The Role of Study Habits in Foreign Language Courses     

Phillip D. Bailey  Anthony J. Onwuegbuzie 《Assessment & Evaluation in Higher Education》2002,27(5):463-473

The purpose of this study was to determine which study habits distinguish successful from unsuccessful foreign language learners. Participants were 219 college students from a variety of disciplinary backgrounds, enrolled in either Spanish, French, German or Japanese classes. A canonical discriminant analysis (F [6, 117], p < 0.0001; canonical R = 0.92) revealed that, compared to their high-performing counterparts, students with the lowest levels of foreign language performance tended to report that: (a) they frequently include a lot of irrelevant or unimportant information in their notes; (b) when they have difficulty with their assignments, they do not seek help from their instructor; (c) they put their lecture notes away after taking the test and never consult them again; (d) they have to be in the mood before attempting to study; (e) they have a tendency to doodle or to daydream when they are trying to study; and (f) they do not look up in a dictionary the meanings of words that they do not understand. Implications are discussed.  相似文献   

Mild head injury as a source of developmental disabilities.   总被引：1，自引：0，他引：1  

S J Segalowitz  D Brown 《Journal of learning disabilities》1991,24(9):551-559

The hospital-reported incidence of mild head injury among children indicates a prevalence of 2% to 3% in high-school-aged adolescents (14 to 18 years). Yet, our survey of 616 high school adolescents suggests that light and mild head injury (not necessarily leading to hospital admission) is almost 10 times this level. Despite the common notion that such injury is generally benign, we found significant relationships in our sample between reported head injury and hyperactivity, stuttering, mixed handedness, and dislike of mathematics.  相似文献   

Student,home, and school socio-demographic factors: links to school,home, and community arts participation     

Marianne?Mansour  Andrew?J.?MartinEmail authorView author&#;s OrcID profile  Michael?Anderson  Robyn?Gibson  Gregory?Arief?D.?Liem  David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed.  相似文献   

The effects of loud and soft reprimands on the behavior of disruptive students   总被引：1，自引：0，他引：1  

K D O'Leary  K F Kaufman  R E Kass  R S Drabman 《Exceptional children》1970,37(2):145-155

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Conditioning with taste as the CS in conditioned flavor preference learning     

Elizabeth D. Capaldi  Martin J. Hunter  Sandra A. Lyn 《Learning & behavior》1997,25(4):427-436

There appear to be unconditioned affective reactions to the four basic tastes: liking for sweet and salt and disliking for sour and bitter. We attempted to modify these reactions by pairing the tastes with calories and with sweeter tastes. Differing sucrose concentrations were ineffective in reversing the preference for salt over citric acid or for saccharin over quinine. We could, however, reverse the preference for salt over citric acid, producing an actual preference for sour over salt, by using sucrose and saccharin as the reinforcers. The initial reactions to tastes could also be modified by reducing the initial difference in affect produced by the tastes through mixing both tastes with sucrose.  相似文献   

Psychosocial correlates of child abuse potential in multiply disadvantaged adolescent mothers     

Budd KS  Heilman NE  Kane D 《Child abuse & neglect》2000,24(5):611-625

OBJECTIVE: This study had two aims: First to examine psychosocial correlates of child maltreatment risk, and second to assess the validity of the CAP Inventory (Milner, 1986) with multiply disadvantaged teenage mothers. METHOD: Participants were 75 adolescent mothers who were wards of the Illinois child protection system. Mothers (aged 14-18) and infants participated in home-based psychosocial assessment of personal and parenting functioning. Group comparisons examined differences for mothers with elevated versus normal versus invalid CAP scores due to faking good. RESULTS: Findings indicated that abuse risk groups differed on emotional distress, social support satisfaction, reading achievement, and years of education, but not on parenting beliefs or quality of child stimulation. Differences favored the normal over the elevated risk group in all significant comparisons, whereas mothers with elevated faking good differed from normals only in lower reading achievement. Multiple regression analysis highlighted emotional distress, support dissatisfaction, and low achievement as significant predictors of greater abuse risk. CONCLUSIONS: Despite sharing multiple disadvantages, adolescent wards are a heterogeneous group who show different levels of psychosocial functioning corresponding to levels of child maltreatment risk. The findings provide support for the concurrent validity and clinical applicability of the CAP Inventory with disadvantaged teenage mothers.  相似文献   

Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology?     

Scott L. Graves JR.  Lynda Brown Wright 《Psychology in the schools》2007,44(8):865-872

The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007.  相似文献   

Iv. Results: The Timing of Sound and Silence     

Joseph Jaffe  Beatrice Beebe  Stanley Feldstein  Cynthia L. Crown  & Michael D. Jasnow 《Monographs of the Society for Research in Child Development》2001,66(2):52-65

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For starters     

Stanley D. Zenor 《TechTrends》1996,41(2):2-2

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《搜神记》“动物报恩”故事来源与演变     

王丹丹  王玉洁 《柳州师专学报》2011,26(3):14-16,34

魏晋南北朝时期的志怪小说在佛教的影响下形成了一系列新的故事类型。《搜神记》中的＂动物报恩＂故事直接来源于佛经＂动物报恩＂故事,又接受了本民族文化的合理改造。它的产生受到佛教观念、本土朴素道德标准和传统财富、爵位观念的共同影响。  相似文献