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151.
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Attachment,Acculturation, and Psychosomatic Complaints Among Hispanic American University Students
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Chiachih D. C. Wang Dominick A. Scalise I. Alejandro Barajas‐Munoz Kathy Julio Ayleen Gomez 《Journal of College Counseling》2016,19(1):45-60
This study investigated adult attachment and acculturation frameworks of reported psychosomatic complaints related to perceived discrimination among a sample of Latino/Hispanic university students (N = 160). The model supported by the data suggests that attachment anxiety, acculturation toward the dominant cultural norms, and adherence to Latino/Hispanic cultural beliefs are important factors for perceived discrimination and psychosomatic complaints experienced by Latino/Hispanic students. Counseling implications and future research directions are discussed. 相似文献
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Brian K. Sato Pavan Kadandale Wenliang He Paige M. N. Murata Yama Latif Mark Warschauer 《CBE life sciences education》2014,13(4):677-686
Primary literature is essential for scientific communication and is commonly utilized in undergraduate biology education. Despite this, there is often little time spent training our students how to critically analyze a paper. To address this, we introduced a primary literature module in multiple upper-division laboratory courses. In this module, instructors conduct classroom discussions that dissect a paper as researchers do. While previous work has identified classroom interventions that improve primary literature comprehension within a single course, our goal was to determine whether including a scientific paper module in our classes could produce long-term benefits. On the basis of performance in an assessment exam, we found that our module resulted in longitudinal gains, including increased comprehension and critical-thinking abilities in subsequent lab courses. These learning gains were specific to courses utilizing our module, as no longitudinal gains were seen in students who had taken other upper-division labs that lacked extensive primary literature discussion. In addition, we assessed whether performance on our assessment correlated with a variety of factors, including grade point average, course performance, research background, and self-reported confidence in understanding of the article. Furthermore, all of the study conclusions are independent of biology disciplines, as we observe similar trends within each course. 相似文献
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