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721.
Moral Reasoning about Sexually Transmitted Diseases 总被引:2,自引:0,他引:2
Rosemary A. Jadack Janet Shibley Hyde Colleen F. Moore Mary L. Keller 《Child development》1995,66(1):167-177
The purpose of this research was to investigate moral reasoning related to sexual behavior that could lead to the transmission of sexually transmitted diseases (STDs). Using hypothetical dilemmas about situations in which STDs can be transmitted, respondents were asked to explain why they believed the characters should or should not engage in risky behaviors. 40 college freshmen ( M = 18.3 years) and 32 college seniors ( M = 22.3 years) participated. Using Kohlberg's moral stage theory and Gilligan's moral orientation model, the interviews were scored for moral stage and moral orientation. Results indicated that the older age group had a significantly higher stage of moral reasoning than the younger age group when responding to dilemmas about STDs. There was a significant difference in moral stage between dilemmas, reflecting the possible effect of dilemma content on moral reasoning. The overall pattern of results shows nonsignificant gender differences in stage of moral reasoning and moral orientation. Clinical and theoretical implications of these findings for understanding the role of moral reasoning in sexual risky behavior are discussed. 相似文献
722.
723.
3 studies investigated whether young children understand that the acquisition of certain types of knowledge depends on the modality of the sensory experience involved. 3-, 4-, and 5-year-old children were exposed to pairs of objects that either looked the same but felt different, or that felt the same but looked different. In Study 1, 36 children were asked to state, when one of these objects was hidden inside a toy tunnel, whether they would need to see the object or feel it in order to determine its identity. In Study 2, 48 children were asked to state which of 2 puppets knew that an object hidden inside a tunnel possessed a given visual or tactile property, when one puppet was looking at the object and the other was feeling it. In Study 3, 72 children were asked, in a scenario similar to Study 2, to state for each puppet whether he could tell, just by looking or by feeling, that the hidden object possessed a certain visual or tactile property. Children were also asked what was the best way to find out whether a given object possessed a certain visual or tactile property. Results of all 3 studies suggest that an appreciation of the different types of knowledge our senses can provide (i.e., modality-specific knowledge) develops between the ages of 3 and 5. The results are discussed in relation to young children's developing understanding of the role that informational access plays in knowledge acquisition. 相似文献
724.
Milagros Garrido Nick Sufrinko Janet Max Nat Cortes 《American journal of sexuality education》2018,13(3):269-282
AbstractThe body of evidence supporting a relationship between the social determinants of health and adolescent sexual and reproductive health is vast. To advance health and have a greater impact on adolescent health outcomes, sexual and reproductive health practitioners need to take into account the relationships, community, and society within which adolescents live, learn, and play. With this review, we aim to provide practitioners with a clear understanding of the value of adopting a more comprehensive approach and we provide concrete recommendations for actualizing social determinants of health through programs and services. Recommendations are provided for each of the five social determinants of health categories outlined by Healthy People 2020, including Neighborhood and Built Environment, Economic Stability, Health and Healthcare, Social and Community Context, and Education. 相似文献
725.
This paper looks back over a number of exploratory studies which have researched young children's construction of meanings for graphs, produced from data entered in spreadsheets. In this paper we discuss children's use of normalising, an activity in which children correct data towards some perceived norm. Through normalising, children construct meanings for trend in data and in graphs. We discuss how particular aspects of the pedagogical setting including task design encourage the use of normalising.This revised version was published online in October 2005 with corrections to the Cover Date. 相似文献
726.
Research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian and British secondary schools. Perceptions of classroom environment, self-handicapping and academic efficacy were assessed by 3,602 students from 29 schools. Correlation analyses between ten classroom environment scales from the What Is Happening In This Class (WIHIC) questionnaire and the Constructivist Learning Environment Survey (CLES) and self-handicapping were conducted with and without control for academic efficacy. Results showed that classroom environment scales accounted for appreciable proportions of variance in self-handicapping beyond that attributable to academic efficacy. Enhanced affective dimensions of the classroom environment were associated with reduced levels of self-handicapping. Commonality analyses revealed that the WIHIC scales accounted for a much greater proportion of variance in self-handicapping that did the CLES scales. 相似文献
727.
728.
As one aspect of a study on faculty career development, relationships between work and life away from work were explored for 112 faculty members. The sample, from one department in the humanities and one in the natural sciences and from two professional schools, was stratified by academic rank and sex. The study employed in-depth interviews followed by questionnaires. Results of regression analyses indicated that both aspects of work and life outside of work were related to work satisfaction; likewise, work as well as nonwork conditions were associated with satisfaction in life away from work. Second, work and aspects of life away from work exerted indirect effects on life satisfaction. Finally, and unlike the general population, academics appeared to experience a high degree of spillover between work and life away from work. 相似文献
729.
Dr. Robert T. Blackburn Jeffery P. Bieber Janet H. Lawrence Lois Trautvetter 《Research in higher education》1991,32(4):385-413
Within the framework of cognitive motivation theory, selected personal and environmental motivational variables for faculty in eight liberal arts and science departments from community colleges, liberal arts colleges, comprehensive colleges and universities, and research universities were regressed against faculty allocation of work effort given to research, scholarship, and service. The data came from a 1988 national survey of faculty.Gender, (sociodemographic), quality of graduate school attended, career age, andrank (career); self-competence andself-efficacy regarding research, scholarship, and service andpercent time prefer to give to research, scholarship, and service (self-valuations); andinstitutional preference, consensus andsupport, andcolleague commitment to research, scholarship, and service (perception of the environment) were entered into regressions.R
2s were generally strong (.64 for liberal arts-I institutions) and significant. For all institutional types,self-valuation (self-competence and-efficacy) motivators significantly accounted for the explained variance.Sociodemographic andcareer variables did not explain appreciable amounts of variance. 相似文献
730.
"Have I learnt it?" Evaluating skills for resource-based study using electronic resources 总被引:2,自引:0,他引:2
Janet Macdonald Nick Heap & Robin Mason 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(4):419-433
Electronic information resources are increasingly in use for courses at all levels of Higher Education. They may be employed as reference material when researching particular topics for assignments, as part of a conventionally structured course, or alternatively their use may be a central part of resource based course philosophy. Whilst the use of these resources may offer many advantages in terms of developing more independent learners, there are also information handling skills which students must acquire. This paper discusses the relevance of these skills and the factors influencing their acquisition for students on two networked resource based courses at the UK Open University 相似文献