Sources of self-efficacy of community college students enrolled in developmental mathematics

The need to improve student success in community colleges has resulted in a growing interest in developmental mathematics. Yet there remains a need to understand the motivations and beliefs of developmental mathematics students in order to cultivate their success. Self-efficacy has been identified to be a predictor of student success. Little is known about the antecedents or sources of self-efficacy of students enrolled in remedial courses at community colleges and how their self-efficacy can be bolstered through such courses. An instrument was developed to measure sources of mathematics self-efficacy and was originally tested with middle school students. Using a sample of 439 students, it was found that a scale which measures sources of self-efficacy is psychometrically acceptable for adults completing mathematics remediation. Our results indicated that the four theorised sources of self-efficacy explained a large percentage of the variance in mathematics skill self-efficacy for our sample. As hypothesised by others, mastery experiences was the best predictor of self-efficacy but all sources influenced mathematics skills self-efficacy.     

不同的人生经历 不同的改革思维——论邓小平与戈尔巴乔夫对80年代中苏改革的影响

20世纪80年代邓小平和戈尔巴乔夫在中苏两国进行了前所未有的改革,给世界带来震动。由于两人的政治生涯及人生经历有显著的不同,因而改革的思维和方式迥异。邓小平“三落三起”的人生经历使其采取了渐进式的改革,取得了巨大成功;而戈尔巴乔夫一帆风顺的仕途使其采取了激进式的改革,导致了苏联解体。两种截然不同的改革结果,令人深思。     

《红楼梦》中凤姐变态心理形成的原因及其表现

王熙凤是红楼中的女强人形象 ,但她的所作所为却表现出了一种变态心理 ,探究原因发现封建的特权家庭培养了她的性格 ,又压抑了她 ;特殊的生活经历成就了她的性格 ,也纵容了她。这些造成了她敏感、多疑、嫉妒、狠毒、冷酷、报复等行为。     

美国科研型实验室的管理经验

从实验室的行政管理、设备管理、人员管理和学术管理等方面介绍美国科研型实验室的管理形式,提出值得我国科研型实验室管理借鉴的经验.     

梁启超中西合璧学术思想的形成历程——基于文化传播视野的解读

近代以来的文化传播赋予了言论界骄子梁启超学术经历“多变”的性格。这种传播的演进从某种意义上说亦是梁启超中西合璧学术思想的形成历程,从启蒙教育到戊戌维新是梁启超中西合璧学术思想的肇始阶段;以1902年为界标,梁启超中西合璧学术思想开始形成;梁启超中西合璧学术思想的成熟期当在其欧洲游历后。     

安徽农村改革的历程、主要经验与当代启示

安徽农村改革经历了改革预演和改革起步、缓步推进、加速推进、全面推进四阶段。其主要经验是:尊重农民首创、干群密切互动是推动农村改革发展的力量源泉;保障农民利益、维护农民权利是农村改革的出发点和落脚点;坚持市场化取向、注重体制创新是激发农业活力的有效途径;着眼发展大局、注重统筹谋划是促进农村全面发展的成功战略;立足本省实际、力求因地制宜是发展特色农业、提升农村活力的重要保证。其当代启示是:坚持从农村生产力实际出发是农村改革成功的前提;坚持以农民为本是农村改革成功的根本保证;坚持党的正确领导是农村改革成功的关键。     

基础教育与民族精神的弘扬和培育

民族精神的弘扬与培育是基础教育的重要任务。深化素质教育改革,应以民族精神教育作为重要突破口。中小学开展弘扬和培育民族精神教育应坚持育人为本、重在实践的原则,深入贯彻素质教育理念,在内容、方法、手段等方面积极探索创新,以提高教育实效。     

论李贺对《楚辞》的接受

李贺对《楚辞》有一种特殊的兴趣与偏好,他与屈原相似的遭遇、相似的现实语境,使他在情感上容易与屈原产生共鸣,这是他对《楚辞》接受的主要原因,与此同时,还与韩盂诗派对《楚辞》的继承有一定的关系。     

Maternal adverse childhood experiences,attachment style,and mental health: Pathways of transmission to child behavior problems

BackgroundInvestigations have found mothers’ adverse childhood experiences (ACEs) confer an intergenerational risk to their children's outcomes. However, mechanisms underlying this transmission have only been partially explained by maternal mental health. Adult attachment insecurity has been shown to mediate the association of ACEs and mental health outcomes, yet an extension of this research to children's behavioral problems has not been examined.ObjectiveTo examine the cascade from maternal ACEs to risk for child behavioral problems at five years of age, via mothers’ attachment insecurity and mental health.Participants and settingParticipants in the current study were 1994 mother-child dyads from a prospective longitudinal cohort collected from January 2011 to October 2014.MethodsMothers retrospectively reported their ACEs when children were 36 months of age. When children were 60 months of age, mothers completed measures of their attachment style, depression and anxiety symptoms, and their children's behavior problems.ResultsPath analysis demonstrated maternal ACEs were associated with children's internalizing problems indirectly via maternal attachment avoidance, attachment anxiety, and depression symptoms, but not directly (β = .05, 95% CI [−.001, .10]). Maternal ACEs indirectly predicted children's externalizing problems via maternal attachment avoidance, attachment anxiety, and depression. A direct effect was also observed from maternal ACEs to child externalizing problems (β = .06, 95% CI [.01, .11]).ConclusionsMaternal ACEs influenced children's risk for poor behavioral outcomes via direct and indirect intermediary pathways. Addressing maternal insecure attachment style and depression symptoms as intervention targets for mothers with histories of ACEs may help to mitigate the intergenerational transmission of risk.