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Academic entitlement (AE) in students has been found to be associated with maladaptive practices in the classroom. By experimentally manipulating the content of instructor teaching philosophies, this study attempted to encourage students to view themselves as academic trainees with the intention to decrease AE. Undergraduate students (N = 351) were randomly assigned to read one of two versions of a teaching philosophy that framed education either as a transactional or intellectual experience. Results showed that students in the transactional condition were more likely to enact a customer role, whereas participants in the intellectual condition were more likely to play an academic trainee role. Furthermore, the customer role was associated with heightened AE in participants and an increased intention to negotiate grades with instructors. 相似文献
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李凤 《黄石理工学院学报(人文社科版)》2007,24(4):43-45
文章从特别权力关系理论的源流出发,介绍了它的突破、修正、发展趋势,并透过学界对这一理论的争议,提出自己对特别权力关系理论是否应该引入我国的看法. 相似文献
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发展型社会政策模型契合了当今中国＂科学发展观＂下的公共行政语境。以＂公平＂和＂发展＂价值基石来检视我国2007年实施的师范生免费教育政策,会发现它与发展型社会政策价值取向的内在一致性。师范生教育政策历经百年变迁,最终放弃了产业化道路而向＂去商品化＂回归,有利于促进个人和社会经济的发展。这一政策本身的若干缺憾及其实施的受制因素,使得对其正、负向价值的论辩可利于追踪决策和配套改革,从而日臻完善。 相似文献
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