变化环境中的城市健康与福祉——系统的分析视角

随着城市人口的不断增加,城市环境的不断变化,城市健康与福祉问题已经得到了国际社会高度关注。在城市环境中,各种复杂的影响因素及各因素之间的反馈机制都会影响居民的健康与福祉。城市健康问题的解决,不仅需要科学家的研究,还需要政策制定者以及所有利益相关方的共同参与。文章结合中国城镇化现状和城市的健康问题,介绍国际科联城市健康与福祉研究计划,并将系统研究城市健康的方法应用到中国新型城镇化战略中。     

Measuring adolescent science motivation

To monitor science motivation, 232 tenth graders of the college preparatory level (‘Gymnasium’) completed the Science Motivation Questionnaire II (SMQ-II). Additionally, personality data were collected using a 10-item version of the Big Five Inventory. A subsequent exploratory factor analysis based on the eigenvalue-greater-than-one criterion, extracted a loading pattern, which in principle, followed the SMQ-II frame. Two items were dropped due to inappropriate loadings. The remaining SMQ-II seems to provide a consistent scale matching the findings in literature. Nevertheless, also possible shortcomings of the scale are discussed. Data showed a higher perceived self-determination in girls which seems compensated by their lower self-efficacy beliefs leading to equality of females and males in overall science motivation scores. Additionally, the Big Five personality traits and science motivation components show little relationship.     

COGNITIVE DEVELOPMENT AND CAREER RETRAINING IN OLDER ADULTS

Recent research on the cognitive development and functioning of older adults is reviewed and explored in relation to vocational retraining. It is argued that an ecological approach to the study of cognitive development in older adults is preferable, based on the life‐phase, hierarchical‐stage and cognitive functioning literatures. The relevance of this literature for career development in older adults is considered and suggestions for future research are offered. In particular, it is proposed that retraining programs designed to facilitate the career adaptability and success of older persons should attempt to increase their cognitive complexity and flexibility.     

Perceptions and intentions of secondary students in rural Australia to progress to university

ABSTRACT

This article explores four critical factors in the determining of regional and remote school students’ intentions to progress to university. Three of these factors are based on the theory of planned behaviour (TPB): students’ attitudes, the opinions of their significant others (social capital), and students’ perceptions of control. A fourth factor, students’ knowledge about university, is also examined, extending the TPB. The research model tested used the responses of a survey of 620 school students from remote and regional areas in New South Wales, Australia. Results show that students’ attitudes towards university and perceptions about social capital are the most important predictors of their intentions to progress to university. In addition, students’ knowledge about university was found to be a significant contributor to students’ attitudes and perceptions of control.     

Schools: A place of ecological learning

This article explores the concept of 'ecologisation of schools' as a form of school development and is based upon a study commissioned by the Federal Austrian Ministry of Education and Cultural Affairs. On the basis of a material and literature search on models and experiences gained from school-based environmental projects in Central Europe and in England, some quality features for an ecologisation process of schools are suggested. These features are the basis of an ecological school development programme in Austria, which is described briefly in this study.     

Forschungs- und Entwicklungsprojekte zum Thema “Electronic Commerce”

Ohne Zusammenfassung     

The effect of sensory awareness training on interpersonal social distance in fourth graders

The use of sensory awareness training and the place of training (youth hostel or regular classroom) were systematically controlled in 4 fourth-grade classrooms. The Horace Mann-Lincoln Social Distance Scale was given. A 2-way nested analysis of variance produced significant effects of intervention training in both settings. This supports the hypothesis that sensory awareness and personal contact promote lessening of social distance within groups. The training methods described in this study can easily be adapted for use in elementary classrooms as a part of group activities and as a counseling technique.