试析农民离村与乡村观念变革--以20世纪20-30年代的江苏为例

20世纪 2 0— 30年代是近代农民大规模离村的重要时段。本文选取兼具普遍性和典型性的江苏作为考察对象 ,试图从离村对农民传统价值观的冲击以及对农民宗法、家庭观念的改塑等方面 ,来探析农民离村与近代乡村传统观念变革之间的关系 ,并以此透视农民在现代化道路上的多重复杂心态及其社会心理转变。     

Multidimensional Linking: Four Practical Approaches

This paper introduces and evaluates four practical multidimensional linking procedures that are based on the theoretical framework recently proposed by Davey, Oshima, and Lee (1996): (a) the Direct method, (b) the Equated Function method, (c) the Test Characteristic Function (TCF) method, and (d) the Item Characteristic Function (ICF) method. The evaluation was conducted using simulated data. As anticipated, the competing procedures yielded different linking parameter estimates. The TCF and ICF methods were found to be more stable and recovered the true linking parameters better than the other two methods. Furthermore, all procedures were found to be acceptable under almost any of the minimization criteria and offered dramatic improvement over not linking at all. It is recommended that the choice of a linking procedure should depend on the purpose of linking.     

Taiwanese Grandmothers: Strengths and Learning Needs as Perceived by Grandmothers,Mothers, and Granddaughters

The purposes of this study were to (a) determine how three generations of females from the same families perceived the grandmothers, (b) identify strengths and learning needs of the grandmothers, and (c) recommend guidelines and curriculum themes to assist the grandmothers in adjusting to change. The 348 Taiwanese subjects included grandmothers (n = 116), mothers (n = 116), and teenage granddaughters (n = 116). Subjects completed a Mandarin version of the Grandparent Strengths and Needs Inventory. Each generation reported favorable ratings for grandmothers on the frustration, difficulty, information needs, and satisfaction scales. Unfavorable ratings were given for the teaching and success scales.     

Children's and adults' evaluation of the certainty of deductive inferences,inductive inferences,and guesses

Two experiments investigated kindergarten through fourth-grade children's and adults' (N = 128) ability to (1) evaluate the certainty of deductive inferences, inductive inferences, and guesses; and (2) explain the origins of inferential knowledge. When judging their own cognitive state, children in first grade and older rated deductive inferences as more certain than guesses; but when judging another person's knowledge, children did not distinguish valid inferences from invalid inferences and guesses until fourth grade. By third grade, children differentiated their own deductive inferences from inductive inferences and guesses, but only adults both differentiated deductive inferences from inductive inferences and differentiated inductive inferences from guesses. Children's recognition of their own inferences may contribute to the development of knowledge about cognitive processes, scientific reasoning, and a constructivist epistemology.     

Korean EFL teachers’ perceptions of the impact of EFL teacher education upon their classroom teaching practices

This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected from these interviews. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes. This study ends with a discussion of the implications of these findings.     

Extrovert and Lonely Individuals’ Social TV Viewing Experiences: A Mediating and Moderating Role of Social Presence

Social TV viewing is generally understood as a simultaneous act of watching TV and engaging in communication about the TV program with other TV viewers connected online. In response to the increasing popularity of this new TV viewing practice, the current study examined how individuals’ extrovert personality and loneliness influence social TV viewing experiences through the theoretical notion of social presence. An online survey was completed by 330 individuals. Results demonstrated that extrovert personality positively influenced social TV viewing experiences; it is important to note that this relationship was mediated by social presence. Loneliness itself was negatively related to social TV viewing experiences; however, this relationship was moderated by social presence. Specifically, when lonely people felt strong social presence, they enjoyed social TV viewing experiences. The findings provide theoretical implications for social TV research, the dynamic role of social presence, social enhancement model, and social compensation model.     

Who gets the best grades at top universities? An exploratory analysis of institution-wide interviews with the highest achievers at a top Korean University

This study explores what makes high achievement at a top university in order to gain insights into college learning. For this purpose, institution-wide in-depth interviews were conducted with the 45 highest achievers (GPA of 4.0/4.3 or higher) at a top Korean university, and the interview data were primarily analyzed qualitatively to investigate in-depth determinants. The results revealed that these highest achievers share the following specific cognitive, motivational, and self-regulation strategies: (1) they recorded all of the information provided in class; (2) used a motivational regulation strategy rather than motivation itself; and (3) were highly managerial in their cognition, emotions, physical condition, time management, and interpersonal relationships. These findings were verified by quantitative data obtained from online surveys of 1,111 students at the university. Critical implications and suggestions, such as institutional support, evaluation criteria, cultural differences, and other related issues, were discussed.