Social axioms and achievement across cultures: The influence of reward for application and fate control     

Fan Zhou  Kwok Leung  Michael Harris Bond 《Learning and individual differences》2009,19(3):366-371

The present research examined the relationships between two social axiom dimensions, reward for application and fate control, with various achievement-related indexes across a wide range of cultures. Results showed that there was no relationship between reward for application and academic achievement or economic competitiveness, but reward for application was positively related to effort exertion and favorable attitudinal reactions to striving. In contrast, fate control was positively related to academic achievement and economic competitiveness, but not to effort exertion and attitudes toward striving. A number of speculations are provided to account for these intriguing findings.  相似文献   

The link between basing self-worth on academics and student performance depends on domain identification and academic setting     

Jason S. Lawrence  Joseph Charbonneau 《Learning and individual differences》2009,19(4):615-620

Two studies showed that the link between how much students base their self-worth on academics and their math performance depends on whether their identification with math was statistically controlled and whether the task measured ability or not. Study 1 showed that, when math identification was uncontrolled and the task was ability-diagnostic, basing self-worth on academics was unrelated to the students' math performance. When math identification was controlled, however, the more students based self-worth on academics the worse their math performance. Study 2 showed that, when math identification was uncontrolled and the task was ability non-diagnostic, the more students based self-worth on academics the better their math performance. When math identification was controlled, however, students' level of basing self-worth on academics was unrelated to math performance. These results held for females and males even when gender was made salient. In both studies, higher math identification linked to better math performance.  相似文献   

The influence of achievement goal orientation on plagiarism     

Ravinder Koul  Roy B. Clariana  Kalayanee Jitgarun  Alisa Songsriwittaya 《Learning and individual differences》2009,19(4):506-512

This investigation considered how undergraduate students with different achievement goal orientation profiles view plagiarism. Thai student volunteers (N = 867) completed an achievement goal survey [Niemivirta, M. (1998). Individual differences in motivational and cognitive factors affecting self-regulated learning — A pattern-oriented approach. In P. Nenninger, R. S. Jäger, A. Frey, & M. Woznitza (Eds.), Advances in motivation (pp. 23–42). Landau, DE: Verlad Empirische Pädagogik] and a “Dimensions of Plagiarism” survey [Koul, R. (2007). Dimensions of Plagiarism. Downloaded April 8, 2008 from http://dimensions-of-plagiarism.wikispaces.com/]. Mixed analysis of variance of attitudes towards plagiarism with goal orientation and gender showed several significant findings: high performance oriented students were substantially stricter than low performance orientated students in evaluating all Dimensions of Plagiarism. Low mastery oriented students were stricter regarding the “motive” dimension of plagiarism while high mastery oriented students were stricter regarding the “source” dimension of plagiarism. Significant differences between females and males were observed across the six factors of the Dimensions of Plagiarism survey. These results are interpreted within the framework of social comparison theory in respect to competitive learning environments.  相似文献   

大学图书馆建筑的走向   总被引：4，自引：0，他引：4  

李明华 《大学图书馆学报》2009,27(3):24-27,33

近30年来,许多大学图书馆建成了开放式、综合性、多功能、高品质的现代化图书馆建筑,然而存在的问题也不少,平庸或糟糕之作甚多。期望未来大学图书馆走向以科学发展观为指导、以人为本的人性化建筑,节能环保、可持续发展的绿色建筑,人与建筑、环境相和谐的环境友好型建筑,人文与科技相交融的文化建筑,功能与造型完善结合的精品建筑,融入更多专家和专业人员智慧的成功建筑。  相似文献   

A longitudinal study of achievement goals for college in general: Predicting cumulative GPA and diversity in course selection     

Amanda M. Durik  Chelsea M. LovejoySara J. Johnson 《Contemporary educational psychology》2009

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Using the theory of successful intelligence as a framework for developing assessments in AP physics     

Steven E. Stemler  Robert J. Sternberg  Elena L. Grigorenko  Linda Jarvin  Kirsten Sharpes 《Contemporary educational psychology》2009

A new test of Advanced Placement Physics, explicitly designed to balance both content and cognitive-processing skills, was developed using Sternberg’s theory of successful intelligence. The test was administered to 281 AP Physics students from 10 schools during the 2006–2007 school year. Six empirically distinguishable profiles of strengths and weaknesses emerged from an exploratory Q-type factor analysis across the four cognitive-skill areas assessed (i.e., memory, analytical, creative, and practical skills). These profiles replicated those found in previous research in the domains of AP Psychology and AP Statistics. Furthermore, achievement differences between ethnic groups on various cognitive subscales were reduced as compared with traditional estimates. The results provide evidence of the importance of integrating modern theories of cognitive processing into large-scale assessments.  相似文献   

建国以来党的民族理论与民族政策教育的伟大成就     

赵永忠 《喀什师范学院学报》2010,31(4):7-10

建国60年来党的民族理论与民族政策教育取得了巨大成就,彻底消除了汉族与少数民族之间的隔阂,形成了重视马克思主义民族观和党的民族理论与民族政策教育的好观念,形成了行之有效的开展民族团结教育的好形式,形成了从小学到大学的党的民族理论与民族政策教育的课程体系;全国上下形成了尊重少数民族、帮扶少数民族的良好氛围。  相似文献   

Child effortful control,teacher–student relationships,and achievement in academically at-risk children: Additive and interactive effects     

Jeffrey Liew  Qi ChenJan N. Hughes 《Early childhood research quarterly》2010

The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher–student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher–student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher–student relationships. Further, positive teacher–student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher–student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children.  相似文献   

科技期刊编辑职业韧性状况分析及培养策略     

谢文鸿 《中国科技期刊研究》2018,29(4):344-348

【目的】 分析科技期刊编辑职业韧性的现状,探讨编辑职业韧性的培养策略。【方法】 采用一般资料问卷和职业韧性量表,通过现场调查和网络发放调查问卷的方式,调查科技期刊编辑的职业韧性。【结果】 科技期刊编辑职业韧性总分为(56.93±7.36)分,得分指标为79.07%。职业韧性量表的3个维度得分指标由高到低依次为成就目标、调整适应、探索精神。【结论】 科技期刊编辑职业韧性处于中等偏上水平,其培养策略主要包括提升编辑成就目标水平,改善编辑调整适应能力和培养编辑探索精神。  相似文献   

Relationship between achievement goal orientations and the perceived purposes of playing rugby union for professional and amateur players     

Darren C. Treasure  Paul J. Carpenter  Keith T.D. Power 《Journal of sports sciences》2013,31(8):571-577

The recent professionalization of rugby union makes it an excellent achievement context in which to examine the relationship between achievement goal orientations and the perceived purposes of sport as a function of competitive standard. During the 1996–97 season, 73 professional and 106 amateur rugby players in England completed a series of questionnaires assessing their achievement goal orientations, beliefs about the purposes of rugby and demographic information. The results of a canonical correlation analysis revealed a conceptually coherent relationship between achievement goal orientations and purposes of rugby. Specifically, a high ego/ moderate task orientation was positively related to fitness, aggression and financial remuneration as significant purposes of rugby. Professional players scored higher on those purposes of rugby related to aggression, financial remuneration and fitness, but lower on sportspersonship than amateur players. Professional players also reported higher task and ego goal orientations than amateur players. The findings are discussed in terms of the differences in lifestyle and motivation of professional and amateur rugby union players.  相似文献