手机禁忌语使用研究——大学生手机禁忌语使用态度调查

禁忌语是语言的一部分,它因语言的发展而产生。对禁忌语的研究不仅在语言学上而且在文化上都有重大意义。语言禁忌反映的是社会禁忌。对于禁忌语使用的态度反映及影响着禁忌语的现状及发展变化。     

Personality predictors of scholastic cheating in a Chinese sample

Previous research on Western college samples has identified a number of personality traits associated with scholastic cheating. Based on these findings, we suggest a model integrating personality predictors of cheating. However, it remains unclear whether the proposed model can be generalised to the Chinese culture, which has different norms and societal values. We filled this gap by estimating the associations between scholastic cheating and key personality constructs (i.e. the Big Five and the Dark Triad) in a sample of Chinese university students (N?=?634). Our results indicated that older and male students were more likely to engage in scholastic cheating than other students. After controlling for the constructs’ overlap, only extraversion and psychopathy remained significant correlates. We discuss the implications of our findings for both research and practice.     

Causes and consequences of harsh parental punishment: An empirical investigation in a representative sample of 570 German families

This article examines a multifactorial model of causes and consequences of harsh parental punishment. The social-psychological model as developed by Gelles was extended to also include the antecedent conditions leading to rigid assertion of parental power relating to the child. Furthermore, personality problems of the child observable as consequences of harsh parental punishment were included in our model. The conditions which predict harsh parental punishment are— in the rank order of their importance: a child perceived as difficult to handle, i.e., a “problem child”; parental angerproneness; the rigid assertion of parental power; and intra-familial problems and conflicts. As consequences of harsh parental punishment and rejection as perceived by the child, two types of personality problems were observed: a syndrome named “Conduct Disorder” and a syndrome including personality problems such as anxiety and helplessness.     

团体心理咨询对大学生自卑心理影响的实验研究

团体心理咨询对大学生自卑心理影响的实验结果表明：实验班与控制班相比,当众演说焦虑程度有较大幅度的降低,而在自我评价方面(尤其在口头表达、当众演说、乐观心态、交际水平方面)有显的提高。说明团体心理训练对大学生自卑心理有明显的影响。     

An empirical investigation of campus portal usage

This study has determined the determinants of the perceived ease of use and perceived usefulness and their influence on campus portal usage. A quantitative approach was employed, using a five-point Likert scale questionnaire, adapted from previous studies. Data were gathered through a survey conducted with 341 staff working in the University of Malaya and were analysed using the partial least squares technique. The results indicate that the ease of finding and ease of understanding have a positive impact on the perceived ease of use of the campus portal. Furthermore, this study also reported a significant positive effect of service quality, information, and process on perceived usefulness of the campus portal. Our study suggests that the perceived ease of use and usefulness are vital towards enhancing the usage frequency and volume of the campus portal. This study broadens the knowledge concerning factors that increase campus portal usage which will enable academic institutions to refine the campus portal thus enhancing the portal usage.     

非英语专业大一本科生听力元认知策略意识实证研究

本文对新疆财经大学2011级学生进行了问卷调查。结果表明,非英语专业大一本科生使用听力元认知策略的频率偏低,使用最多的是选择注意策略,使用最少的是计划策略。并且元认知策略使用频率与成绩呈正相关,高分者和低分者在元认知策略使用频率上呈显著性差异。     

Multidimensional perfectionism in a sample of middle school students: An exploratory investigation

In this exploratory study, 185 middle school students were administered the Almost Perfect Scale‐Revised and the Behavioral Assessment System for Children‐Self Report. Self‐reported grade‐point average was also obtained. Students who established high personal standards but nonetheless recognize their limitations (adaptive perfectionists) reported significantly higher (i.e., more positive) scores on a number of academic, intrapersonal, and interpersonal variables. However, the perceived inability for some students to consistently meet their high standards (maladaptive perfectionists) was significantly and negatively related to perceptions of school and family relationships, and greater emotional distress. Implications of these findings and future research and clinical suggestions are provided. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 677–689, 2003.     

An empirical investigation of entrepreneurship intensity in Iranian state universities

The purpose of this study is to propose a framework to evaluate the entrepreneurship intensity (EI) of Iranian state universities. In order to determine EI, a hybrid multi-method framework consisting of Delphi, Analytic Network Process (ANP), and VIKOR is proposed. The Delphi method is used to localize and reduce the number of criteria extracted from a deep literature review, according to the social and economic conditions of Iranian state universities by using an expert panel, including sixty-eight country-wide academicians and practitioners. After that, a group approach to ANP was utilized as an evaluation method to derive the weights of each criterion. Next, the evaluation data were gathered through a questionnaire, and, finally, the compromise ranking of universities was calculated using the VIKOR method. Moreover, this study applies weight-variance analysis (WVA) to suggest improvement actions. The paper proposes an evaluation framework for determining the performance of entrepreneurship development initiatives in universities. By using this framework, twenty-two Iranian state universities are evaluated in terms of their EI, and the results are discussed.     

首届免费师范毕业生就业情况及其影响因素分析——基于全国6所部属师范大学的调查

从免费师范毕业生就业状态、就业地域、就业单位、就业途径等方面进行分析,剖析影响他们就业的个人因素、家庭因素、学校因素和政策因素,提出加大对高中毕业生宣传力度、适当调整直属师范大学课程设置和师范生免费教育政策等建议,对做好我国免费师范生工作具有重要意义。     

Self-regulation of mathematics homework behavior: An empirical investigation

The authors examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 eighth-grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value belief at the class and individual level. At the individual level, students' management in mathematics homework was positively related to affective attitude, expectancy belief, learning-oriented reasons, homework interest, parent education, teacher feedback, adult-oriented reasons, and value belief. Meanwhile, students' management in mathematics homework was negatively related to time spent on television. Our findings were discussed in the context of related theoretical frameworks (e.g., self-regulation and expectancy value) as well as previous findings pertaining to homework.     

Social anxiety in learning: stages of change in a sample of UK undergraduates

Social anxiety in learning is prevalent amongst traditional-age students and has a marked effect on their engagement with higher education. It receives little attention from academic or support services and there is a presumption that students will manage their anxieties. Yet it is unclear what psychosocial resources they might bring to this task and how these may develop through the undergraduate years. This study sought to identify possible change processes in student social anxiety by analysing qualitative responses obtained from Level 2 undergraduate students (n=39) in relation to their experience of learning situations such as lectures, seminars and group presentations. Thematic analysis suggested a four-stage developmental progression for students in terms of their experience and orientation to coping with social anxiety. Implications for staff development and student support are outlined.     

An empirical investigation on college teachers' foreign language anxiety

The author adopted an empirical quantitative method by employing Horwitz’s Teacher Foreign Language Anxiety Scale(TFLAS)to determine the anxiety level of ninety teacher participants from Tianjin Foreign Studies University.SPSS11.5was used for data analysis and the results showed that no one experienced high level’s anxiety and student teachers were commonly more anxious than in-service teachers.     

Improving interpersonal relations in the college classroom: An empirical investigation

The effect of small interpersonal discussion groups on student interpersonal relations was examined. A Group Psychology class with small interpersonal groups was compared to two other similar-level psychology classes with more traditional formats. One of these controls (a placebo group) had small, academically oriented discussion groups, and the other (a standard control group) was a medium-sized lecture class. TotalN was 258. The quality of within-class interpersonal relations for the experimental group exceeded that of the controls on all dependent variables. These effects, however, did not extend to behavior outside the class. This finding was supported by the results of a two-year follow-up (N=74).     

The Assurance of Standards at Masters level: An empirical investigation

This article presents the findings of a study of 94 Postgraduate Taught Masters programmes (PGTMs) offered in twelve Higher Education Institutions (HEIs) in the UK. It is based on interviews with administrators and with degree programme directors. Documentation was also analysed. The study was commissioned by the HEQC/QAA as a result of the recommendations of the Harris and Dearing Reports. The study reveals wide variation in regulatory frameworks relating to Masters programmes and in the design of programmes, but consensus on the defining characteristics of work at this level and the nature of benefits that students obtain. While institutional procedures for initial approval and validation appear to be rigorous and effective, the ongoing assurance and monitoring of standards is heavily dependent on the external examiner system and informal academic networks with virtually no systematic staff development or benchmarking in place. Several issues are identified in relation to the proposed national typology of courses/levels.     

Institutional support for peer contact in distance education: An empirical investigation

Two hypotheses derived from Keegan's theoretical framework of reintegration in distance education formed the focus for this investigation. Opportunities for peer contact and support were re‐integrated into an existing distance education program for the purpose of affecting achievement, self‐perception of learning achievement, final academic standing (including non‐completion), and attitudes. The analysis was conducted in two parts; one based on an experimental sample and the other based on a larger general sample. No significant differences were found between levels of the experimental variable, but peer contact was found to significantly discriminate between levels of both course completion and final academic standing in one of the targeted courses based on the general sample.     

An empirical investigation of the emergent issues around OER adoption in Sub-Saharan Africa

In the past few years, Africa has joined the rest of the world as an active participant in the Open Educational Resource (OER) movement with a number of home-grown and externally driven initiatives. These have the potential to make an immense contribution to teaching and learning in Sub-Saharan Africa (SSA). However, certain barriers prevent full participation. This paper reports on qualitative research that sought to investigate SSA's readiness to adopt OERs. This study involves three case studies based in higher education institutions involved in OER projects and located in Kenya, Uganda and South Africa. Contrary to the popular belief, findings indicate that low technological levels in Africa do not necessarily impede the adoption of such educational technologies; the real challenges facing the readiness to adopt OERs appear to be related to socio-economic, cultural, institutional and national issues. This paper argues for a complete mind shift in how people perceive OERs. It also proposes raising awareness of OERs at all levels, involving institutions and government, versioning OERs for the African context and conducting more research on OER adoption.     

大学生考试作弊处理的伦理学探析

目前高校大学生作弊之风屡禁不止,并且呈现出许多新的特点,纠正考试作弊之风迫在眉睫。一方面,为处理学生作弊问题,各高校都制定了严格的处理条例;另一方面,高校又承担着育人的责任。在关涉伦理的教育事件中,结果论者把教育看成是促进幸福或成功的手段。非结果论者却把教育视为道德主体的先决条件,它为培养有能力且有道德的人服务。我们需明确分析的思路,以便更好地进行道德反省。