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141.
142.
Predominantly White institutions have not been as effective as historically Black institutions in retaining and conferring
degrees upon African American college students. This review seeks to embed the psychological aspects of the retention process
proposed by Bean and Eaton [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student
departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] in a culturally-sensitive framework and consider
how African American students attending PWIs may experience the processes in retention. We first give a brief overview of
Bean and Eaton’s [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure
puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] model of retention, then we propose and discuss revisions
to Bean and Eaton’s model that we believe would make the model more applicable to African American students attending predominantly
White institutions. Specifically, we address students’ attitudes towards their institution, academic self-efficacy, motivation,
achievement goals, attributions, and ethnic and bicultural identity development. The discussion concludes with implications
and directions for future study. 相似文献
143.
144.
Ruth Neustifter Markie L.C. Blumer Jessica O'Reilly Francisco Ramirez 《Sex education》2015,15(5):540-552
The literature on the impact of entertainment media on sex education is typically pathology-focused, unclear regarding the effects of such usage, and void of dialogue between those who actually work in the areas of sexuality education and entertainment. To address this gap, this paper is the product of joint authorship between media figures from varied sexually-focused programming fields and academics who teach and conduct research in the areas of sexuality and relational health. The authors focus on the role that various forms of entertainment media play in educating members of the public and college classrooms in the areas of sex and sexuality. Additionally, examples of the inclusion of entertainment media in educational contexts are discussed. 相似文献
145.
We studied the impact of the diagnostic label of osteoarthritis and educational information on family members' attributions, perceptions, and willingness to help older parents with pain. Undergraduate students (N = 636) were randomly assigned to one of three conditions where they read vignettes about an older mother with chronic pain, which varied on illness label and educational information. Results indicated that both the osteoarthritis label and osteoarthritis information led to more positive perceptions compared with no label/healthy aging information. Results highlight the importance of diagnosis and education in promoting favorable attributions and increasing willingness to help older adults with osteoarthritis. 相似文献
146.
Elizabeth C. Paul Rena Pazienza Kieran J. Maestro Ashley Flye Paula Mueller Jessica L. Martin 《Journal of College Counseling》2018,21(2):139-152
The authors explored how college students’ disordered eating behaviors affect their peers. Participants were 8 undergraduate students from a northeastern university with a peer who currently or previously engaged in eating disorder (ED) behaviors. Results from a consensual qualitative analysis provided preliminary evidence that students’ EDs negatively affect peers. Outreach and interventions such as cognitive behavior therapy could be used to assist peers of students with EDs. Researchers should investigate the impact of students’ ED behaviors on peers’ health and academic performance. 相似文献
147.
Petrill S Logan J Hart S Vincent P Thompson L Kovas Y Plomin R 《Journal of learning disabilities》2012,45(4):371-381
The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were longitudinally stable across two measurement occasions. These results suggest that math fluency, although related to other math measures, may also be a genetically distinct dimension of mathematics performance. 相似文献
148.
Mary Meeker 《Roeper Review》2013,35(4):39-41
The author provides some insight into the behavior of gifted children and suggests ways in which parents can provide a solid emotional foundation for their child's growth. 相似文献
149.
A single-subject alternating treatment design was used to investigate the extent to which a specialized dyslexia font, OpenDyslexic, impacted reading rate or accuracy compared to two commonly used fonts when used with elementary students identified as having dyslexia. OpenDyslexic was compared to Arial and Times New Roman in three reading tasks: (a) letter naming, (b) word reading, and (c) nonsense word reading. Data were analyzed through visual analysis and improvement rate difference, a nonparametric measure of nonoverlap for comparing treatments. Results from this alternating treatment experiment show no improvement in reading rate or accuracy for individual students with dyslexia, as well as the group as a whole. While some students commented that the font was “new” or “different”, none of the participants reported preferring to read material presented in that font. These results indicate there may be no benefit for translating print materials to this font. 相似文献
150.
Cognitive biases in the interpretation of autonomic arousal: A test of the construal bias hypothesis
Keith D. Ciani Matthew A. Easter Jessica J. Summers Maria L. Posada 《Contemporary educational psychology》2009
According to Bandura’s construal bias hypothesis, derived from social cognitive theory, persons with the same heightened state of autonomic arousal may experience either pleasant or deleterious emotions depending on the strength of perceived self-efficacy. The current study tested this hypothesis by proposing that college students’ preexisting efficacy beliefs may affect how physiological arousal during exams is construed as a valence of positive emotion. Survey data were collected from 172 students in a statistics course at a large research university in the Midwest. Students provided self-reported intensity of autonomic arousal during previous exams, statistics self-efficacy, and positive affect toward a proximal final exam. The construal bias hypothesis was supported by a significant interaction between autonomic arousal and self-efficacy on the dependent variable positive affect. Results revealed that as autonomic arousal increased, so did the moderating effect of self-efficacy. Specifically, as physiological arousal intensified, students with high or low self-efficacy reported divergent levels of positive emotion. Implications for theory, research, and practice are discussed. 相似文献