大学生社会化阅读APP持续使用意愿研究——沉浸体验的中介效应

以大学生群体为研究对象,关注社会化阅读APP平台技术特征、沉浸体验与大学生持续使用意愿之间的关系,进而为社会化阅读平台提升用户体验和促进大学生的持续使用以及为高校图书馆开展面向大学生群体的阅读服务提供启示.基于信息系统成功模型和沉浸理论的思想,提出了符合大学生特点的内容趣味性等前因变量,将沉浸体验作为中间变量,关注沉浸体验在前因变量和用户持续使用意愿结果变量之间的中介作用;采用问卷调查法搜集了505份有效样本数据,使用SPSS21.0的层次回归分析法对变量间的主效应和中介效应进行了检验.研究结果显示,系统可用性和反馈即时性等前因变量均正向影响大学生用户沉浸体验;沉浸体验正向影响持续使用意愿;沉浸体验在社会化阅读平台特征和持续使用意愿之间具有部分中介作用.     

试论高等教育“立德树人”的三个维度

党的十八大提出把立德树人作为教育的根本任务,这是党的教育方针的新发展。实现高等教育的立德树人,要从教育的本质属性、高等学校立校之本、教师的职业使命三个层面去认识,只有真正在这三个层面都得到落实,才是真正落实了立德树人这一教育的根本任务。     

A comparison of three major instruments used for the assessment of university student experience: Toward a comprehensive and distributed approach

Higher education's rapid expansion is paired with growing social expectations of its benefits and concern on its teaching quality. In response to these, institutional/national surveys based on an array of theories are widely used in universities for quality assurance, enhancement, and benchmarking. This paper reviews three major types of instruments used for such purposes, including two distinct schools of theory that have guided the development of such assessment in the United States, Australia and the United Kingdom and then spread to the other parts of the world. The theories shaping the development of the two instruments, the dimensions assessed, and the challenges and criticisms involved when using such instruments for quality assurance are each discussed. This review concludes with a call for comparisons of different lines of research in this area, discussions on student learning experience that include more diverse characterizations of student experience across different educational contexts, development of tools to enable distributed leadership among teachers, and encouragement of students as partners for quality enhancement in higher education.     

Apprehension to engagement in the classroom: perceptions of Black males in the community college

This study presents selected findings drawn from a larger investigation of Black male students in the community college. In the larger study, qualitative interviews were conducted with 28 Black males attending a public two-year college in the southwestern United States. The focus of the larger study was on identifying factors which, from the perspectives of students, affected their academic success. Academic success referred primarily to students’ grade point averages or achievement and secondarily to continuation towards students’ self-proclaimed collegiate goals. A large portion of Black male participants in this study indicated that academic disengagement served to negatively affect their achievement in the community college. Students discussed academic disengagement as a reluctance to fully engage as active agents in their own academic development through necessary interactions.     

Supporting Black Male Community College Success: Determinants of Faculty–Student Engagement

The purpose of this study was to examine determinants of Black male students’ engagement with faculty in the community college. Data from this study were derived from the 2011 three-year cohort of the Community College Survey of Student Engagement (CCSSE). Using data from 11,384 Black male respondents within 260 community colleges, this study investigated faculty–student engagement using hierarchical, multilevel modeling. Among other findings, this study illustrated the importance of reading remediation, participation in learning communities, study skills courses, and college orientation in positively contributing to faculty–student interactions. Implications for college practice are discussed.     

Mindfulness training attenuates the increase in salivary cortisol concentration associated with competition in highly trained wheelchair-basketball players

This study determined the effect of 8 wk of mindfulness training (MT) on salivary cortisol (sCort) and rate of salivary Immunoglobulin-A (sIgA) secretion in wheelchair-basketball players during a competition period. The mindful group completed 8 weeks of MT in addition to training and competition. sCort and rate of sIgA secretion were measured at baseline, at 2-week intervals, the end and 2 weeks following the intervention. A significant time and group interaction was observed for sCort (F = 3.297, P = 0.040, ES = 0.191); sCort increased in the control group from MT-BL to MT-2wk (P = 0.001) and remained significantly elevated at MT-4wk (P = 0.013) and MT-6wk (P = 0.002). sCort decreased from MT-6wk to MT-8wk (P < 0.001) and concentrations were not different at MT-8wk and Post-2wk to MT-BL (P > 0.05). Mindful group sCort increased from MT-BL to MT-2wk (P = 0.042) but decreased to concentrations no different to MT-BL for the rest of the intervention period (P > 0.05). There were no group differences in rate of sIgA secretion during the intervention (P = 0.810). It was concluded that 8 weeks of MT attenuated the increase in sCort associated with the competition period.