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41.
Jessica J. Eckstein 《Communication quarterly》2013,61(3):401-419
The study of religious conversion messages is currently an unexplored facet in interpersonal communication and social-cognition research. This study focused on the affective, intellectual, and cognitive needs of potential converts in reference to their attitudes and responses toward ministers utilizing the conversion appeals of fear and comfort. Eighty-nine participants, representing different levels of perceived personal relevance, religiosity (High Religiosity, Low Religiosity, Fundamentalism), familiarity with the type of appeal being made, and High/Low need for cognition were given a religious sermon to view, followed by various response and mood instruments. Results found familiarity with the message type to be a mediating factor of perceived speaker credibility and level of perceived influence, but not necessarily in reference to level of religious grouping. Possible explanations for these findings and applicability of the influence of emotional persuasion in religious conversion sermons were discussed. 相似文献
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美国风险沟通研究:学术沿革、核心命题及其关键因素 总被引：3，自引：0，他引：3
美国风险沟通研究兴起于20世纪80年代中期。本文探讨了它产生的现实社会文化背景及其学术沿革,试图厘清风险沟通研究与风险管理研究、危机传播研究、公共关系研究的关系。风险沟通的功能定位经历了由单向告知到公共参与的转变。风险沟通的核心命题是风险=危害+愤怒,该研究非常关注公众的风险感知。风险沟通的关键因素是建立信任,该研究在理论探讨和操作指南两个层面上对信任问题进行了开掘。 相似文献
43.
How Middle Schoolers Draw Engineers and Scientists 总被引：2，自引：1，他引：1
Bethany Fralick Jennifer Kearn Stephen Thompson Jed Lyons 《Journal of Science Education and Technology》2009,18(1):60-73
The perceptions young students have of engineers and scientists are often populated with misconceptions and stereotypes. Although the perceptions that young people have of engineers and of scientists have been investigated separately, they have not been systematically compared. The research reported in this paper explores the question “How are student perceptions of engineers and scientists similar and how are they different?” Approximately 1,600 middle school students from urban and suburban schools in the southeastern United States were asked to draw either an engineer or a scientist at work. Drawings included space for the students to explain what their person was doing in the picture. A checklist to code the drawings was developed and used by two raters. This paper discusses similarities and differences in middle school perceptions of scientists and engineers. Results reveal that the students involved in this study frequently perceive scientists as working indoors conducting experiments. A large fraction of the students have no perception of engineering. Others frequently perceive engineers as working outdoors in manual labor. The findings have implications for the development and implementation of engineering outreach efforts. 相似文献
44.
The present paper examines the measurement invariance of the adjusted version of the Perception of Resources Questionnaire (PRQ) by Goldan & Schwab (2018; 2019). A cross-country comparison between students from Germany (N = 885) and Saudi Arabia (N = 888) is conducted that examines invariance not only across countries but also across gender. Results confirm the two-factorial structure of the scale (“personnel resources” and “material and spatial resources”). Configural and partial metric invariance was also established across both groups. Furthermore, an ANCOVA was used to show that perceptions of resources and perceptions of inclusive teaching practices are positively interrelated. This finding can be interpreted as an indicator for criterion validity of the PRQ. As expected, German students perceive a significantly higher level of resources than their peers in Saudi Arabia. Finally, the importance of adequate provision for the successful implementation of inclusive education and its assessment is discussed. 相似文献
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46.
汤国铣 《贵州教育学院学报》2002,18(6):80-84
无话可说是中学生写作文普遍碰到的困难，是作文能力的主要障碍。解决这个问题必须明确作文题材不等于客观事物这一基本事实，并充分认识到题材的实质是主客观的统一体，是写作主体本质力量的对象化，从而在教学中努力贯彻教书育人的方针，切实抓好学生的人品建设，使他们真正走出作文“下笔无言”的困境。 相似文献
47.
Tina Seidel 《Learning Environments Research》2006,9(3):253-271
This study explored the role of student characteristics in studying micro teaching–learning environments. The overarching hypothesis is that teachers teach differently to micro environments in their classrooms. This study is the first of a series exploring the following four questions: (1) What student profiles are identified at the beginning of a school year with respect to cognitive and motivational-affective factors? (2) How do students with different profiles perceive conditions in their learning environment? (3) To what degree do classrooms differ in the composition of student profiles? (4) What are possible consequences for examining micro teaching–learning environments? The study investigated 82 randomly selected high school science classrooms. Student characteristics were assessed at the beginning of the school year. After a video taped teaching unit, students were asked to rate the degree to which they experienced learning conditions as supportive. Latent class analysis (LCA) showed five distinct student profiles that varied along cognitive and motivational-affective dimensions. Multilevel analyses showed effects of student profiles assessed at the beginning of the school year on the students’ perception of learning conditions in a teaching unit 4 months later. To illustrate consequences for examining micro teaching–learning environments, student profiles were linked to video examples. The examples point to the special value of LCA in studying micro teaching–learning environments: they make it possible to focus on the individual student and to investigate the interplay of student characteristics and the learning environment. 相似文献
48.
Mahsa Saadvandi Homayoun Farhadian Kiumars Zarafshani Harm Biemans 《The Journal of Agricultural Education and Extension》2019,25(4):307-322
Purpose: This quantitative study sought to investigate the perceptions of teachers and students regarding competency-based education (CBE) principles at the College of Agriculture at Razi University.Design: This research is a comparative analysis of two groups. The first group consists of undergraduate and graduate students majoring in agriculture who are members and non-members of student cooperatives (n?=?256). The second group consists of agricultural faculty members (n?=?59).Findings: The results of this study show that students and teachers have different views with regard to the extent to which CBE principles are practiced in the College of Agriculture. Moreover, students with different learning patterns had different perceptions regarding the extent to which CBE is practiced, whereas teachers with different teaching patterns had the same perception of the application of CBE principles in the College of Agriculture.Practical implications: This study has practical implications for agricultural higher education in general and colleges of agriculture in particular. Colleges of agriculture across Iran could encourage their students to establish and engage in student cooperatives so that the ‘what’ and ‘how’ aspects of CBE are put into practice.Theoretical implications: This study has theoretical implications for CBE principles. For example, student cooperatives can be utilized by faculty members as one of the main strategies for developing CBE in agricultural colleges.Originality/value: This study is original in that it moves from theory to practice when considering CBE. 相似文献
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审美是感性和理性结合的活动，感性对审美直觉体验至关重要。本文从审美感性特征的角色，分析了魏晋南北诗歌的发展演变。审美的感性特征从玄言、山水到宫体诗，经历了削弱、滋长、张扬的过程，这对重新评价宫体诗的价值意义重大。 相似文献