Academic self‐concept among business students in a recruiting university: definition,measurement and potential effects

This study sought to devise a parsimonious instrument for evaluating academic self‐concept (ASC) among British‐born students entering ‘mass‐market’ (post‐1992) universities that cater for diverse and ‘non‐traditional’ intakes. Three major facets of ASC were found to be particularly relevant to these students: self‐belief in one’s academic competence; self‐appreciation of one’s personal worth as a student (independent of ability‐related considerations); and self‐connection with being an undergraduate.     

Interplay of motivational and cognitive strategies in predicting self‐efficacy and anxiety

The purpose of the present study was to test a model explaining self‐efficacy and anxiety by the interrelationships with task value, cognitive strategies (rehearsal, elaboration and organisation) and metacognitive self‐regulation in the domain of chemistry. Data were collected from 518 college students in Turkey. Findings of structural equation modelling indicated that chemistry self‐efficacy and anxiety were predicted as a function of task value, cognitive strategies and metacognitive self‐regulation, supporting the proposed model. That is, students with high levels of task value tended to use more learning strategies which promoted the use of regulatory strategies. In turn, these students may decrease their chemistry anxiety, leading to an increase in chemistry self‐efficacy indirectly.     

Guilt,Shame, and Empathy as Predictors of Coping Engagement among United States College Students

College students experience a myriad of stressors in their daily lives. These stressors are associated with negative outcomes for students, both to their academics and well-being. Healthy, effective coping strategies may support students in navigating personal distress. One of the primary aspects of counselling is to help clients develop and apply such strategies. This study aimed to identify intrapersonal factors that predict types of coping strategies. Participants (N?=?416) identified as undergraduate college students attending a large public university in the southwestern United States. Results indicated that a problem-focused engagement coping strategy was associated with maladaptive factors such as shame and personal distress. Additionally, a problem-focused engagement coping strategy was predicted by potentially more helpful intrapersonal characteristics including guilt (as a motivator) and two dimensions of empathy. Finally, mean comparisons indicated statistically significant differences between identified gender and coping strategies. Implications for college counsellors are discussed.

     

大学生时间自我的内容与特点研究

研究一用修改后的WAI技法,对大学生的过去、现在、未来的自我概念进行调查分析;研究二通过行为实验,让被试对一些人格形容词是否符合过去、现在、未来的自己的特点做出判断。结果表明大学生时间自我的内容以个人属性尤其是精神自我为主,重视自我实现以及个人和家庭需要的满足。大学生的时间自我总体上是积极的,较少中性的自我表征,对过去、现在、未来的自我评价表现出一种由低到高的递增趋势。     

Trainee teachers with dyslexia: personal narratives of resilience

This paper tells the stories of two trainee teachers and their personal experiences of dyslexia. Both informants were English and training to be primary school teachers in England. Through drawing on their own experiences of education, the stories illustrate how dyslexia has shaped the self‐concept, self‐esteem and resilience of each informant. The narratives presented in this paper illustrate powerfully the ways in which teachers can have a positive or negative impact on the self‐concepts of students with dyslexia. Both had been inspired by teachers they had met, and these positive role models had given them the confidence to pursue their own ambitions. However, both had encountered teachers who lacked empathy and patience, and these teachers had a detrimental impact on their self‐concepts. For both of these trainee teachers, personal experiences of dyslexia also shaped their professional identities as teachers. Both trainees described themselves as caring and empathic teachers, suggesting that personal experiences of dyslexia had a positive impact on teacher professional identity.     

用人单位视角下的大学生职业自我认知分析

大学生就业过程是一个双向选择的过程,需要就业学生较为清晰全面地了解自身情况,形成良好的自我认知。通过与用人单位的采访、邮件调查、实地考察等,发现大学生在求职的过程中,在自我认知方面存在重要性认识不足、认识不全面、职业道德认知等问题,本文就这些问题进行总结,提出从运用技术手段、参与个性咨询、社会实践,家庭参与、人文素养提升等方面进行改善。     

青少年学生抗挫折能力培养刍探

青少年学生处于身心发展的关键期,有时会遭遇因客观条件限制和个人能力不足而不能达成个人愿望的现象,进而产生挫折感,这不利于健康成长。教师要采取有效教育措施,帮助青少年学生正确认识挫折,树立远大的理想,积极对待挫折,提升自我认知,加强自我调节,并为其提供有效的心理援助,提高他们的抗挫折能力。     

The relationship between personal epistemology and self-regulation among Turkish elementary school students

The purpose of the study was to determine the level of the relationship among Turkish elementary school students' personal epistemologies, motivation, learning strategies, and achievements in science. A total of 322 fifth-grade students participated in the study. Results from the structural equation modeling showed that students' personal epistemologies influence both their motivation and metacognitive strategies in science learning. Viewing scientific knowledge as constructed by the learner contributes to the students having high motivations, high science achievement, and the ability to engage metacognitively in learning tasks.     

Personal and Contextual Factors Associated With Students’ Cheating in Science

The authors conducted a correlational study to investigate the relations among seventh-grade Turkish students’ cheating behavior, academic self-efficacy beliefs, usage of self-handicapping strategies, personal goal orientations, and classroom goal structures specific to the science domain. The Patterns of Adaptive Learning Scales was administered to 1,950 seventh-grade students enrolled in 12 public schools. The authors conducted hierarchical linear modeling analyses to measure to what extent personal and contextual factors can be used to predict students’ cheating behavior. Analyses revealed that although students’ cheating behavior was positively predicted by performance-approach goals, it was negatively predicted by mastery goals. Students who used more self-handicapping strategies and who were less self-efficacious were also more likely to demonstrate cheating behavior. The authors found that the mastery goal–structured science-learning environment, in which understanding the material and self-improvement was emphasized, discouraged cheating.     

中国学生关于越南语人称代词的偏误分析及对策

对于学习越南语的中国学生来说,越南语人称代词的使用算是一大难点。由于越南语人称代词没有类似汉语中绝对中性的人称代词"你""我""他/她",致使中国学生常常无法恰当地使用越南语人称代词,给日常学习生活、交流交际甚至实际工作带来不少的困扰。结合教学经验,对中国学生学习和使用越南语人称代词常犯的偏误进行分析,同时提出纠正错误的对策。     

自主学习与柔性管理

自主学习是指大学生个人对于自己的学习活动具有支配、控制的权利和能力。大学生自主学习既是新知识观在学习方法上的内在要求和学生个性发展的客观需要，也是网络教育的合理选择。因此，建立一套适应自主学习的柔性管理机制势在必行。     

Attracting Students to the Field of Measurement

To address the shortage of professionals in measurement, it is essential that we make young career‐seekers aware that measurement is an option as a profession. In this paper, we discuss how creating a strong pipeline of students into our field involves personal interactions between faculty representing the graduate programs in measurement and undergraduate students, in addition to the equally important task of educating instructors of undergraduates about our field. We describe advertising strategies that, in our experience, catch and hold the attention of undergraduates, resulting in many of them investigating graduate training in measurement. After attracting students to the field, we must engage them in practice, enabling them to build an identity as a measurement professional. In general, we believe that although it is possible to attract some students via non‐personal advertising strategies (e.g., articles, websites), measurement professionals must personally reach out to young people to connect them with the field.     

Preparing Students for Social Action in a Social Justice Education Course: What Works?

The purpose of this study was to explore students’ perceptions of how the curriculum and teaching strategies in a social justice education course prepared them for social action engagement. Past studies using a similar approach to teaching about social justice issues did not include student interviews. Students’ perspectives can shed light on how experiences in a social justice education course prepared them to challenge social oppression and work toward equity in their daily lives. Six students were interviewed one semester after they completed a social justice education course. Findings indicated teaching strategies (e.g., experiential activities) that included students’ lived experiences also increased their personal awareness, empathy, confidence, and knowledge about tools for social action. These teaching strategies were identified more often than content as key in preparing students to take action. Classroom implications are discussed.     

Inside a beginning immigrant science teacher’s classroom: an ethnographic study

Teaching is a highly personal endeavor shaped by ‘funds of knowledge’ and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher’s personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students’ behavior and their failure to conform to his expectations influenced him to utilize more traditional, didactic instructional practices and responses to classroom management dilemmas. It is generally assumed that immigrant and minority students will benefit from exposure to teachers from similar backgrounds, and that ethnically diverse teachers can better prepare minority students for the multicultural workplace and global economy. This study focuses on the role a teacher’s background and experiences play in development of their beliefs about teaching and learning, their expectations of students, and the instructional decisions they make regarding teaching and learning. This study suggests that teachers draw on their personal histories and cultural understandings to create classroom practices which are molded by microcosms of personal ‘funds of knowledge’ and beliefs about teaching and learning. In contrast to conventional wisdom and unquestioned myths, this study emphasizes the importance of knowing that teachers’ cultural backgrounds do not necessarily qualify them to provide the most appropriate instructional environment for students from similar cultural backgrounds. This study suggests that all teachers need to learn to recognize and negotiate the unique social elements culturally diverse students bring to the classroom.     

Students’ interests for personalized learning: an analysis guide

The lack of alignment between, on the one hand, what schools seek to teach and, on the other, the students’ interests and learning objectives is leading to increasing numbers of students who are unable to derive meaning from school activities. Personalized learning strategies represent one of the most powerful ways to help students attribute meaning and personal value to their learning. This paper has two interrelated objectives. The first is to present a guide to the analysis of educational practices that work with and from students’ interests. This tool makes it possible to identify the potential of practices to reinforce and promote the meaning and personal value that students attach to their school learning. The guide is structured around three large blocks (personalization strategies, conceptions of interests, and design and development of practices), which describe the dimensions, subdimensions, questions, and levels for the analysis. The second objective is to illustrate use of the guide by analyzing two practices designed and implemented in primary school classrooms, characterized by a focus on students’ learning interests. The paper concludes by highlighting the main contributions of the guide presented, identifying some limitations, and pointing to future lines of research.

     

The effect of test expectations on study strategies and test performance: a metacognitive perspective

The aim of the present study was to investigate whether university students can adjust their study strategies to meet the cognitive demands of testing; a metacognitive self‐regulatory skill. One hundred and fifty undergraduates attended three lectures as part of a course on the psychology of individual differences. These participants were then assigned randomly to each of two groups. In the first group, the participants were instructed to study for a test that required deep‐level cognitive processing. In the second group, the participants were instructed to study for a test that required surface‐level cognitive processing. Results of the study showed that university students do adjust their study strategies so that they are in line with the cognitive processing demands of testing. It was also found that study strategies mediated the relationship between the type of test items expected and the test performance.     

Disciplinary and gender differences among higher education students in self‐regulated learning strategies

This study explores how university students representing diverse disciplines and gender differ in their self‐regulation in learning. The definition of self‐regulated learning (SRL) in the present study is based on Pintrich’s and Zimmerman’s theories of SRL and comprises motivational and learning strategies. The sample consisted of 1248 undergraduate students at several Finnish universities. The data were retrieved from the IQ Learn online self‐assessment and tutoring system. Female students scored moderately higher than male students on help‐seeking strategies, utility value and on performance anxiety. Among the diverse disciplines, minor mean differences emerged on all the sub‐dimensions of SRL, though no clear regularity on any discipline’s favour was perceived. However, male and female students of behavioural sciences and female students of sciences scored highest consistently, and the technology students, especially the male students, scored lowest. In the future, the relations between the students’ self‐regulation in learning and instructional approach should be studied further.     

高校教育移动互联网应用监管研究

高校迫切需要将移动互联网应用安全和个人信息安全融入高校网络安全防护体系中,建立长效的教育移动互联网应用监管运行机制,才能有效保障师生个人信息安全.以个人信息安全威胁为出发点,探讨了目前高校教育移动互联网应用监管策略和路径.     

What Makes a High School a Good High School for Students with Disabilities

This article summarizes the findings and themes from the three high schools we studied. All three schools engaged in five schoolwide strategies for educating students with disabilities. They provided a broad array of academic courses and program options; provided schoolwide support structures that could be combined and customized to the needs and strengths of individual students; worked intentionally to connect students to the school and build their motivation to succeed; created a connected and caring adult community to serve students' academic and social/personal needs; and developed responsive leaders who managed the tensions inherent in the commitment to prepare students with disabilities to be successful in their lives beyond school. The article also reviews the different ways these three school instantiated these strategies. We describe the “theory of action” that integrates the five schoolwide strategies into a synergistic approach in each school and explore implications of the Good High Schools study for practice and for future research.     

四、六级考试及大班授课带来的潜在心理影响--试析落后地区的大学公共外语教学问题

运用教育心理及社会心理理论分析大学公外四、六级考试及大班授课对教育水平落后地区学生的消极影响：四、六级考试不能有效地激发学习积极性，会增加学习者的衰减性焦虑，降低自我效能感，通过过度理由效应使动机外化；大班授课因社会作用力分散导致个人所受教学影响减弱，也因难以密切师生关系不能激发学习热情，又因不能满足不同学习风格需要而使学习满意度降低。