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941.
The Australian Government’s policy to transform higher education by 2020 includes plans to significantly raise the levels
of undergraduate enrolment by people of low socio-economic status. In light of this policy direction, this article examines
how a group of undergraduate students of low socio-economic status work to maintain their desire for learning and to remain
included in the university system despite experiencing cultural processes of exclusion. As the students reflect on the cultural
and pedagogical conditions that promote, support and enhance their participation and engagement in higher education, a picture
emerges of the importance of students’ relationships with academics. Whilst positive relationships help students to remain
engaged, negative experiences work against continuing participation and engagement. Given the desire of the Australian government
to increase participation in higher education by students from under-represented groups, this research identifies some challenges
and possibilities for both universities and academics. 相似文献
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Chia‐Chih DC Wang Makini L. King Nicholas R. Debernardi 《Journal of College Counseling》2012,15(2):101-116
This study examined the relationships between adult attachment, cognitive appraisal, and university students' behavioral and emotional reactions to infidelity situations in romantic relationships. Results based on 173 university students suggested that both attachment and cognitive appraisals significantly predicted distinct types of infidelity reactions and that participants' cognitive appraisal mediated the effects of attachment on behavioral and emotional reactions. Counseling applications for university counselors are discussed on the basis of attachment perspectives and cognitive appraisal models. 相似文献
948.
949.
This paper describes an exploratory study on the perceived value of higher education by Chinese students in Macao SAR, Guangzhou,
Shanghai, and Taipei. Using responses from 316 students, we find that the Sheth–Newman–Gross Theory of Consumption Values
explains how students perceive the services offered by higher education institutions. Students have different opinions on
the value items, which we group into two functional values (the usefulness of a degree and the experiential aspect), social
value, emotional value, epistemic value, and conditional value using factor analysis. A stepwise multiple regression analysis
shows that students’ satisfaction depends, to a large extent, on two functional values—the experiential aspect and the usefulness
of a degree. Moreover, when comparing value judgments based on gender as well as other demographic and social variables, the
results show no significant differences between the mean scores in perceived values. Implications for delivering effective
educational services in higher education conclude the paper. 相似文献
950.
Jane Mary Ramsay Simpson 《British Journal of Religious Education》2012,34(3):247-261
Religious Education (RE) has the potential to identify as gifted many students who might otherwise be missed. The findings discussed here are based on a study of Heads of Department in three very different secondary schools in Cambridgeshire, which investigated how their training and praxis affected the way they identified and challenged students gifted and talented in studying religion. Reasons are given for the gap between RE and gifted education, internationally, nationally and regionally. The lack of student challenge in much RE is identified and ways are suggested to extend and enrich all. Strategies are discussed for doubly exceptional students, with profound insights but poor written skills. Questioning the dominance of pragmatic approaches in the UK, the article suggests how the RE profession could develop a critical and theoretically informed approach to giftedness, with direct implications for classroom practices. 相似文献