The perception of generic capabilities and learning environment among undergraduate nursing students after the implementation of a senior intake scheme

Hong Kong has introduced a senior intake admission scheme which is similar to the US model of credit transfer from community college programmes to university bachelor programmes. The study aimed to assess the outcomes, in terms of generic capabilities, of introducing a senior intake articulation scheme to a bachelor of nursing curriculum in Hong Kong. One hundred and seventy-four nursing students completed and returned the Student Engagement Questionnaire. The senior intake students reported significantly higher scores in creative thinking, active learning, teaching for understanding, feedback to assist learning, and relationship between teachers and students than the mainstream students. Self-managed learning and relationship with other students were positively and significantly related to academic performance. The senior intake students appeared to adjust well in university education. Greater effort should be made to nurture their relationship with other students and a review of the denseness of the mainstream curriculum is warranted.     

Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population

The study examined the relationship between implicit theories, goal orientations, subjective and test estimates of intelligence, academic self-concept, and achievement in a selective student population (N = 300). There was no direct impact of implicit theories of intelligence and goal orientations on achievement. However, subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 50% of its variance. The obtained pattern of results is presented via structural equation models and interpreted within a dynamic regulative systems framework suggesting the importance of further studying complex sets of achievement predictors that include ability, personality and mediating constructs.     

技校与普中学生16PF人格特征比较研究

采用卡特尔编制的16PF问卷作为测量工具,对技工学校学生和普通中学学生进行调查,结果表明:在聪慧性、有恒性和自律性等人格特征上,技工学校学生明显高于普通中学学生;在世故性和忧虑性等人格特征上,二者的变化趋势一致.     

The use and misuse of primary sources: The editing of Collingwood's manuscripts

This article examines many of Collingwood's unpublished papers and their relationships toThe Idea of History. An assessment of the role of Collingwood's editor, T. M. Knox, is also made in an effort to establish accurately Collingwood's reputation as an historiographer. The author also argues that all of the unpublished papers should be released for publication, and that a new edition ofThe Idea of History should be published.     

Intelligence current in creative activities1

In this paper, the term ‘intelligence current’ is further explained and the problems found in relationships between (among) creativity, intelligence, attitude and environmental factors are discussed, according to the systematic model of creativity previously developed by the author. In this model, the performance of an individual’s creativity is treated as a function of intelligence current directed towards a creative activity and the task that is evaluated by the individual’s surroundings or society in general. The intelligence current is treated as a function of one’s intelligence, personality, and the social factors surrounding the individual, as well as the time that is spent on the task. The author tries to (1) re‐interpret creativity in terms of human intelligence; (2) make a theoretical explanation of the relationship between creativity and intelligence which has long puzzled many researchers; (3) emphasize the subjective efforts of an individual in the performance of creative action; and (4) clarify the mechanism of how one’s intelligence is controlled, distributed, and directed (or invested) to engage in creative activities resulting in creative achievements.     

学生情绪智力与学习自控力的关系研究——以漳州市三所中学高一、高二学生为例

采用问卷调查法,以漳州市三所中学434名高中生为调查对象,运用《情绪智力量表》和《学生学习自我控制量表》进行测试。结果发现：1）高中生的情绪智力不存在学校、性别、年级和专业的差异;2）高中生的学习自控力存在学校和年级的交互作用;3）情绪智力与学习自控力具有中等水平的相关;4）高中生的情绪智力、学习自控力与学业成绩都达到中等程度的相关,学习自控力对学业成绩具有较好的预测作用。     

新时期高中思想政治课课程改革之我见

本文对新时期高中思想政治课课程改革的问题提出了意见，认为高中思想政治课课程改革应按照《课程标准》的要求，从几个方面着手，充分发挥思想政治教师的主导作用和学生的主体作用，提高高中思想政治课教育教学的质量和有效性。     

Reliability Analysis on English Writing Test of SHSEE in Shanghai

As a subjective test, the validity of writing test is acceptable. What about the reliability? Writing test occupies a special position in the senior high school entrance examination(SHSEE for short). It is important to ensure its reliability. By the analysis of recent years’ English writing items in SHSEE, the author offer suggestions on how to guarantee the reliability of writing tests.     

论平面广告创意中地域文化的视觉化表现

创意是平面广告的灵魂,而视觉化广告创意是对设计师各项综合能力的挑战,它要求思考而不能乞求于灵感,要遵循一定的社会法则。平面广告的创意基本上是由图形、文字、色彩等视觉要素组成的。好的创意是通过视觉语言使不同民族的人们彼此沟通理解。它还可以跨越地域的限制、文化的差异,进行无声的交流(视觉感应),达到无声感染的艺术效果。     

大学物理实验教学中发展学生主体性的教学策略

以主体性教学理论为指导,结合大学物理实验的学科特点,构建了在大学物理实验教学中发展学生主体性的教学策略.     

＂Presentation＂在高职课堂的应用调查分析

为了解高职院校师生对Presentation的态度以及Presentation在高职课堂的实施情况,对某高职院校部分师生进行问卷调查。结果显示：Presentation虽然受到了师生的普遍欢迎,但在实施过程中仍存在许多问题。但这些问题是可以通过师生的共同努力尤其是教师的努力来解决的,为此提出了克服弊端的方法,旨在不断完善Presentation教学方式在高职课堂的实施。     

高中生主观幸福感问卷的编制

主观幸福感是衡量人们生活质量的一个重要指标,近年来成为心理学研究中的热门内容。目前,国内外鲜有针对高中生群体的主观幸福感实证研究,尤其缺乏相应而有效的测量工具。该研究结合高中生心理发展特点,在文献分析和开放式调查的基础上,尝试构建高中生主观幸福感结构模型,编制了"高中生主观幸福感问卷"。结果显示:该问卷具有较好的信效度。     

组织学生创编高中生物生活化校本教材的思考与实践

凸现学生主体地位是高中新课程改革的基本理念长期以来,学生在校本课程中的主体地位受到很大限制．笔者试图尝试组织高中学生直接参与编写校本教材,并以此过程为线索,引导学生开展基于自主、合作、探、究的学习活动,既提高了校本课程的适切性、人本性,也促进了学习方式的转变文章阐述了对学生主体地位相关理念的理解,勾勒了学生创编活动的指导过程与关键点,汇集了学生创编教材的初步成果。     

Computer screen designs: Viewer judgments

This study examined viewer judgments about the readability and studyability of two sets of computer screens: a set of model displays and a set of real screens copied from CAI programs. The purpose was to identify constructs that could guide the design of computer screens used to display information in computer-assisted instruction, hypermedia, or on-line help applications. It also searched for any relationships among viewer preference and viewer field articulation (field-dependence/independence), conceptual style (relational/analytical), and gender. Findings based on multidimensional scaling techniques confirmed and further defined the existence of evaluative constructs based on visual complexity and organization. No generalizable effects for field articulation, conceptual style, or gender differences were found. Special thanks are due to Barbara Grabowski and Larry Ragan at Pennsylvania State University for aiding in the administration of the studies, and to Ernest Rakow at Memphis State University for providing helpful advice on statistical analyses.     

关于公务员行政伦理实践的几个问题

在公务员行政伦理建设中,应努力寻求行政伦理实践中的可操纵性的途径和方式。行政伦理的规范、观念与活动的三者之间的相互作用,构成了行政伦理实践的内容结构。行政伦理的他律和自律,是行政伦理实践的动力机制。从客观责任到主观责任,是行政责任意识的形成过程。行政伦理实践的目标,首先是使公务员形成普遍的、完美的行政人格,最终目标是提高公务员的行政行为能力。应着力解决行政伦理实践中的利益冲突和伦理困境问题。     

大学生情绪智力的初步研究

研究采用自编的情绪智力问卷,了解大学生情绪智力的现状并探讨不同性别、不同年级学生在情绪智力上的差异.结果发现:(1)大学生在情绪智力上的总体表现尚佳,但情绪管理仍有待加强;(2)男生在情绪管理上表现优于女生;(3)四年级大学生可能受大学教育影响较深导致在情绪智力上表现优于其他年级,而大学新生则表现较差.据此,建议大学应加强情绪管理的教育及重视有情绪困扰学生的心理辅导,并加强对新生的情绪智力教育.     

How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence

It was assumed that the effect of motivational regulation strategies on achievement is mediated by effort management and moderated by intelligence. A sample of 231 11th and 12th grade German high-school students provided self-reports on their use of motivational regulation strategies and effort management and completed an intelligence test. Students' half-year grades (GPA) were assessed six months later. As expected, motivational regulation strategies were not directly related to GPA but showed positive effects on students' effort management which in turn predicted students' GPA. Intelligence and effort management were equally strong direct predictors of GPA. Also as expected, more intelligent students benefitted more from using some, but not all, motivational regulation strategies in terms of increased effort management. Implications of these findings regarding the effectiveness of motivational regulation strategies are discussed.     

Short-cycle higher education: Purposes and issues

This article deals with a worldwide movement called short-cycle higher education - a level of education placed between post-compulsory/post-secondary education and university degree completion. Three types of short-cycle institutions are examined and evaluated: (1) extensions of secondary education, (2) expansions of universities and other senior institutions, and (3) units separated from existing schools.Purposes of short-cycle higher education are next discussed, and finally, major issues are identified, and directions taken by various nations contrasted. Particular attention is given to the relationship between short-cycle and university education referred to as articulation and transfer.     

Expectancy-Value Theory of Achievement Motivation

We discuss the expectancy-value theory of motivation, focusing on an expectancy-value model developed and researched by Eccles, Wigfield, and their colleagues. Definitions of crucial constructs in the model, including ability beliefs, expectancies for success, and the components of subjective task values, are provided. These definitions are compared to those of related constructs, including self-efficacy, intrinsic and extrinsic motivation, and interest. Research is reviewed dealing with two issues: (1) change in children's and adolescents' ability beliefs, expectancies for success, and subjective values, and (2) relations of children's and adolescents' ability-expectancy beliefs and subjective task values to their performance and choice of activities. Copyright 2000 Academic Press.     

衔接手段的使用与高中英语写作

根据韩礼德和哈桑于1976年出版的《英语的衔接》一书中的衔接与连贯的理论,分析如何教授衔接知识使学生加强使用衔接手段的意识并通过对其有效使用来促进作文质量的提高.