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991.
Jennifer L. Price 《Journal of College Student Psychotherapy》2016,30(3):206-217
The current study examined expectations and preferences of psychotherapy approach in 225 college students. Psychodynamic-interpersonal (PI) techniques were generally favored over cognitive-behavioral (CB) techniques both in expectations of what is characteristic of a typical therapy session and perceived helpfulness. There was no difference in findings between therapy naïve college students and those with a history of psychotherapy. Psychological mindedness was correlated with PI ratings, but not CB ratings. College counselors may want to emphasize emotional and relational strategies when working with college students and may benefit from examining the psychological mindedness of new clients to assist with determining their treatment plan. 相似文献
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993.
当前我国的信用现状不能令人满意,存在诸多信用失范现象,这导致了现时信用环境恶劣,也阻碍了我国社会主义市场经济的健康发展。法学界也对此予以关注,并试图以民法典立法确立信用权为人格权的路径进行规范,并且当前几个建议稿对信用权的规定有很大不同,皆有不完善之处。因此,应当进行整合,在未来民法典中对信用权作出完善的规制,构建我国的完整信用权制度,形成完善的信用体系。 相似文献
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995.
论学校体育对大学生心理健康教育的影响和对策 总被引:2,自引:0,他引:2
通过分析制约大学生心理健康教育的主要因素 ,提出了体育运动不仅有助于身体健康 ,对心理健康同样具有积极促进作用 ,还可利用学校体育的教育功能 ,提高大学生的心理素质的对策。 相似文献
996.
Jennifer L. Brace Rachael R. Baiduc Denise L. Drane Luke C. Flores Greg J. Beitel 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):377-399
ABSTRACTUndergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement. 相似文献
997.
L D Gruppen 《Bulletin of the Medical Library Association》1990,78(2):165-172
Health sciences libraries have considerable potential as resources for both formal continuing professional education, as well as the informal continuing education that results from the professional's efforts to solve problems in daily practice. While there is a growing interest in making the resources of health sciences libraries more accessible to practitioners on a routine, day-to-day basis, there also needs to be more awareness of how, when, where, and why professionals look for information in the context of practical problems. This paper reviews recent research that identifies the context in which physicians seek information and advice from external sources, the information sources that physicians access, and the factors that influence which particular sources are sought. The results indicate that physicians vary in their information needs, preferences, motivations, and strategies for seeking information. This diversity suggests that health sciences libraries, in their efforts to be more accessible, should consider "market research" to determine the needs, preferences, and use patterns of the library's targeted users. Libraries may also benefit from exploring alternative methods of improving access to their resources. 相似文献
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999.
Robin L. Hojnoski Helen Lynn Columba Joy Polignano 《Early education and development》2014,25(4):469-492
Research Findings: Shared book reading provides a meaningful context for rich conversations to occur between a child and an adult and offers opportunities for children to be exposed to a range of vocabulary and concepts that often extend beyond their everyday experiences. Few studies have examined parent–child shared book reading as a context for embedding mathematical discussion. The purpose of this study was to examine systematically the effect of training parents to focus on mathematical concepts and vocabulary during shared book reading. Specific research questions were as follows: (a) Did parents increase their use of math talk during shared storybook reading following training? (b) Did parents generalize intervention strategies? And (c) did children increase their use of math talk during shared storybook reading? Results from a yoked multiple-baseline design with 6 dyads indicated variability across the dyads with 2 general patterns. Math talk increased following training for 3 of the dyads, whereas verbal mathematical behavior did not show consistent change for the other 3 dyads. Practice or Policy: Results are discussed in the context of home support for early mathematical development. 相似文献
1000.
Mark G. Simkin William L. Kuechler 《Decision Sciences Journal of Innovative Education》2005,3(1):73-98
Instructors can use both “multiple‐choice” (MC) and “constructed response” (CR) questions (such as short answer, essay, or problem‐solving questions) to evaluate student understanding of course materials and principles. This article begins by discussing the advantages and concerns of using these alternate test formats and reviews the studies conducted to test the hypothesis (or perhaps better described as the hope) that MC tests, by themselves, perform an adequate job of evaluating student understanding of course materials. Despite research from educational psychology demonstrating the potential for MC tests to measure the same levels of student mastery as CR tests, recent studies in specific educational domains find imperfect relationships between these two performance measures. We suggest that a significant confound in prior experiments has been the treatment of MC questions as homogeneous entities when in fact MC questions may test widely varying levels of student understanding. The primary contribution of the article is a modified research model for CR/MC research based on knowledge‐level analyses of MC test banks and CR question sets from basic computer language programming. The analyses are based on an operationalization of Bloom's Taxonomy of Learning Goals for the domain, which is used to develop a skills‐focused taxonomy of MC questions. However, we propose that their analyses readily generalize to similar teaching domains of interest to decision sciences educators such as modeling and simulation programming. 相似文献