高等教育与家庭非理性投资的行为经济学分析

依据有关行为经济学理论,对家庭非理性投资高等教育行为进行分析,着重阐述了羊群效应、可得性启发及过度自信对家庭非理性投资高等教育的影响,并提出了在减少家庭非理性投资高等教育行为的过程中,政府、高校和家庭所应采取的相关措施。     

我国学生贷款政策变迁研究

本文从问题流、政策流和政治流视角出发,对我国学生贷款政策子系统的外部影响因素分别进行了细化分析,并就我国资源禀赋现状、高等教育财政资源条件、公众价值观念等较稳定因素对学生贷款两大政策阶段变迁过程的制约进行了探讨,同时对政策演进历程的反馈环进行了描述.同时在动态演进的框架中阐述了我国学生贷款两大发展阶段政策的关系与区别、政策变迁的触发及影响因素,解释了产生我国学生贷款政策问题驱动、采取渐进修正路径等政策变迁特点的原因.     

色彩效应在心理健康教育中的运用

针对青春期学生易出现不稳定情绪或非理性行为．在进行心理健康教育时．运用色彩效应进行心理调节。对陶冶情操、防止过激行为引发不良事件．有事半功倍的作用。     

高校学生考证现状调查研究

本次调查显示,高校学生考证总体热度较高,但理性与非理性行为并存;在多元的"考证热"成因中,就业压力最为突出,同时文科学生或女生的考证愿望,显著强于理工科学生或男生。为减少社会资源浪费,降低高等教育成本,要对大学生考证行为予以合理有效引导;规范培训市场秩序,形成良好的考证培训环境;调整相关政策,培育合理的人才选拔机制。     

学校思想管理的非理性探索

由于人本身是理性与非理性的统一体,所以作为人的管理的学校思想管理也就必然有一个非理性的考察视角。从此入手进行分析,可以发现学校思想管理过程是一种理性与情感、意识与无意识、平衡与失衡的互动过程。因而其中的一系列非预期性效果也就可以从非理性中得到合理解释。为此应建立起学校思想管理的非理性原则:包括理性与情感统一、意识与无意识统一、愉悦轻松体验性和人际互重下的自主性四个子原则.     

有限理性与农地流转过程中的农户行为选择

在国家取消农业税及建设现代农业的形势下,农业发展也进入了新阶段,实行农地使用权流转是新形势下实现农业增效、农民增收的基础和关键。而农户作为农地流转的主体,他们的行为选择对农地流转的走向无疑具有重大的影响,借助于有限理性的视角看待农地流转过程中的农户行为选择,恰恰能使那些在表象上看似非理性的行为得到合理的解释,其理论预设条件也更加接近目前我国的现实,因而在分析当前农地流转过程中的农户行为时具有相当的解释力,并给我们在解决当前农地流转的困境问题上提供思路。     

学生课堂问题行为的原因探析——基于社会学与教育学的对比

学生在课堂上出现问题行为是司空见惯的事情,然而如何看待这些行为,不同的学者从不同的视角给出了不同的解释。教育学和社会学是两个重要的视角,对违规行为的原因解释上也是大相径庭。社会学对其原因的解释集中在帮派群体、同伴、传媒等的影响上面,而教育学则从教学内容、教学过程、班级管理模式等方面给予解释。     

体育教师非理性言语行为的成因和防范措施

一、体育教师非理性言语行为的内涵体育教师非理性行为,是指体育教师在体育教学活动中,对学生做出的不合理的、不冷静的并影响了自己或学生的学习生活,干扰了教学的正常进行,损害了学生的身心健康的行为。体育教师非理性行为应     

行为金融中的处置效应文献综述

基于行为金融的视角对处置效应现象进行梳理,从对处置效应的解释、不同投资主体的处置效应以及异常收益的原因等三个角度对处置效应的国内外文献进行综述,从而建立了处置效应证据的框架。     

行为经济学视角下高校毕业生就业地域选择行为研究

高校毕业生在就业地域的选择行为上往往表现出许多非理性的行为,从行为经济学的视角阐述了毕业生有限理性思考的三项因素,并结合对就业地域选择中出现的知识技能城市专用性特征、就业地域选择羊群效应以及毕业生自愿性失业与就业地滞留现象这三大现状进行了分析,提出了院校要积极调整,实现教育与劳动力市场的街接与互动;毕业生应调整理性预期,制定好职业发展蓝图,实行多元化就业;职能部门要构建信息交流机制,助力毕业生就业的多项对策。     

The Assessment of Higher Education Quality from the Perspective of Students through a Case Study Analysis

The assessment of quality in higher education from the perspective of students has three dimensions: students’ assessment of teaching, students’ satisfaction and students’ learning engagement. These differ in conceptions of quality, evaluation methods, evaluation content, evaluation purposes, traits and priorities. The authors conducted three rounds of empirical investigations to study higher education quality assessment from students’ perspective and concluded that students play multiple roles in higher education evaluation and assessment, all of which can be improved by strengthening students’ objectivity and participation, evaluating the added value of a college education oriented to student development and taking the students’ perspective as an important way to contribute to higher education quality enhancement, assurance and control, and make proper use of higher education evaluations and assessments.     

The personal tutor–student relationship: student expectations and experiences of personal tutoring in higher education

The personal tutor plays a key role in the student experience at university, and personal tutoring embodies the student relationship with the university, suggesting that it has the potential to provide insights beyond that specific relationship to the institution and higher education context. A focus session with first year undergraduate students explored expectations and experiences of personal tutoring from the student perspective. Interpretative phenomenological analysis was used to explore students’ lived experiences, and identified superordinate themes of expectations, experiences and relationships, with cluster themes including independence and authenticity. Developing a positive and genuine relationship with the personal tutor was found to ‘buffer’ against some of the first year challenges and contribute towards a sense of belonging. Importantly, this study provides evidence that experiencing poor personal tutoring is worse than not having a personal tutor at all, as this can lead to students experiencing strong negative emotions and re-evaluating their decision to go to university. Implications of these findings in the current higher education context of fee-paying students and competing institutional demands are discussed.     

Are more able students in higher education less easy to satisfy?

Student satisfaction gains an increasingly central position in the context of quality measurements. However, student satisfaction can also be stipulated as an important motivational factor for students as learners. This study combines this perspective on student satisfaction with the notion of differences in students’ ability. We hypothesize that differences in ability result in differences in student satisfaction. In line with concepts of high ability education, it is additionally hypothesized that this relation is mediated by educational stimulation—divided in cognitive, creative and professional stimulation—as well as by participation in honour programmes. A structural equation modelling (N = 733) of factors affecting student satisfaction in higher education shows that cognitive, creative and professional stimulation are the largest influencers of bachelor students’ sense of satisfaction. The interrelation between these three aspects of educational stimulation also shows the complexity of higher educational practice, since it suggests that cognitive stimulation cannot be realized without a creative factor, and vice versa. Professional stimulation needs both. Furthermore, the results show that educational stimulation mediates the effect of students’ ability on their educational satisfaction. This implies that changes in education can indeed influence students’ educational satisfaction, especially by providing educational quality. Finally, considering students’ ability level, it is shown that especially cognitively abler students are less easy to satisfy. The combination of educational stimulation and ability suggests that especially the more cognitively able students do not feel themselves sufficiently cognitively or creatively stimulated, and hence are less satisfied in vocational higher education.     

认知水平与计算思维间的隐含关系挖掘--基于编程行为表征视角

随着人工智能时代的来临,编程教育日益受到重视。学生在编程过程中的行为,实质上反映了其对利用计算工具解决问题的认知水平,也映射出其计算思维的发展过程,挖掘三者间的隐含关系有助于通过优化编程任务设计改善对学生计算思维的培养。基于认知目标分类和计算思维三维框架构建映射关系,以Scratch可视化编程任务作为研究案例,采用编程操作视频分析与学生访谈相结合的方法,从编程行为表征的视角对认知水平与计算思维间的隐含关系进行挖掘后发现:一方面,认知水平与编程行为之间存在密切关系,知道与理解是编程行为的基础性认知,应用与分析是编程行为的核心,评价推动学生对编程行为的反思,而创造可激发编程行为产生新的作品。另一方面,在编程活动中,学生的认知水平与计算思维的发展彼此关联且相互促进,编程行为中的低阶认知目标的达成是形成计算观念的基础,编程实践引发的高阶思维认知需求可促进学生对计算思维的领悟。因此,应当遵循认知水平与计算思维的发展规律,有针对性地将面向各类认知目标的编程任务嵌入到教学设计中,方可有效实现利用编程教育对学生计算思维的培养。     

Student satisfaction and perceptions of quality: testing the linkages for PhD students

Student satisfaction and the quality of education are of compelling interest to students, academic staff, policy-makers and higher education researchers internationally. There is a widespread belief in their ‘cause and effect’ relationship. This paper tests these beliefs and explores how the level of student satisfaction is linked with the perceived quality of PhD education. Using expectancy value theory as a framework and interview data from PhD students and their supervisors, this paper suggests that satisfaction is not necessarily perceived as an indicator of quality education. Levels of student satisfaction can be influenced by students’ expectations prior to their study and their preconceived beliefs regarding the value of a PhD education. Concern is raised that an overemphasis on student satisfaction may pose a threat to the quality of PhD programmes, making it increasingly difficult for universities to retain their integrity and reducing the intellectual challenges that PhD students need to experience.     

Students’ course experience and engagement: an attempt to bridge two lines of research on the quality of undergraduate education

This study attempts to bridge two current lines of research on the quality of undergraduate education, i.e. students’ course experiences and engagement. Defining student engagement from a psychological perspective, this study explores the relationships between students’ course experiences and their motivation and engagement with a sample of 882 Chinese undergraduates who participated in a questionnaire survey. The results of structural equation modelling indicate that, although clear goals and standards, generic skills and appropriate workload positively relate to student engagement, appropriate assessment has a dual effect, while good teaching and emphasis on independence have undesirable, negative effects on students’ motivation and engagement. These findings reveal the potential of combining the two lines of research, and reflect some characteristics of teaching and learning in Chinese higher education institutions. The results have implications for enhancing the quality of undergraduate education in China.     

Student and tutor perceptions of learning and teaching on a first‐year study skills module in a university computing department

The level of student preparedness for university‐level study has been widely debated. Effective study skills modules have been linked to supporting students’ academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed 121 first‐year students and seven tutors on a study skills module on an undergraduate computing programme. The aspects in which the students’ and tutors’ views diverge provide insights into the perceptions of academic tasks and associated competencies for higher education and the delivery of study skills in practice for computing students.     

家庭受教育水平对大学生学习投入 影响的实证分析

基于2016年中国大学生学习与发展追踪研究的调查数据,分析了以父母是否受过高等教育为代表的家庭受教育水平与大学生学习投入之间的关系。研究发现:父母受过高等教育与父母未受过高等教育大学生的学习投入存在显著差异;在引入性别、年级、专业、生源地等控制变量后,父亲是否受过高等教育对大学生学习投入没有显著影响,母亲是否受过高等教育对大学生学习投入影响显著;母亲是否受过高等教育对大学生教育经验丰富度的影响最为明显,对生师互动、主动合作学习水平不存在显著影响。家庭受教育水平较丰富的大学生,在高等教育场域中仍占有一定的优势。     

Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety

Abstract

This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students’ mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students’ mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed.     

Singapore’s educational policy through the prism of student voice: recasting students as co-agents of educational change and ‘disrupting’ the status quo?

This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN.