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Jay A. Bostwick Isaac Wade Calvert Jenifer Francis Melissa Hawkley Curtis R. Henrie Frederick R. Hyatt Janeel Juncker Andrew S. Gibbons 《Educational technology research and development : ETR & D》2014,62(5):571-582
Some have argued for a common language in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it precludes development and flexibility. In this article we propose an ontology-building process as a way for readers to compare and analyze terms and concepts across theories. This process entails the development of categories that emerge from the literature, and the comparison of theories across categories. Such a process can reveal broader concepts that exist beyond specific theoretical terminology, differences in meanings behind common terms used by theorists, a greater understanding of the theorists’ intent, and discontinuities and gaps within the theoretical literature. 相似文献
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Christopher J. McCarthy Rachel T. Fouladi Brian D. Juncker Kenneth B. Matheny 《Journal of College Counseling》2006,9(2):99-110
The association of protective resources, personality variables, life events, and gender with anxiety and depression was examined with university students. Building on regression analyses, a structural equation model was generated with good fit, indicating that with respect to both anxiety and depression, negative life events and coping resources were mediated by a common distress factor. Personality variables were associated with anxiety, which in turn had a direct relationship to depression. 相似文献
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