营造积极和谐的教育氛围促进大学生健康发展

影响大学生心理健康的因素有：社会因素、学校因素、家庭因素、个人因素、重要的丧失因素等，营造积极和谐的教育氛围，如改善社会环境，优化学校小环境，建设良好的班集体，温馨的家庭氛围以及大学生健康心理的培养，是促进大学生全面、健康发展的重要举措。     

大学生毕业论文诚信缺失的原因分析

大学生毕业论文存在着颇为严重的诚信问题，造成大学生毕业论文诚信缺失的原因多种多样。道德因素、体制因素、智力因素、利益因素、压力因素、技术因素、兴趣因素、管理因素、时间因素、环境因素、风险因素等诸多方面都可能导致大学生在撰写毕业论文时弄虚作假，抄袭剽窃。对这些具体原因进行具体分析，才能对症下药，提出相应的应对措施。     

论培养学生创新能力的各种因素

本探讨了影响培养创新人才的人因素、知识因素、信息因素、思维因素、实践因素、动力因素等，并指出在教学过程中，应使各个因素协同发展，以培养出更多高质量的创新型人才。     

浅谈后进生的形成原因和转化方法

因学生发展的不平衡性及多种因素影响，后进生的存在不可避免。其形成主要受自身因素、家庭因素、社会因素、学校因素的影响。老师要做好后进生转化工作，应降低要求，建立感情，多鼓励，激发兴趣，允许反复。     

幼儿园亲师互动的影响因素及提升策略：基于Nvivo11的质性分析

借鉴扎根理论，对14名幼儿园教师开展质性访谈，从教师视角构建了幼儿园亲师互动的影响因素结构模型。该模型由亲师双方的认知因素、情感因素、策略因素、客观因素和幼儿园因素五个主题类属构成，其中策略因素是核心影响因素，其次是情感因素、认知因素。最终提出促进幼儿园亲师互动的建议：策略层面，提升专业素养，增加互动时间和频率；情感层面，共建信任关系，多予认同和配合；认知层面，重视亲师互动，正确认知角色。     

外语教学技巧维持的几要素

外语学习十分具有挑战性，然而外语技巧的维持受到诸多因素的影响。这些因素包括个人因素、文化因素和教学因素，其中教学因素起着相当重要的作用。分析这些因素，尤其是教学因素，目的在于从教学目的、教学密度、发展思考和课程设计方面来探讨语言技巧的维持。     

论校长的影响力

指出了校长领导效能的发挥关键在于其影响力，具体阐述了：A．权力性影响力的三个构成因素，即传统因素职位因素和资历因素以及应注意的三个相关问题——不要强权、不要揽权、不要弃权；B、非权力性影响力的五大构成因素即修养因素、才能因素，人际因素、表率因素和情感因素，并在此基础上揭示了两种影响力的内在关系。     

影响大学生就业因素的研究

问卷调查及访谈结果显示，大学生获取就业信息途径呈现多样化特点；影响大学生就业的各种因素依次为个人因素、用人单位因素、教育因素、社会因素、家庭因素和地理因素。为此，大学生要注重综合素质的提高，高校应重视毕业生质量与就业指导，用人单位要合理用才，家庭要发挥指导作用。     

艺术类学生英语学习兴趣的培养

现代教育理论认为，影响学生学习的因素多种多样，概括起来，主要有以下3个方面：一是非智力因素，包括学习兴趣、动机、意志、态度及性格特征等；二是智力因素，包括观察力、记忆力、思维能力等；三是控制因素，包括老师的讲授、指导等。这3个因素在英语学习过程中相辅相成，而在智力因素、控制因素相近的情况下，非智力因素又是提高学生智力与学习效果的关键性因素。因此，提高英语教学质量，使学生的英语学习取得事半功倍的效果，一定要在培养学生的非智力因素上下功夫。下面，我想根据自己在这方面的教学实践，就非智力因素的一个重要方面——兴趣做些阐述，谈谈兴趣对艺术生英语学习的影响。     

高三复习应注重学生非智力因素的培养

一、非智力因素与学生学习成绩的关系 　　研究表明：中学生的智力因素是相对稳定的，而非智力因素的可塑性很大；学生的学习过程，是一个智力与非智力因素相互影响，而又以非智力因素起决定作用的过程。 　　丛立新调查发现，智力中等而非智力因素优秀者其成绩可与智力较高者相当。张履祥、钱含芬的研究把中学生分为四种类型： A型，智力较好，非智力因素优秀，学习成绩优良； B型，智力较好，非智力因素欠缺，成绩不良； C型，智力较差，非智力因素优秀，学习成绩优良； D型，智力较差，非智力因素不良，学习成绩差。李洪玉、阴国恩也对…     

A review of online course dropout research: implications for practice and future research

Although online learning is expanding in availability and popularity, the high dropout rates remain a challenging problem. In this paper, we reviewed the existing empirical studies on online course dropouts in post-secondary education that were published during the last 10 years. We identified 69 factors that influence students’ decisions to dropout and classified them into three main categories: (a) Student factors, (b) Course/Program factors, and (c) Environmental factors. We then examined the strategies proposed to overcome these dropout factors: (a) understanding each student’s challenges and potential, (b) providing quality course activities and well-structured supports, and (c) handling environmental issues and emotional challenges. Finally, we discussed issues regarding dropout factors and strategies for addressing these factors and offered recommendations for future research.     

潮汕地区城乡初中生心理健康水平及其影响因素的比较研究

为了解潮汕地区城乡初中生心理健康及其影响因素,以该地区城乡670名初中生为被试对象,对学生心理健康及影响学生心理健康的社会因素、家庭因素、个体因素（共15个因子）进行调查研究。结果表明：城市初中生的心理健康状况显著好于农村初中学生;城乡初中学生在五个因子上都存在显著差异;城乡学生的心理健康与影响因子的相关不尽相同,且在个别因子上存在反相关;在城乡初中生心理健康较好预测变量上,有较大不同。     

Factors predictive of mathematics achievement in kindergarten,first and third grades: An opportunity–propensity analysis

A secondary analysis of the Early Childhood Longitudinal Study – Kindergarten Sample (N = 17,401) was conducted to determine the factors that are most strongly associated with math achievement during kindergarten, first grade, and third grade. Factors from the following three categories were considered: antecedent factors (e.g., family socio-economic status), opportunity factors (e.g., frequency of being exposed to mathematical content), and propensity factors (e.g., pre-existing mathematics skills). Structural equation modeling showed that math achievement was strongly predicted by a combination of specific propensity, opportunity, and antecedent factors. However, propensity factors were the most important determinants of achievement. The amount of variance accounted for by gender and ethnicity was substantially reduced when other factors in the antecedent, opportunity, and propensity categories were controlled. The implications of the findings for intervention are discussed.     

Psychometric evaluation of the Children's Behavior Questionnaire-Very Short Form in preschool children using parent and teacher report

Temperament is a developmentally important construct, hierarchically comprised of several lower-order dimensions subsumed under effortful control, negative affectivity, and surgency. The Children's Behavior Questionnaire-Very Short Form (CBQ-VSF) was developed as a brief measure of the higher-order factors of temperament to aid researchers in understanding the relation between these factors and other developmentally important constructs. In this study, we examined the psychometric properties of the CBQ-VSF in preschool children (N = 277) using teachers and parents as informants. Several dimensions of temperament emerged independently of the three higher-order factors. Comparing the extracted factors to other measures of temperament revealed limited convergent and discriminant validity. Further, similar teacher and parent report factors did not correlate. Based on these findings, it is suggested that the CBQ-VSF be refined to better reflect core dimensions that comprise the higher-order factors.     

河南省区域优势体育产业开发研究

采用德尔菲法,通过两轮次调查,最终遴选出20个影响河南省体育产业发展的因素指标;采用李克特五分量表法,对这些影响因素指标进行因子分析,并提取出四个公共因子;运用多变量方差分析法,筛选出对体育产业五大行业发展最具影响力的公共因子.结果显示:体育健身娱乐业受消费环境因子影响最大,体育竞赛表演业受四个公共因子影响程度的差异不具显著性,体育用品业受产业环境因子影响最大,体育旅游业受区位环境因子影响最大,体育培训业受体育环境因子影响最大.基于河南省各区域所具资源禀赋与发展现状,提出区域优势体育产业的开发策略,为进一步研究河南省区域优势体育产业的培育提供理论依据.旨在促进河南第三产业发展,积极助推中原经济区建设.     

Research and Learning Information Resources

Identification of the factors that contribute to the fear of success in women's career development is important for community college educators and counselors wanting to assist women in their professional goals. In this article the factors associated with fear of success in women are categorized as follows: familial socialization, psychological influences, and cultural norms. It is generally conceded that any one or combination of these factors can precipitate a fear of success which becomes manifest in the woman's defeatist behaviors, and in turn, undermines her career development. It is imperative that professionals recognize the factors causing the fear of success orientation in women so that they may develop coping strategies with the client.     

Students’ experiences of the factors affecting their study progress: differences in study profiles

Many factors influence students’ progress in higher education. However, the students’ own voices are seldom heard. Using a qualitative approach, the study explored students’ own experiences of the factors that have influenced their studying. Research has indicated that students’ experiences are often related to their approaches to learning. Therefore, experiences of enhancing and impeding factors were explored here in relation to different study profiles. Altogether 736 open-ended answers were analysed by qualitative context analysis. After establishing the categories of enhancing and impeding factors and creating the student profiles, the differences between the profiles were examined using chi-square tests. The results revealed that the students had experienced a broad variety of factors that influenced their studying. These experiences varied widely with regard to the students’ study profiles. In particular, those in the Students applying a surface approach and Unorganised students applying a deep approach profiles appeared to experience more obstacles in their studies than the students in other profiles. Characteristic of these two profiles was the students’ low ability to organise their studies, that is, manage their time and effort. The study suggests that at least part of the variation in students’ experiences of the factors influencing their progress is explainable by the students’ learning profiles. Whether it would be useful to identify different student profiles rather than concentrate on asking the students directly about their experiences of enhancing and impeding factors is discussed.     

The unfortunate human factor: A selective history of human factors for technical communicators

Human factors Is an important discipline for technical communicators to explore, but an examination of its historical bias toward the technological system and away from the user should be part of this exploration if we are to effectively use human factors methods in print and on‐line document development. Beginning with the advent of formal human factors in the early twentieth century, this essay reviews moments in the history of human factors that are especially relevant to technical communicators. The essay concludes with a discussion of human factors research that is most applicable to technical communications, specifically qualitative usability research, minimalism, and human activity interface design.     

The relationship between protective factors and outcomes for children investigated for maltreatment

ObjectivesThis research explores the relationship between hypothesized protective factors and outcomes for children investigated for maltreatment.MethodsUsing data from the National Survey on Child and Adolescent Well-Being (NSCAW), we ran logistic regression models to examine the relationship between hypothesized protective factors (social competence, adaptive functioning skills, and peer relationships) and outcomes (externalizing behavior, internalizing behavior, reading competence).ResultsFor each hypothesized protective factor, we found variation in individual scores and sample mean scores at the lower end of the scales, indicating that these children fare worse than most children. However, many children experienced large changes in their individual scores over time suggesting that children can and do improve on these hypothesized protective factors. In examining the relationship between hypothesized protective factors and outcomes, children with higher levels of social competence were significantly more likely to be in the normal range for both externalizing and internalizing behaviors. Children with higher mean adaptive functioning skills were more likely to be in the normal range for both externalizing behavior and reading competence. The positive nature of the child's peer relationships was also related to externalizing behavior and reading competence.ConclusionsOverall, our analyses support the idea that social competence, adaptive functioning skills, and peer relationships are related to outcomes for children investigated for maltreatment. While further research is needed to establish a causal link, this work identifies three individual-level hypothesized protective factors as potential sources of variation in outcomes.Practice implicationsTo prevent or alleviate the harmful consequences maltreatment, it is necessary to understand factors that help children move beyond poor outcomes. Our analyses suggest that a strong relationship exists between a child's social competence, adaptive functioning skills and positive peer relationships and select outcomes three years after being investigated for maltreatment. With these individual-level protective factors related to more positive outcomes, it suggests that intervening to increase protective factors could improve outcomes for maltreated and at-risk children.     

Book Reviews

ABSTRACT

Each year an overwhelming number of students apply to join teacher training courses to become primary school teachers in Brunei Darussalam. This article analyses some of the factors that teacher trainees find attractive in the teaching profession. Among 25 factors listed in a questionnaire, the factors concerning more opportunity to further education through the BA Education course received the highest score. Other factors considered important were classified under various categories such as status of teaching, salaries, conditions of service and benefits. Under these categories, it was revealed that teacher status, respect by community and salaries were among the dominant factors that influenced teacher trainees’ attraction to teaching. The article concludes with implications for the teaching profession in Brunei Darussalam particularly in issues pertaining to continuing education for teachers.