Falling in love and staying in love with science: ongoing informal science experiences support fascination for all children

ABSTRACT

Ages 10–14 mark a period in which children develop a strong sense of whether science is ‘for them,’ a time that typically coincides with the start of middle school in the United States and their first exposure to more rigorous science classes and testing. Experiences with science in and out of school can shape children's motivation to choose science careers or participate in voluntary science classes later on, for better or worse. We explore the hypothesis that children who engage in more informal educational science experiences at the start of this period are more likely than their peers to obtain and maintain interest, curiosity, and mastery goals in science (together forming a construct called fascination). We measured 983 children's fascination with science at the beginning and middle of sixth grade. We found that the children who participated in informal science during this time were more likely to maintain or have greater fascination than at the start. These findings held while also controlling for many potentially confounding covariates and are robust across subgroups by gender and race/ethnicity. Further, the effects are largest for those children whose family generally supports their learning.     

The great neoliberal hijack of collaboration: a critical history of group-based learning in tertiary education

ABSTRACT

This article examines the teaching of collaboration within tertiary education, critiquing the hegemony of a neoliberal mandate. This review of academic literature first identifies the significance of social capital and an intrinsic motivation to collaborate, to theorize how an important and complex graduate attribute (termed here ‘collaborative dexterity’) might be approached by pedagogy. This leads into a historical analysis of research into higher education, revealing how the instrumentalization of collaboration to enhance the private advantage of learners continues to pervade academia’s understanding of collaboration. As higher education transitioned from learning ‘through’ collaboration to learning ‘to’ collaborate, extrinsic motivations for collaboration were promoted further through assessment procedures, maintaining a narrow economic-exchange approach to collaboration. These educational practices inhibit the development of collaborative dispositions, foster self-interest and ultimately limit graduates’ preparation for the needs of collaborative work environments. Moreover, while educational scholarship has extensively explored why collaboration is important and how it may be assessed, much less consideration has been given to how collaboration might actually be taught within diverse disciplinary areas in tertiary education. This suggests an urgent need for further research into how collaboration is taught within tertiary education, in ways that extend beyond a neoliberal conceptualization of collaboration.     

Karasek工作压力扩展模型的实证研究

针对Karasek工作压力模型发展中的问题,采用规范的实证研究方法,运用验证性因子分析和层次回归技术对357份有效数据进行分析。结果显示:Karasek原始模型所提出的转化机制在扩展模型中没有出现;且在复杂工作条件下,工作激励机制出现不兼容现象,以工作控制为代表的内在激励机制与以工作社会支持为代表的外在激励机制不能同时起效。     

基于TAM的百度百科用户参与意向的影响因素研究

基于TAM的模型框架和相关文献,运用结构方程方法,探查了百度百科用户参与意向的影响因素。结果表明:兴趣动机和态度直接影响参与意向;求知动机、互惠动机和易用性感知通过其他变量间接影响参与意向;有用性感知既直接影响参与意向,又通过其他变量间接影响参与意向。各因素按对参与意向的总影响程度从大到小排序为兴趣动机、有用性感知、易用性感知、求知动机、态度和互惠动机。     

Computer-based knowledge of results feedback in different delivery modes: Effects on performance,motivation, and achievement emotions

Immediate Knowledge of Results (KR) feedback at the task level may motivate test takers by showing that their answers matter. Appealing feedback cues may help to prevent negative emotions in lower performers who receive a higher amount of negative feedback. In this experiment, we varied the presence of KR feedback and the feedback delivery mode in a 1 × 5 between-subjects design (i.e., no feedback vs. text, color, sound, or animation feedback) to investigate effects on learning outcomes and affective-motivational measures. Our sample included 661 fifth and sixth graders who solved two computer-based multiple-choice science tests. First, students worked on an 18-item treatment test (with experimental feedback manipulation). Students repeatedly rated their effort, enjoyment, pride, and boredom during the test, as well as their expectancy of success and attainment value after the test. Subsequently, they worked on a posttest (without feedback) that assessed recall and near-transfer learning. All KR feedback conditions significantly increased recall, but there was no evidence for near-transfer learning. Feedback had a significant, negative effect on attainment value, whereas significant interactions between the feedback conditions and students’ treatment performance revealed that feedback effects on several affective-motivational dimensions (i.e., expectancy of success, enjoyment, pride, and boredom) were performance-dependent. Feedback benefited higher performers’ motivation and affect but showed negative effects on some affective-motivational measures for lower performers. The pattern of results indicated that color/sound/animation feedback may have reduced the effect of performance on emotional feedback perception to some extent. However, none of the feedback conditions improved affective-motivational outcomes independent of students’ performance.     

Fostering Learner Autonomy by Strengthening Learners’ Motivation

This paper aims to discus some practical ways to develop the learners’autonomous English learning abilities.After analyzed the motivation problems,the author strengthened learners’motivation through classroom teaching successfully by building good social relations,promoting negotiation,promoting interaction in the classroom and setting up adequate evaluation systems,etc.The author finds that using the content of regular college classroom teaching as a meaningful context for the development of responsibility can enhance the learning effect.The teacher’s guiding role in autonomous learning should never be ignored.Developing autonomous English learning in vocational colleges in China is our long-term pedagogical goal.     

基于深度学习的高光谱图像多标签分类算法

提出一种基于深度学习的高光谱图像多标签分类算法。采用深度学习算法中的堆叠降噪自动编码器方法对每个像素的深层特征进行抽取,该方法可以有效表现高维特征空间中的非线性混合像素。使用多标签逻辑回归方法为每个像素预测并分配多个类标签。通过对合成数据和实际高光谱数据的大量对比实验,实验结果表明:该算法能够有效地为高光谱图像的像素精确地分配多类标签。     

薪酬满意度的维度及其作用研究评述

首先对薪酬满意度的概念及维度进行文献回顾,对比不同文化背景下薪酬满意度的维度差异,然后从个体与组织层面分别对其作用效果进行评述。最后,根据现有研究成果对未来在我国开展薪酬满意度研究的内容和方向进行了展望。     

谈唐代隐士的隐逸动机与归隐之路

唐代存在着许许多多的隐逸之士,这些隐士们很多本身就是文士.他们的隐逸状况多有不同,有一心一意坚定不移的纯隐,也有半路出家的隐者,也不无先隐后仕或先仕后隐,乃至亦官亦隐者.他们的隐逸动机以及走上隐居的道路是多种多样,难于一概而论的.对于隐者的隐逸动机与归隐之路的探索与认识,有助于我们认识有唐一代的文士和隐者,并且对于探讨这一类人群所产生的社会原因,分析他们隐逸的思想与心理状态是必要而不无裨益的.     

英语习语翻译中的异化和归化

英语习语浓厚的文化特征决定了异化和归化是英语习语翻译中互为补充不可或缺的两种方法。异化能很好地保留原语文化和形象，归化能很好地传达原语寓意和精神。二者各具特色，各有用途。译者要用辩证的眼光看待这两种处理方法，根据具体语境把握分寸，灵活运用。