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ABSTRACTThis article explores four critical factors in the determining of regional and remote school students’ intentions to progress to university. Three of these factors are based on the theory of planned behaviour (TPB): students’ attitudes, the opinions of their significant others (social capital), and students’ perceptions of control. A fourth factor, students’ knowledge about university, is also examined, extending the TPB. The research model tested used the responses of a survey of 620 school students from remote and regional areas in New South Wales, Australia. Results show that students’ attitudes towards university and perceptions about social capital are the most important predictors of their intentions to progress to university. In addition, students’ knowledge about university was found to be a significant contributor to students’ attitudes and perceptions of control. 相似文献
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W. T. Walton 《International journal for the advancement of counseling》1988,11(4):283-291
Problems confronting single mothers in their relationships with their sons is challenging. Among the factors affecting this relationship are the dualities relating to personality types as described by the Myer-Briggs Type Indicator and the Communication/Behavioral Styles as described by the Gregorc Style Delineator. These instruments and their findings are discussed in the paper.The paper also looks at the problem that can arise in a relationship caused by the dynamics in different personality types and communication/behavior styles. Specific emphasis is given to the single mother-son relationship. Such dynamics as the effects of strong dominant types or styles on the relationship, differences and similarities in types and styles, the effects of the lack of significant male models in a child's life are also discussed. 相似文献
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Neil Walton 《The International Journal of Art & Design Education》2019,38(4):832-839
In the 1960s Anton Ehrenzweig devised an experimental course for school art teachers based on his deep knowledge of British psychoanalytic theory, especially Melanie Klein’s ideas of projection and introjection. Ehrenzweig’s early advocacy for the idea of an artist teacher, which formed a key element of his Art Teachers Certificate course at Goldsmiths, could be seen as ahead of its time, anticipating some of the ideas and practices of the past couple of decades. However, his claim that good teachers use their pupils as a medium for the teacher’s own creativity raises ethical questions that still resonate today. In this article, I will draw out some comparisons between Ehrenzweig’s theories of creativity and art education, and recent writing on the artist teacher. I will consider ways in which Ehrenzweig’s development of Kleinian psychoanalytic theory can both complement and challenge current thinking about the merging and differentiation of artist, teacher and student identities. 相似文献
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James Shedlock Michelle Frisque Steve Hunt Linda Walton Jonathan Handler Michael Gillam 《Journal of the Medical Library Association》2010,98(2):98-104