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991.
The objective of this study was to investigate the impact of cultural diversity on communication effectiveness with different communication styles and to apply the results in the field of user interface design for computer-based communication systems. The scope of this study was limited to the relationship between context and verbal/nonverbal communication, and also the relationship between power distance and communication interaction. The results indicated that high context people (HCP) had better communication effectiveness in comprehending nonverbal clues than low context people (LCP), while LCP had better communication effectiveness in verbal communication than their counterparts. It was also found that high power distance people (HPDP) could not communicate as effectively as low power distance people (LPDP) during communication with interaction, but there was no significant difference between HPDP and LPDP in dealing with communication without interaction. 相似文献
992.
993.
John P. Gaa 《Psychology in the schools》1979,16(4):591-597
The study was designed to investigate the effects of individual goal-setting conferences on classroom achievement and locus of control orientation. Subjects were blocked on sex and previous achievement and randomly assigned to one of three treatment groups: the goal-setting (GS) group, which received weekly individual goal-setting conferences; the conference (Cf) group, which received weekly individual conferences but set no goals; and the control (C) group, which received no conferences. Analyses of the data showed a significant treatment effect for achievement across treatment groups, with the GS group having significantly higher achievement than the Cf and C groups. Treatment effect across locus of control measures across treatment groups was less clear, although post hoc analyses indicated that the GS group was significantly more internal than either the Cf or C groups on the three intellectually oriented measures. 相似文献
994.
Robert B. Germain 《Psychology in the schools》1978,15(3):386-390
Three “self” constructs are differentiated: the “self,” that is, the “real” self; the “self-concept,” which is the information or cognitions an individual has about his “self;” and “self-esteem,” which is the judgment and feelings about the “self.” An individual's self-concept can be characterized by its realism or unrealism, its completeness or incompleteness, or by the complexity of the concepts used to describe the self. Self-esteem, but not self-concept, can be described as being positive or negative. Developmental considerations and implications are discussed. 相似文献
995.
996.
In 1965 the authors conducted an experiment in a public elementary school, telling teachers that certain children could be
expected to be “growth spurters,” based on the students' results on the Harvard Test of Inflected Acquisition. In point of
fact, the test was nonexistent and those children designated as “spurters” were chosen at random. What Rosenthal and Jacobson
hoped to determine by this experiment was the degree (if any) to which changes in teacher expectation produce changes in student
achievement.
Robert Rosenthal is professor of social psychology at Harvard University.
Lenore Jacobson is an elementary school principal in the South San Francisco Unified School District. 相似文献
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