大学生网络成瘾与生活事件、人格特质的关系研究

采用整群随机取样的方法,抽取680名大学生完成“中文网络成瘾量表”、“青少年生活事件量表”、“艾森克个性问卷”的调查,以期探讨生活事件、人格特质与网络成瘾的关系及其预测性。结果表明：不同程度网络成瘾的大学生在生活事件的总分和各因子上存在显著差异;不同程度网络成瘾大学生在神经质、精神质人格特质上存在显著差异,内外向与网络成瘾没有显著的关系;生活事件、人格特质可以直接预测网络成瘾,人格特质可以通过生活事件间接预测网络成瘾。     

浅谈当代大学生健康人格塑造

塑造新时期的健康人格群体，适应现代化建设的需要，是高等院校面临的重要课题。     

SOCIAL AND PERSONALITY CHARACTERISTICS OF GIFTED STUDENTS

This study aimed at investigating the relationship between intellectual, social, personal and personality variables of academically gifted secondary school students. A total of 297 tenth grade boys and girls were identified on the basis of three main criteria: 1. Academic achievement with special emphasis on Arabic language, science and math scores; 2. Behavioural traits; 3. General mental ability and general adjustment. Data related to socioeconomic status and personal characteristics were also collected. Results of the analysis of variance showed that there were significant differences between gifted and nongifted groups in general mental ability, achievement, general adjustment, behavioural traits, personal and social variables, in favour of the former.     

PERSONALITY,LEARNING STYLE AND COGNITVE STYLE PROFILES OF MATHEMATICALLY TALENTED STUDENTS

Clear personality differences were found for a sample of academically talented students when compared to a general population of same age students. On the Myers‐Briggs dimensions, the academically talented students differed significantly from the comparison group on all four dimensions. Specifically, the academically talented group expressed greater preferences for introversion, intuition, and thinking. Although there were more judging types in this group than in the comparison group, overall more academically talented students expressed a preference for a perceptive style. They also tended to be higher on achievement motivation and lower on interpersonal and social concerns. In particular, a cognitive style that empasizes a thinking over a feeling mode appears to mediate gender differences in mathematics ability and achievement.     

STABILITY AND CHANGE OF BEHAVIORAL AND EMOTIONAL SCREENING SCORES

Universal screening for behavioral and emotional difficulties is integral to the identification of students needing early intervention and prevention efforts. However, unanswered questions regarding the stability of screening scores impede the ability to determine optimal strategies for subsequent screening. This study examined the 2‐year stability of behavioral and emotional risk screening scores and investigated whether change could be predicted based on student characteristics or initial risk scores. As part of a district‐wide screening effort, 863 middle and high school students completed the Behavioral and Emotional Screening System at two time points. Stability coefficients were moderate, with the majority of students remaining in a similar risk category across time. Gender, race/ethnicity, socioeconomic status, grade, school transition, and special education status were not predictive of movement across time. Initial risk score was predictive of movement from normal to at‐risk categorization, with the internalizing domain being the most predictive of change.     

THE PERSONALITY PROFILES OF CIVIL ENGINEERING STUDENTS

The importance of determining the personality profile of the civil engineering profession is stressed. Personality profiles for civil engineering students have been determined and compared with those of other subject areas. The personality factors were also compared with the examination performance in order to determine the extent to which penonality factors are significant in the civil engineering degree course. It was not possible to separate the top students from the bottom students in the examination on the basis of personality; a similar set of personality factors were important for both groups.     

LEARNING STYLE AWARENESS AND ACADEMIC ACHIEVEMENT AMONG COMMUNITY COLLEGE STUDENTS

This study examined the relationship between learning style awareness and academic achievement of community college students. The study was undertaken to determine if learning style awareness alone, without a change in the manner of teaching or in the matching of student and instructor styles, would benefit community college students as evidenced by an increase in academic achievement. The sample consisted of 78 second term anatomy students at Florida Community College in Jacksonville who were taught by two instructors who used comparable content and methods. By random assignment, half the group served as a control; the treatment half was given a learning style inventory, the Productivity Environmental Preference Survey (PEPS) by Dunn, Dunn, and Price (1979). The PEPS profiles were returned at mid‐term and were interpreted for each student. Individualized study tips for using learning style preferences advantageously were provided. All students were exposed to the same classroom experiences. Summed unadjusted scores of 105 objective items of common first and second classroom tests served as pretest scores. Scores of the 105‐item comprehensive final examination were used as posttest scores. An ANCOVA was performed using the pretest scores as covariates. There was a significant difference in academic achievement in favor of the learning style awareness group (p<.05).     

TRAINED WORKERS AMONG UNIVERSITY STUDENTS

To ensure Jewish continuity, Jewish education must become minority education, heightening a Jew's sense of being different from other groups in American society. This approach runs counter to classic Jewish striving for acceptance in the majority culture, but it responds to other minorities’ relating to Jews as part of that majority. Such an approach is warranted on sociological and theological grounds and emphasizes commands and customs which reassert ethnic identity: food, festivals, fashion, and family. While this approach is likely to succeed, it runs the risk of engendering chauvinism. That risk may be reduced by a strategy of “transcending nested contradictions.”

     

CORRELATES AND PREDICTORS OF ACADEMIC SELF EFFICACY AMONG AFRICAN AMERICAN STUDENTS

The purpose of the study was to investigate the relationship between academic self efficacy, ethnic identity and spirituality in African American STEM students. We hypothesize that there will be a significant relationship between three dimensions of spirituality and outcome expectations in African American STEM students and that there will be a significant relationship between outcome expectations and ethnic identity. 165 African American undergraduates in STEM disciplines enrolled at a historically-black university comprised the target population for this study. A regression and correlation analysis revealed that one dimension of religiosity was significantly related to and predicted academic outcome expectations among African American STEM students.     

CONFIDENCE AND COMPETENCE AMONG COMMUNITY COLLEGE STUDENTS: SELF-EFFICACY AND PERFORMANCE IN GRAMMAR

Proper grammar is crucial for effective communication. Two surveys of students in an introductory writing course sought to identify predictors of grammar ability. Students demonstrated a limited grasp of the language, struggling with such issues as the distinction between “it's” and “its.” Women performed better than men at the beginning of the semester, but the gap later narrowed. There was a correlation between self-efficacy (confidence in one's ability to perform a particular task) and grammar ability at the end of the semester. To the knowledge of the authors, this is the first study to empirically link grammar self-efficacy and grammar performance. High school grade point average also predicted grammar ability at the end of the semester.     

从默会知识理论的视角透视大学生思想政治教育

默会知识理论作为一种试图体现科学人文精神的知识分类及其关系的学说,对教育教学尤其是对大学生思想政治教育具有重要的启发价值。默会知识的功效,取决于人们对它的把握和有效的使用。因此,应在大学生思想政治教育中,重视对话,重视体验,重视榜样等多种途径与方法,以提高大学生思想政治教育的实效。     

对大学生人际交往问题的探讨

对大学生进行心理健康教育已成为我国高等学校教育中的一项不可忽视的内容。本文从一例人际交往障碍咨询实例入手，具体分析了进行心理咨询、指导和帮助来询者消除心理障碍的过程，剖析了大学生人际交往障碍的主要成因，提出了当前在高校亟待开展的心理健康教育的主要内容，以及实施心理健康教育和心理咨询的可行途径。     

DROPOUT AND STOPOUT PATTERNS AMONG DEVELOPMENTAL EDUCATION STUDENTS IN TEXAS COMMUNITY COLLEGES

The dropout/stopout patterns of community college students were examined in the research reported here. About two thirds of the 51,903 students in the study were enrolled in developmental education courses. Success in college was defined as a passing grade point average after five semesters of coursework. Student success was found to be associated with enrollment patterns, initial skill deficiencies, and age. Community college students who enrolled for consecutive semesters outperformed students with other types of enrollment patterns.     

ATTITUDES ABOUT AGING AND GENDER AMONG YOUNG,MIDDLE AGE,AND OLDER COLLEGE-BASED STUDENTS

Using an updated version of the Aging Semantic Differential, 534 younger, middle age, and older participants from a college community rated female and male targets categorized as ages 21–34 and 75–85. Participants also provided views about their own aging. Repeated measures of analysis of variance examined attitudinal differences by age and gender of targets, and by participant age and gender. Female targets were viewed more positively than males by most rater groups. Older targets were viewed more positively by older participants than by other age groups. Older participants had more positive views about their own aging than did participants of younger or middle ages.     

REFROMING WRITING AMONG STUDENTS IN COMMUNITY COLLEGES

ABSTRACT

The Writing Across the Curriculum (WAC) movement, which swept through all levels of American education during the 1960s and 1970s, seemed a logical remedy for student writing deficiencies. However, the impact of WAC has not lived up to its promise. The WAC movement, as currently implemented in many community colleges, may be ineffective at best. To significantly improve student writing, systemic reform in pedagogical practice in English composition courses and throughout the disciplines is imperative. With no reform, we may unintentionally rob writing of its ability to be a tool for learning, thus negating the movement's primary goal. This article provides an historical perspective of writing across the curriculum, alongside a suggested reform model that includes essential components.     

高职大学生应对方式、人格特征与人际信任的相关研究

在诸多影响人际信任的因素中 ,考察应对方式、人格特征与人际信任的关系 ,不仅对于改善高职大学生的人格状况、提高其应对策略、增强其人际交往技巧具有十分重要的意义 ,而且可以为高校的教育教学工作提供干预依据。     

BACKGROUND CHARACTERISTICS AS PREDICTORS OF ACADEMIC SELF-CONFIDENCE AND ACADEMIC SELF-EFFICACY AMONG GRADUATE SCIENCE AND ENGINEERING STUDENTS

This study uses data from the 1995-96 Graduate Experience Project to explore differences among, and possible predictors of, academic self-confidence, academic self-efficacy, and outcome expectations of entering graduate students in science and engineering. The results suggest that at time of entry, women and U.S. minority graduate students entered with similar academic credentials and academic expectations as their Anglo male peers. Further, gender was not found to be a significant factor in predicting academic self-confidence, academic self-efficacy, or careerrelated outcome expectations. Rather, student perceptions of academic preparedness, status-related disadvantages, and expectations about faculty/student interactions emerged as significant predictors of academic self-efficacy and career-related outcome expectations.