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211.
Boqiang Qin Yunlin Zhang Jianming Deng Guangwei Zhu Jianguo Liu David P.Hamilton Hans W.Paerl Justin D.Brookes Tingfeng Wu Kai Peng Yizhou Yao Kan Ding Xiaoyan Ji 《国家科学评论(英文版)》2022,9(1):7-9
China has sought to address water pol-lution in the last decade by introduc-ing a wide range of laws and regulations(Table S1),which led to nationwide water qua... 相似文献
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The current study aimed to test the validity of an extended theory of planned behavior model (TPB; Ajzen, 1991), incorporating additional self and social influences, for predicting adolescent moderate-to-vigorous physical activity. Participants (N = 423) completed an initial questionnaire that assessed the standard TPB constructs of attitude, subjective norm, and perceived behavioral control, as well as past behavior, self-identity, and the additional social influence variables of group norms, family social support, friends' social support, and social provisions. One week after completion of the main questionnaire, participants completed a follow-up questionnaire that assessed self-reported physical activity during the previous week. The standard TPB variable--past behavior, self-identity, and group norms, but not social support influences--predicted intentions, with intention, past behavior, and self-identity predicting behavior. Overall, the results provide support for an extended version of the TPB incorporating self-identity and those social influences linked explicitly to membership of a behaviorally relevant reference group. 相似文献
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Libby Lee 《High Ability Studies》1999,10(2):183-196
Efforts by schools to cater more adequately for highly able students necessitate a shared understanding regarding the gifted and talented. This research aims to ascertain the qualitatively different ways in which teachers identify and describe gifted and talented children. It examines the variety of conceptions of giftedness held by teachers and analyses the patterns and inconsistencies among them. Initial findings of the study, conducted with 16 early childhood teachers (two male and 14 female), are reported. A qualitative phenomenographic research design was adopted because of its focus on revealing individual understandings (conceptions). These results show that teachers understand giftedness as a series of conceptions, namely excellence, potential, rarity, behaviour, innate ability, motivation and asynchrony. These are discussed with reference to existing theories and pertinent research. Results represent the initial findings of an ongoing major research project. 相似文献
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