黑色旅游者行为意向差异研究——以侵华日军南京大屠杀遇难同胞纪念馆为例

黑色旅游地承载着苦难的记忆,不同旅游者可能表现出截然不同的心理和行为。本文通过调查南京大屠杀遇难同胞纪念馆的参观者,试图以重游意愿和推荐意愿为变量对黑色旅游者进行细分,以有针对性地强化黑色旅游在记忆传承和增强国家认同方面的作用。聚类分析得到行为意愿迥异的三类黑色旅游者：态度忠诚型、低重游低推荐型、态度和行为忠诚型。为进一步识别三类黑色旅游者在旅游限制和动机上的差异,结合网络文本分析构建了黑色旅游限制和动机量表,因子分析提取出7个限制因子：“伤痛记忆”、“恐惧和压抑”、“禁忌和文化观”、“缺乏兴趣”、“人际限制”、“时间/距离/信息”和“竞争旅游地”;3个动机因子：“责任与教育”、“社会因素”和“好奇和思考生死”。方差分析显示：旅游动机越强,旅游限制越弱,参观者选择重游和推荐意愿越强,反之亦然。研究发现为黑色旅游目的地管理提供了参考。     

Experimental training of children with attention deficit/hyperactivity disorder

Attention-deficit/hyperactivity disorder （AD/HD） negativelly affects the cognitive and psychomotoric spheres of the pupil＇s social behavior and social adaptation. The review of many studies states that pupils with AD/HD achieve worse learning results because of insufficiently functioning cognitive processess, such as attention, （work） memory, thinking, problem solving, language, small- and large- scale motorics. Behavioral features, exhibited with AD/HD, include low-frustration tolerance, temper problems, persistence, emotional liability, depression, peer rejection, poor self-concept and poor self-esteem. Because of insufficiency of the cognitive processes, the difficulties of social behavior and social adaptation, pupils with AD/HD more often have a dysfunction of pupils＇ role that manifests by learning difficulties and behavior problems. The manifestation of the disorder in the younger school age in the context of children＇s school activities and roles actualizes the exceptional interest of the educational science in the analyzed phenomenon. The search and construction of effective means of socio-educational help for AD/HD primary class pupils should be associated with coordination and adaptation of different effective educational methodologies of different conceptual origin. In order to develop cognitive, psycho-motoric abilities and social behavior of the group of primary class pupils with AD/HD （N=22）, activities of supplementary education were organized after classes （their duration was 6 months）. During the forming experiment, original methodologies were constructed and national and foreign researchers＇ educational methodologies were adapted and tested in new, specific conditions （methods of fairy-tales, correction of cognitive behavior, graphical-logical tasks, games in the sport hall）. Even by relatively rare activities of supplementary education in a homogeneous group of children suffering from AD/HD positive changes of cognitive, psychomotoric sphere, social behavior and social adaptation were achieved.     

The ‘collateral impact’ of pupil behaviour and geographically concentrated socio‐economic disadvantage

Schools in areas of concentrated disadvantage tend to have below‐average attainment, but there is no consensus on why. Mental and behavioural disorders in children are correlated with socio‐economic disadvantage. This paper puts forward the hypothesis that the first phenomenon can at least partly be accounted for by the second phenomenon through the concept of ‘collateral impact’ – collateral impact refers to the effect of externalising or internalising behaviour by a pupil on other pupils' learning and attainment. The argument developing the hypothesis is presented. An analysis of where evidence to support the hypothesis is most likely to be found identifies primary schools in areas of concentrated disadvantage, although testing of the proposed hypothesis would best be conducted by independent researchers to pre‐empt questions of confirmability. Potential implications for policy and practice are discussed, particularly managing difficult group behaviour in primary schools.     

A systematic review of self‐regulation strategies to improve academic outcomes of students with EBD

Self‐regulatory interventions have demonstrated numerous benefits for helping improve the academic performance of students. The purpose of this review was to report on the effectiveness and focus of academic self‐regulation interventions for children and adolescents with emotional and behavioural disorders. Thirty‐six studies published in 35 papers and involving 189 participants met inclusionary criteria. Overall, self‐regulation interventions showed moderate/medium effect size gains [percentage of nonoverlapping data (PND) 75%; standard mean difference (SMD) 2.27; Tau‐U 0.81] across academic subject areas. When assessing the effectiveness of self‐regulation interventions for addressing specific academic content areas, the largest ES gains were observed in reading (PND 93%; SMD 2.13; Tau‐U 0.94), although medium/moderate ES gains were observed in math (PND 71%; SMD 2.08; Tau‐U 0.70) and writing (PND 83%; SMD 2.57; Tau‐U 0.91). Self‐regulated strategy development, self‐monitoring interventions and strategy instruction were the predominant types of self‐regulation techniques implemented by researchers. There was evidence to support a claim of the generalisation and maintenance of findings. Implications, limitations and areas for future research are discussed.     

Changes in the perception of action possibilities while climbing to fatigue on a climbing wall

Abstract

In two experiments we examined changes in the perception of action possibilities as a function of exertion. In Experiment 1, participants repeatedly climbed on a climbing wall in a series of trials that progressively increased in number to 10 trials, resulting in increased exertion. Before and during climbing, the participants judged their maximum reaching height and perceived exertion. On a separate day, participants climbed another 10 trials while performing actual maximum reaches. Higher perceived exertion was associated with decreases in perceived maximum reach while the actual reaches did not decrease. However, the perceptual changes occurred early during task execution when the participants were not yet fatigued. When exertion set in, neither perceived nor actual maximum reaching appeared to be affected. In Experiment 2, we included exhaustion trials. The findings replicated the early changes in perception observed in Experiment 1, which may be explained by hands-on experience with the task. Furthermore, while climbing to exhaustion, perceptual judgements largely changed in keeping with changes in the actual maximum reach. Thus, there appeared to be a functional relationship between participants' actual action capabilities, rather than their state of physical fatigue per se, and perceived action possibilities.     

Changing attitudes and intentions related to doping: An analysis of individual differences in need for cognition

ABSTRACT

Research has shown that athletes’ attitudes towards the use of banned performance-enhancing substances are reliable predictors of their intentions to use these substances, which in turn can be relevant predictors of their actual doping behaviours. Despite the important role played by attitudes and intentions in doping, research analysing how to change those attitudes and intentions is relatively scarce. The present study examined how individual differences in Need for Cognition (NC, Cacioppo & Petty, 1982) influenced doping-related attitude change and subsequent behavioural intentions. Participants were randomly assigned to read a persuasive message either against or in favour of legalising the use of several banned substances, including anabolic androgenic steroids (AAS) and Erythropoietin (EPO). In addition, participants completed the NC scale, and finally reported their attitudes and behavioural intentions regarding the legalisation proposal. As hypothesised, results showed that participants who received an anti-legalisation message had significantly more unfavourable attitudes towards the proposal than participants who received a pro-legalisation message, regardless of NC. However, as predicted, NC moderated the relationship between individuals’ attitudes and their intentions. That is, high-NC participants showed greater attitude-intention correspondence than low-NC participants.     

Computer-based course evaluation: an extended technology acceptance model

This study explored the antecedents of students’ intention to participate in computer-based course evaluation. The study proposed an extended Technology Acceptance Model (TAM) that integrated subjective norm and perceived relevance into TAM. Based on the responses from 149 business school students in Macao, the study identified the direct and indirect effects of subjective norm and perceived relevance on perceived ease of use, perceived usefulness and students’ intention to participate in computer-based course evaluation. The results of structural equation modelling showed that subjective norm had a positive, strong and significant effect on perceived relevance that in turn affected perceived ease of use and perceived usefulness. Besides, subjective norm and perceived usefulness had direct effects on students’ intention to participate in computer-based course evaluation. Thus, subjective norm played a major role in affecting Chinese students’ participation in course evaluation.     

Examining the relationship between perceptions of teaching self-efficacy,school support and teacher and paraeducator burnout in a residential school setting

Despite teacher self-efficacy and burnout’s influence on student outcomes, little research has been conducted on teacher self-efficacy and burnout in residential treatment schools. This study attempts to fill this need by examining the self-efficacy and burnout of teachers and paraeducators in a residential treatment school in the United States. We explore the relationships between educators’ perceptions of school supports and educators’ sense of self-efficacy and burnout Our results revealed that while educators’ perceptions of school supports were not related to educators’ sense of efficacy, there was a significant relationship between educators’ perceptions of school supports and reported levels of burnout. Educators who reported lower levels of school supports had high levels of burnout. We discuss implications for larger studies on this topic and for supporting educator well-being in residential treatment schools.     

基于行为心理的商业步行街景观人性化设计

基于行为心理学,分析了商业步行街"行走"、"休息"、"交谈"3种基本行为心理,并依照人的各种感官感受,论述了商业步行街人性化景观的设计原则、思路和方法。认为商业步行街的外部空间设计,应以人的行为心理为出发点,兼顾地域文化特色,配合地域的自然景观和人文景观,才能在真正意义上做到"人性化"购物环境,从而繁荣商贸经济,体现当代景观的人文关怀。     

Perspectives on a zero-tolerance approach to discipline: towards maintaining a nurturing and secure school environment

Abstract

This article reports on inquiry into school managers’ and teachers’ views on a zero-tolerance approach to managing learner discipline in schools. The study was conducted by way of multiple focus group interviews with selected participants from six inner city schools. Additional (secondary) data were obtained from schools’ code of conduct journals. The data were analysed in grounded theory mode and the main themes of the findings show that the participants are deeply concerned about the way in which disciplinary problems are affecting everyday school life. The participants struggle with applying the democratic principles of the law and reflect on times past when order was supposedly maintained by way of corporal punishment. The study included a section in which participants were asked to converse about the “zero-tolerance” approach to maintaining school discipline. It appears that this is seen as a viable option. Having introduced the notion, the principal researcher, with the other authors, caution such an introduction without coupling it with a school renewal drive that includes counselling and the development of an ethic of care.