Gender, Psychosocial Dispositions, and the Academic Achievement of College Students

Researchers have recently claimed that there are substantial differences in the psychosocial dispositions and academic achievement of male and female college students. To test this proposition, a sample of 854 undergraduate students were selected from a major Canadian Research-1 university. Multiple regression analyses assessed the effects of gender and several other independent variables on coping strategies, academic control, self-esteem, and grade point averages. Few differences emerged between the genders on the psychosocial dispositions or on academic achievement. The results suggest that both male and female students can improve their coping strategies and academic control, which together directly affect their academic achievement.     

海洋高新技术产业化的金融支持:风险投资基金

开发海洋经济在当今世界已成为全球性的战略问题，但是我国海洋产业的发展还处于起步阶段，科技成果的转化率也较低。本文认为融资障碍是我国海洋高新技术产业化迟滞的主因，构建专门面向海洋开发的风险投资基金并完善基金运作的外部环境可以有效化解这一矛盾。     

Is the incremental theory of intelligence a key to students’ motivational engagement? The moderating effects of self-enhancement and self-criticism

The incremental theory of intelligence has been identified as a strong predictor of students’ learning motivation. Recent research has suggested various moderators of its effect. The present study sought to examine the moderating effects of self-enhancement and self-criticism on the relation between incremental intelligence beliefs and students’ motivational engagement. Responses were collected from 440 junior secondary school students in Macau. The results showed that self-enhancement strengthened the effect of incremental beliefs on students’ efforts after a perceived failure. Self-criticism strengthened the effect of incremental beliefs on efforts after a perceived success. The reasons for these findings are discussed and their pedagogical implications elucidated.     

The battle for rap: problems and possibilities in teacher education

This qualitative study examined preservice teachers’ (PSTs’) ideas and beliefs regarding the use of rap for instructional purposes in P-12 classrooms, and the ways in which they proposed to use rap in the teaching of middle and high school social studies. Participants included the instructor of a social studies methods course, and thirteen PSTs enrolled in the course. The findings suggest that PSTs view rap as a phenomenon that must be approached in a careful manner, and that is best suited to content areas other than social studies. The findings also suggest that PSTs’ proposed uses of rap represent P-12 education as an uncritical, teacher-centric endeavor which serves to perpetuate the status quo.     

Principal change leadership competencies and teacher attitudes toward change: the mediating effects of teacher change beliefs

This study investigates the relationship between Principal Change Leadership Competencies, Teacher Change Beliefs and Teacher Attitudes toward Change. A total of 936 teachers from 47 High Performing Secondary Schools in Malaysia completed the survey. Structural equation modelling was applied to test the models. Firstly, the results showed that Principal Change Leadership Competencies was significantly related to Teacher Change Beliefs and implied that if school principals equipped themselves with sufficient Principal Change Leadership Competencies, Teacher Change Beliefs can certainly be enhanced. Secondly, Teacher Change Beliefs was significantly related to Teacher Attitudes toward Change whereby the stronger the Teacher Change Beliefs, the greater the enhancement of Teacher Attitudes toward Change. Thirdly, Teacher Change Beliefs was indeed a total mediator in the relationship of Principal Change Leadership Competencies and Teacher Attitudes toward Change. Put simply, via Teacher Change Beliefs, the impact of Principal Change Leadership Competencies on Teacher Attitudes toward Change was relatively strong as Teacher Change Beliefs greatly facilitated the influence of Principal Change Leadership Competencies on Teacher Attitudes toward Change. Thus, in-depth enhancing Teacher Change Beliefs is one of the effective ways to increase the likelihood of teachers to embrace change. Fourthly, Principal Change Leadership Competencies was more influential than teachers’ self-influence in enhancing Teacher Attitudes toward Change. Therefore, concerted effort must be given to prioritize the continuous development of principal change leadership in effective change management. The study encourages a fresh look at change leadership development and ultimately alters the traditional approach of school principals in managing change.     

论面向21世纪图书馆工作的变革

世纪之交,社会信息环境的变化对图书馆工作提出了挑战.未来的图书馆将向馆藏数字化、手段自动化、服务网络化、馆员知识化等方向发展.目前,应通过转变思想、改变管理模式、抓紧人才培养等措施来推动我国图书馆事业的发展.     

利用层次分析法建构信息服务质量评价体系

建立科学的评价体系,是信息服务质量评价顺利完成和提高评价结果信度和效度的关键。信息服务质量评价是一个复杂的综合问题,层次分析法（AHP）为其提供了一种有效的思路,并具有很强的实践操作性。要准确评价信息服务质量,必须准确确定各指标的权重,确定评价指标权重时应重点考虑指标彼此间重要性的量化。     

试论住宅小区地下车库的权属问题

随着经济快速发展,城市私家车的数量大量增加,住宅小区地下车库已成为稀缺资源.住宅小区地下车库的权属问题成为了大家关注的热点.本文从<物权法>第74条出发,对解决住宅小区地下车库的权属问题上的缺陷和不足进行理论分析,从而提出对规范住宅小区地下车库的权属问题的相应法律建议.     

《管锥篇》对“意”、“象”的创见及其意义——以“意余于象”与“象外见意”为例

意与象是中国古典美学理论的重要范畴之一,在中国绘画理论中占有重要地位.钱钟书先生在<管锥篇.太平广记>中特拈出"意余于象"与"象外见意"两条"艺事要言",发人之所未发,于谈艺赏文之道大有裨益.本文分析了"意余于象"与"象外见意"的内涵,说明了"想象"和"视觉"两个因素在"意余于象"与"象外见意"审美鉴赏中的重要作用,最后论述了"意余于象"与"象外见意"的美学意义.