typical vocabulary levels (even with minimal input in one of the languages) and that the development of incidental word learning follows a similar trajectory in ASL and spoken English.  相似文献   

Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption     

Long  Christopher S.  Sinclair  Becky Barton  Fraser  Barry J.  Larson  Tiffany R.  Harrell  Pamela E. 《Learning Environments Research》2022,25(2):343-357

Learning Environments Research - When the 2020 semester began in the USA in January, it was unimaginable that the near-total closure of educational system across the globe would become the new...  相似文献