在线评论结构模型构建及实证分析     

张睿  高长元  Tiong Goh  陈可义 《科技与管理》2014,(4):18-22

在线评论成为影响消费者购买决策的重要方面,已经引起国内外学者的关注。为了探讨在线评论重要的构成因素,设计了在线评论模型,并对模型进行测试。同时对消费者进行调研以及数据采集,且根据调查结果进行数据分析。研究发现：使用在线评论的消费者可以分为四类：产品偏好型、网站信任型、多目标型和评论者非偏好型。本研究意义在于,深入了解在线评论消费者的特征;指导企业和评论者正确发布在线评论的内容。  相似文献   

Bystander Behaviour Among Italian Students     

Anna C. Baldry 《Pastoral Care in Education》2005,23(2):30-35

This paper reports the Italian data on the bystanders' project. In the last decade, several studies have been conducted on the prevalence and nature of bullying among primary and secondary students as well as on individual and social risk factors, illustrating that bullying in the Italian context is a widespread phenomenon. No research has been conducted, so far, on the 'bystander' behaviours of those students who see other peers being bullied or bullying others in school either physically, verbally or through sexual coercion (i.e. touching girls). The study was conducted with 594 students (51.9% boys and 48.1% girls), aged 12–16 years old, with a mean age of 13.1 (SD=0.87). They were recruited from six different middle schools, two in each of three different sites in Italy: Northern Italy (Vercelli), Central Italy (Rome) and Southern Italy (Catania). Results showed that though the most likely reaction is supporting the victim by trying to discourage the bully, gender differences emerged, with girls more likely than boys to support the victim and boys more likely to encourage the bully or simply ignore. Differences resembling the same pattern emerged also with regard to own involvement as a bully or a victim. Findings are discussed by looking at possible applications for intervention.  相似文献   

Promoting inner stillness: the value of a self-discovery programme for children with social, emotional and behavioural difficulties     

Lesley Cullen-Powell  Julie Barlow 《British Journal of Special Education》2005,32(3):138-144

Dr Lesley Cullen-Powell and Professor Julie Barlow are both chartered health psychologists and both work at the Interdisciplinary Research Centre in Health at Coventry University where Lesley Cullen-Powell is a research fellow and Julie Barlow is a director. In this article, they assess the benefits of a 'self-discovery programme' for children aged six to seven years attending one mainstream primary school. Staff at the school selected 18 pupils, many of them considered to be at risk of exclusion, to participate in the study. The children were allocated either to an 'intervention' or 'non-intervention' group. The children in the intervention group experienced the self-discovery programme over two terms.
Results suggest that the programme was well received by the children. They became more confident, respectful and calm and they displayed less aggressive behaviours during the self-discovery programme. Lesley Cullen-Powell and Julie Barlow are cautious in the interpretation of their findings, but suggest that the self-discovery programme has the potential to help children to feel more positive about themselves and their peers and to re-engage with learning. The authors argue that a wider implementation of the programme, with a controlled study, is now required to evaluate the self-discovery programme in more depth and detail.  相似文献   

高校学生体育、健康意识与行为的调查研究   总被引：17，自引：0，他引：17  

林少娜 《武汉体育学院学报》2002,36(2):113-114

对大学生体育健康与卫生意识进行调查，结果表明，大学生具有较好的健康和卫生意识，97％的学生对体育有良好的认知态度，大学生的健康意识与在校所学专业存在着明显的相关性，大学生的健康愿望与实际生活相差较大，对健康问题的关注和投入与他们对健康的良好认知不相符合。  相似文献   

CHALLENGING BEHAVIOUR: The impact of challenging student behaviour upon teachers' lives in a secondary school: teachers' perceptions     

Tina Axup  Irvine Gersch 《British Journal of Special Education》2008,35(3):144-151

In this article, Tina Axup, an educational psychologist working in Southend‐on‐Sea, and Irvine Gersch, director of educational and child psychology programmes at the University of East London, describe a small‐scale study of teachers' attitudes regarding the impact of student behaviour on their professional lives. Anecdotal evidence within a local authority educational psychology service suggested that increasing teacher concern about student disruptive behaviour was causing significant professional anxiety. Tina Axup formulated a brief questionnaire to explore teacher perceptions of the student responses that appeared to cause them stress. Although it is difficult to generalise from the results because of the small sample size and low return, the most frequently selected behaviours seen as challenging were found to be ‘low level’, ‘verbal’, ‘work avoidance’ and ‘out of seat behaviour’. The most frequent teacher reactions were said to be ‘frustration’, ‘bewilderment’, ‘shock’ and concern about the impact on other students in the class. The key favoured coping strategies reported included behaviour management techniques, praise and trying to understand the difficult behaviour, while personally talking to peers, switching off after the lesson, taking exercise and talking to family and friends. For future help, the preferred teacher options included the employment of more specialist behaviour support staff. Tina Axup and Irvine Gersch discuss the implications of these findings and identify further areas for research.  相似文献   

Dissociation mediates the relationship between sexual abuse and child psychological difficulties     

《Child abuse & neglect》2017

The aim of the present study was to evaluate, using structural equation modeling, a theoretical model in which dissociation is a core process mediating the relationship between childhood sexual abuse (CSA) and internalizing, externalizing, and sexualized behaviour difficulties in children. A total of 290 children aged 2–12 participated in this study in Québec, Canada from 1998 to 2004, including 138 children with histories of CSA and 152 non-abused children. To assess child dissociative symptoms, internalizing and externalizing difficulties, as well as sexualized behaviour difficulties, the Child Dissociative Checklist, the Child Behaviour Checklist and the Child Sexualized Behaviour Inventory were completed by parents. Dissociation mediated the relationship between CSA and internalizing, externalizing, and sexualized behaviour difficulties, with the model explaining respectively 42.5%, 49.9% and 33.9% of the variance of these difficulties. Findings are consistent with a model where dissociation is a common pathway linking CSA and child psycho-sexual difficulties.  相似文献   

Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: a structural equation modeling of an extended technology acceptance model     

Ali Tarhini  Kate Hone  Xiaohui Liu  Takwa Tarhini 《Interactive Learning Environments》2017,25(3):306-328

In this study, we examine the effects of individual-level culture on the adoption and acceptance of e-learning tools by students in Lebanon using a theoretical framework based on the Technology Acceptance Model (TAM). To overcome possible limitations of using TAM in developing countries, we extend TAM to include subjective norms (SN) and quality of work life constructs as additional constructs and a number of cultural variables as moderators. The four cultural dimensions of masculinity/femininity (MF), individualism/collectivism, power distance and uncertainty avoidance were measured at the individual level to enable them to be integrated into the extended TAM as moderators and a research model was developed based on previous literature. To test the hypothesised model, data were collected from 569 undergraduate and postgraduate students using e-learning tools in Lebanon via questionnaire. The collected data were analysed using the structural equation modelling technique in conjunction with multi-group analysis. As hypothesised, the results of the study revealed perceived usefulness (PU), perceived ease of use (PEOU), SN and quality of work life to be significant determinants of students’ behavioural intention (BI) towards e-learning. The empirical results also demonstrated that the relationship between SN and BI was particularly sensitive to differences in individual-cultural values, with significant moderating effects observed for all four of the cultural dimensions studied. Some moderating effects of culture were also found for both PU and PEOU, however, contrary to expectations the effect of quality of work life was not found to be moderated by MF as some previous authors have predicted. The implications of these results to both theory and practice are explored in the paper.  相似文献   

“Crossing the Rubicon”: Understanding Chinese EFL students’ volitional process underlying in-class participation with the theory of planned behaviour     

Davide Girardelli  Vijay K. Patel  Janine Martins-Shannon 《Educational Research and Evaluation》2017,23(3-4):119-137

An extended model based on the theory of planned behaviour (TPB) was used to study Chinese English as a foreign language (EFL) students’ in-class participation. The model included the core TPB constructs (behavioural intentions, attitudes, subjective norms, and perceived behavioural control/self-efficacy) and 2 additional constructs (foreign language classroom anxiety and face-saving) frequently discussed in the literature about Chinese EFL classroom dynamics. A total of 199 Chinese students enrolled in a Sino-American international branch campus were surveyed. The results of a partial least squares (PLS) path modelling analysis revealed that attitudes, subjective norms, perceived behavioural control/self-efficacy, and face-saving explained 46% of the variance in intentions to participate in English in class. Perceived behavioural control/self-efficacy fully mediated the negative indirect effect of foreign language classroom anxiety on intentions. Pedagogical implications and future directions are discussed for implementation purposes.  相似文献   

A synthesis of research concerning creative teachers in a Canadian context     

Rosemary C. Reilly  Frank Lilly 《Teaching and Teacher Education》2011,27(3):533-542

Effective teachers are often creative ones, yet an examination of creative teaching is largely invisible in the North American creativity literature. Even within education there is little about teachers’ own creative practice. Nonetheless, there are benefits to studying creative teachers: in education it can explicate ways of enhancing teachers’ creativity and enriching praxis; and in psychology it can extend our understanding of social and interpersonal creativity, as well as everyday creativity. This paper reviews 12 Canadian case studies of creative teaching conducted by a creative teaching research group. An in-depth elaboration of two themes, creative person and community, is presented.  相似文献   

The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success     

Katrin Mägi  Marja-Kristiina LerkkanenAnna-Maija Poikkeus  Helena Rasku-PuttonenJari-Erik Nurmi 《Learning and Instruction》2011,21(5):664-675

This longitudinal study investigated the cross-lagged associations between children’s academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child’s success from kindergarten to Grade 2. The participants were 1267 children. The children’s pre-skills were assessed at the end of the kindergarten year, and math and reading skills at the end of Grade 1 and Grade 2. Parents provided ratings of their beliefs about their children’s school success and task-avoidant behaviour with regard to homework at the end of Grades 1 and 2. The results showed that children’s math and reading skills predicted children’s task-avoidant behaviour regarding homework as rated by mothers, but not by fathers, when autoregressive effects were taken into account. In addition, task-avoidant behaviour predicted the mothers’ subsequent beliefs about their children’s school success but not vice versa. A reciprocal effect was found between fathers’ beliefs about success and children’s task-avoidance.  相似文献