The Combined Effects of Instructor Communicative Behaviors,Instructor Credibility,and Student Personality Traits on Incivility in the College Classroom

This study investigated the combined role of instructor communication variables (nonverbal immediacy and self-disclosure), instructor credibility (competence, caring, and trustworthiness), and student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, and openness) in predicting students’ uncivil behaviors in class. A total of 406 students completed online questionnaires regarding the instructor of the class they attended prior to the one in which the study was administered. Personality and instructor behavior variables contributed approximately equally to explaining variance in student incivility. Students’ conscientiousness and agreeableness had direct negative relationships with incivility, whereas instructors’ amount and negativity of self-disclosure had direct positive relationships with incivility.     

论人的全面发展与健全人格教育

人格是一个人的无价宝，是任何代价都不能换取的。健全的人格，主要是后天铸就的。它是人的全面发展的基础，又是人的全面发展的重要表现。健全人格教育是当代大学生全面发展的金钥匙。     

有效改变学生人格的心理技术干预途径与原理

澄清卡特尔等个性心理学家们当年理论的局限,纠正了对人格稳定性与可变性认识方面的长期误解。阐明人格中的诸多貌似本能情绪行为表现,实质上是后天形成的条件性情绪反应。用临床实例说明嫉妒、多疑、狭隘等消极人格多为此种情绪结构组成。以高校和中学心理咨询机构的临床干预成功事实为依据,阐明通过临床技术干预途径对学生实施快速人格修正的可行性。     

高校公共美术课教学方法探索

美术作为素质教育的一个重要组成部分,在高等学校教育中显得尤为重要,探寻一些可行性教学方法对于高校公共美术课教学来说已势在必行。“审美、欣赏法”、“锦上添花、雪中送炭法”、“目击法”以及“实用型成就法”在教学实践中效果良好,可以为高校公共美术课教学提供一些参考。     

论太极拳对大学生思想道德修养的影响

从教学实践和对学生的调查了解，通过学生对太极拳的学习和练习，不仅使学生在步入工作岗位前能切实地掌握一至两项终身锻炼身体的好方法，而且通过太极拳练习中的修身养性，对大学生思想道德修养的提高能产生直接的、有效的、积极的影响。     

公司人格否认原则的适用研究

公司人格否认原则，起始于十九世纪末期的美国，因其适应了社会发展的需要、遂为英、德、日等国家和地区所仿效，并得到进一步的发展，。该法理主要是对公司独立人格理论的修正，在防止和杜绝滥用公司人格的问题上起到了积极的作用。但该法理在适用的条件、适用的范围和适用的效力上仍存有异议。     

试析孔子道德人格学说的主要范畴

道德人格主要范畴是指人的道德行为规范准则的主要内容.孔子道德人格主要范畴可概括为知、信、忠、孝与弟(悌).     

Impact of Personality on Academic Performance of MBA Students: Qualitative Versus Quantitative Courses*

The traditional core Masters in Business Administration (MBA) curriculum consists of a broad range of courses that can be considered as a whole, or divided into qualitative and quantitative courses. Regression models were developed with “QualGPA” and “QuantGPA” as response variables, and gender, pre‐MBA academic indicators, and personality factors (measured by the RightPath6^® profile) as the explanatory variables. Results may provide pedagogical insight for faculty teaching increasingly diverse MBA classes. Additionally, there are recruitment implications for those hiring MBA graduates, as well as implications for MBA students in decisions regarding MBA concentrations and subsequent career choices. While gender alone was not a significant variable in any model, gender–personality interactions were significant. Across both course categories, performance tended to be higher for students who were more “Detached” than “Compassionate,” with the exception of females in quantitative courses. Additionally, “Extraversion” and “Reactiveness” significantly enhanced performance among males in qualitative courses, and “Conscientiousness” had a strong positive performance effect among females in quantitative courses.