自我效能感理论及其在教育领域的延伸

自我效能感理论是20世纪80年代形成的,对其作用,影响因素的研究在不断深入,该理论在教育领域的延伸即学生自我效能感和教师教学效能感的研究成果十分丰富,引入一些国外的研究成果对我国在这方面的研究工作提供借鉴。     

自我效能理论及其在教育领域中的体现

自我效能理论研究是近年来教育学,心理学领域研究的热点问题。本文的目的是想通过对自我效能理论的了解来阐述其在教育领域中的价值体现。在查阅了国内外大量文献的基础上,对向我效能理论的基本内容,学生的自我效能感和教师的自我效能感进行了阐述。简要指出了自我效能理论在该领域存在的价值及重要性。     

高职学生职业决策自我效能感的特点研究——以盘锦职业技术学院为例

本研究系统梳理了自我效能感、职业自我效能感以及职业决策自我效能感等概念和理论,并对国内外关于职业决策自我效能感的相关研究成果进行梳理。本研究以盘锦职业技术学院一、二年级558名高职生为研究对象,通过"大学生职业决策自我效能"量表对高职学生的职业决策自我效能感的现状进行了调查,本研究中笔者只设计了性别、年级以及生源等3个变量,并研究这些变量对高职学生职业决策自我效能感的差异影响。     

关于学习自我效能感的研究理论

自班杜拉提出学习自我效能感的概念后,国内外学者对自我效能感的内涵,学生的学习自我效能感与学习动机、归因、自我监控能力、学业成就等方面作了相关研究,这些研究成果对于了解影响学习的内在机制,提高学生的学习具有重要意义。     

小学生自我效能感的调查研究

自我效能感理论自产生之日起就引起了各界人士的关注,在不同领域都有所应用.尤其在教育领域的研究更多.本研究通过对一些小学生进行问卷调查,了解了小学生的学习自我效能感的现状,并对形成调查结果的原因进行了分析,总结了一些结论.     

自我效能感与教学效能感综述

自我效能感理论形成以来,对其作用、影响因素的研究逐步深入,在此基础上产生的教学效能感理论的研究成果十分丰富,本文综述了国内外研究的最新进展。     

学业自我效能感与学业成就:关系、作用机制与影响因素

学业自我效能感是影响学生学业成绩的一个非常重要的因素.在介绍学业自我效能感内涵的基础上,总结了已有研究中关于学业自我效能感与学业成就的关系、学业自我效能感影响学业成就的机制及相关影响因素的结论,并对已有研究的特点与今后的方向进行了讨论.     

自我效能感理论及其在教育领域的研究现状

对近年来国内关于自我效能感在教育领域的研究进行了综述，分别讨论了自我效能感的理论框架（包括基本内涵、影响因素、功能、特征维度）及其在教育领域的研究现状。     

创业自我效能感的维度划分及其与创业之关系探究

文章首先对自我效能感和创业自我效能感做了简要阐述,随后对创业自我效能感的维度划分进行了剖析,并对创业自我效能感与创业意向、创业绩效关系做了探讨,最后指出创业自我效能感研究存在的不足以及进一步研究的方向.     

提高高校教师自我效能感的策略研究

高校教师自我效能感是指教师相信自己有能力对学生的学习产生积极影响的一种知觉和信念。国内外的研究表明:教师的自我效能感与教师的教育教学行为、学生的学业成绩和人格形成之间存在着密切关系。在总结概括国内外教师自我效能感的理论研究及实践应用的基础上,提出可供我国高校教育改革和师资培训参考的增进教师自我效能感的有效策略。     

应付效能量表的编制及初步分析

应付效能是近年来心理学领域提出的一个新概念,日益引起心理学界的重视。本研究从项目鉴别度、信度和效度三个角度出发,对自编的应付效能量表进行了详尽的分析,目的在于验证该量表的科学性,进一步促进应付效能的研究。     

Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on

Various commentators have argued for years that the study of teachers' self-efficacy (TSE) beliefs, largely dominated by quantitative research methodologies, has been confused. Contentious issues include the very conceptualization of these beliefs, how they are defined and accessed through research and how the research is used. One of the biggest anomalies is that, despite claiming that these beliefs are task-specific, many quantitative researchers have both assessed them globally and portrayed them as hard to impact. In contrast, some qualitative researchers have emphasized the task-specific nature of these beliefs and their potential for transformation through self-doubt, reflection and learning. This literature review examines these and other contentious issues, focusing on studies published in international peer-reviewed journals in the last few years, looking, through the use of search terms and the surveying of abstracts followed by detailed reading, for evidence of developing understandings and changing research practices. This review highlights continuing misalignment between theory and method in much of the literature, but also identifies promising research directions. Mixed methods and qualitative research designs seem to have the potential to produce insightful findings that can make the study of TSE beliefs of greater use to teacher educators than has previously been the case.     

A consideration for physical literacy in Irish youth,and implications for physical education in a changing landscape

The concept of physical literacy (PL) has been suggested as one that can offer a catalyst for a new emphasis in physical education (PE). In the broadest sense, a physically literate child is confident, active, and can maintain health enhancing physical activity (PA) for life. PL includes engagement in PA, physical competence, and PA motivation, confidence, knowledge and understanding. The purpose of this study is to investigate the levels of PL in Irish adolescents. As part of a larger study data were collected from 535 (12.78?±?.42 years) adolescents across 20 schools, to measure physical activity, physical competence, and psychological correlates of physical activity. Less than half of participants are accumulating the minimum of 60 minutes of PA daily required for health (49% males, 26% females). Data highlight that Irish youth are performing ‘below par’ across the domains of PL, with cardiovascular fitness (45% of males and 67% of females reaching ‘optimal’ target) and self-efficacy (53% of males and 46% of females reaching ‘optimal’ target) of greatest concern. Findings are discussed in the context of the need for a targeted direction in post-primary PE in Irish schools to increase levels of PL in Irish adolescents.     

影响认知干扰的因素及对策

近三十年来,认知干扰在国外已经得到深入研究,国内涉及这一领域的还不多。文章介绍了目前认知干扰研究的范式、影响因素和干预对策,探讨了认知干扰研究中存在的问题和进一步研究的思路。     

“What's Age Got to do With It,Got to do With It?” Midcareer College Teachers’ Experiences in the Classroom

Based on a qualitative analysis of 38 interviews with midcareer professors at liberal arts colleges in the Midwest, this paper describes the teaching experiences of professors after 20-some years in the classroom. As a result of getting older and becoming more seasoned instructors, individuals cited an increase in their skill and efficiency in the classroom, better in-class performance, and more authority and respect among students. At the same time, respondents identified challenges that they viewed as unique to midcareer professors, including adjusting to a “new breed of students,” trying to hold on to the sacred classroom when institutional pressures pull them toward service and leadership, and balancing teaching with taking care of aging parents.     

20世纪80年代以来均田制研究综述

均田制从北魏到唐朝历时近三百年，在我国封建社会土地制度中占有十分重要的地位。多年以来，学术界对均田制的研究方兴未艾，出现了很多的研究成果。从20世纪80年代以来的二十多年的时间里学术界对均田制的产生、发展、施行等方面的研究又有了新的进展。     

Teacher expectations in a university setting: the perspectives of teachers

ABSTRACT

This study was designed to investigate the bases of teacher expectations in higher education. The first author interviewed 20 university teachers from an English-as-a-foreign-language course, exploring their expectations for the first-year undergraduates in their classes. The grounded theory method was adopted to analyse the data that had been collected. The results showed that for this sample of 20 teachers, student characteristics were important contributing factors to their expectations in the teachers’ university settings. The factors the teachers considered important included students’ (a) prior academic achievement, (b) motivation, (c) study skills, and (d) academic discipline. Also, teacher characteristics were found to be another major source of these university teachers’ expectations, including teachers’ (a) past teaching and learning experience and (b) teaching self-efficacy. The findings suggested that the bases of teacher expectations in higher education may differ from those at the elementary or secondary school level.     

村治研究的传统与现状——二十多年来的华中地区村治研究

20多年来,华中地区的村治研究在一定意义上形成了一个学术传统,这个传统尽管一直处于不断的变化之中,但是,却正是这些变化,促使村治研究的传统能够保留下来,并不断推进村治研究水平的提高。     

The impact of collaboration on teachers’ individual data use

Research considers collaboration to be a significant factor in terms of how teachers use data to improve their practice. Nevertheless, the effects of teacher collaboration with regard to teachers’ individual data use has remained largely underexplored. Moreover, little attention has been paid to the interplay between collaboration and the personal factors that influence teachers’ data use. This paper addresses this research gap by defining factors that affect collaboration, and by investigating the impact of collaboration on teachers’ individual data use. The resulting research questions were answered by drawing on questionnaire data from 1,472 primary and secondary school teachers in Flanders. The findings indicate that collaboration is the main explanatory factor for teachers’ individual data use compared to teachers’ self-efficacy and attitude. Therefore, this study demonstrates the value of collaboration for future research and for creating a supportive environment for teachers’ individual data use.     

高职生职业自我效能、专业承诺与心理健康关系之研究现状

近年来国内对于高职生职业自我效能、专业承诺与心理健康关系方面的研究,不仅数量十分有限,而且多半是围绕两者之间的关系进行的;将职业效能、专业承诺和心理健康三者结合起来进行的研究目前尚未多见。从研究对象上看,国内近几年对职业效能感和专业承诺更多的是局限于企事业员工、教师、护士及普通大学生的研究;而在对高职生这一特殊的、新兴的群体中,这两者的研究非常有限,为研究者留下极大的后续研究空间。