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21.
Helen St Clair-Thompson Rebecca Giles Sarah P. McGeown David Putwain Peter Clough John Perry 《教育心理学》2017,37(7):792-809
Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively with challenges, stressors and pressure. Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12–13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children’s concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training. 相似文献
22.
Allison Flamion Pierre Missotten Manon Marquet Stéphane Adam 《Child development》2019,90(4):1155-1169
Stereotypes, prejudice, and discrimination against the elderly (ageism) may manifest themselves in children at an early age. However, the factors influencing this phenomenon are not well known. Using both explicit and open-ended questions, this study analyzed the influence of personal and familial parameters on the views of 1,151 seven- to sixteen-year-old Belgian children and adolescents on the elderly. Four factors were found to affect these views: gender (girls had slightly more positive views than boys), age (ageism was lowest in 10- to 12-year-old, reminiscent of other forms of stereotypes and cognitive developmental theories), grandparents’ health, and most importantly, quality of contact with grandparents (very good and good contacts correlated with more favorable feelings toward the elderly, especially in children with frequent contacts). 相似文献
23.
Kate le Roux 《Teaching in Higher Education》2019,24(2):231-247
As public universities seek to be locally responsive and compete internationally, tensions arise between expansion and equity, and between discourses of neoliberalism and social justice. This article focuses on how students navigate these tensions, and the implications for how they can act, interact and be. Norman Fairclough’s three-level view of the social and language, and his method of critical discourse analysis are used to analyse longitudinal interviews with an undergraduate science student. This student is, on account of his home and schooling, considered ‘historically marginalised’ at an historically-white, English-medium South African university. The results show how the student navigates multiple positionings that draw on notions of class, language, independence, progress, choice, care, and so on. It is argued that while universities should support students to navigate some of these tensions, there is a need to re-imagine structuring discourses related to the ‘normal’, ‘independent’ university student. 相似文献
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Despite the lack of a clear definition of the concept, “cultural diversity” has remained a core issue for more than a decade
(WTO, UNESCO, etc.). The aim of this paper is to begin to fill this gap. We argue that cultural diversity is a multi-dimensional
concept and that accurate metrics must rely on three criteria: variety, balance and disparity. We also stress that supplied
and consumed diversity have to be distinguished. We apply this set of multiple measures of diversity to publishing data for
France over the period 1990–2003. Our main result is that the situation of the publishing industry in terms of cultural diversity
is highly dependent on the dimension considered. Hence, diversity increases when variety is the sole consideration, whereas
taking balance or disparity into account leads to the opposite conclusion. This issue raises a series of questions about the
use of diversity measures in a policy debate concerned with furthering cultural diversity.
相似文献
Stéphanie PeltierEmail: |
26.
How does public transport both enable and restrict one’s negotiation and interaction with cultural, social and material landscapes? The understanding of social space and self is guided by one’s journey through those spaces, by witnessing events and public conduct. This article presents autoethnographic accounts of two communication studies researchers placed in Cape Town, South Africa, and Helsinki, Finland, for more than three months. In both situations, researchers relied on public transport with which they were unfamiliar. This study considers how those experiences were perceived, and how the researchers encountered and experienced the new social environments, local population and themselves. 相似文献
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The objective of this paper is to measure the efficiency of high schools in Tunisia. We use a statistical data envelopment analysis (DEA)-bootstrap approach with quasi-fixed inputs to estimate the precision of our measure. To do so, we developed a statistical model serving as the foundation of the data generation process (DGP). The DGP is constructed such that we can implement both smooth homogeneous and heterogeneous bootstrap methods. Bootstrap simulations were used to estimate and correct the bias, and to construct confidence intervals for the efficiency measures. The simulation results show that the efficiency measures are subject to sampling variations. The adjusted measure reveals that high schools with residence services would have to give up less than 12.1% of their resources on average to be efficient. 相似文献
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Writing and pseudo‐writing from Internet‐based sources: implications for learning and assessment 下载免费PDF全文
Håvard Skaar 《Literacy》2015,49(2):69-76
In recent years, plagiarism has been on the increase across the Western world. This article identifies Internet access as a contributory cause of this trend and addresses the implications of readily available Internet sources for the teaching and assessment of writing in schools. The basis for the article is a previous study showing a wide incidence of plagiarism in the Internet‐based writing of students in three classes at upper secondary school level in Norway. I relate the students' choices to writing as a cognitive process and as a cultural practice. My basic assumption is that the students' writing is work. It is this work we have in mind when we relate writing to learning and when we assess students' skills on the basis of their written texts. Access to the Internet changes the premises for this work because writing can be replaced by ‘pseudo‐writing’. ‘Pseudo‐writing’ is a work reducing writing practice, which neither excludes nor coincides with what we traditionally associate with plagiarism in schools. The main point in this article is that when students have access to the Internet during essay writing, the result is unavoidably a product of both writing and pseudo‐writing. Internet access thus leads to greater uncertainty about the role writing plays in student learning and makes it more difficult to take written assignments into account in assessing students' school results and effort. 相似文献