国外信息行为模型分析与评价

详细介绍国外有代表性的几种信息行为理论及模型,包括被情报学界认为是研究信息行为的元理论的德尔文(Dervin)的“意义建构”理论及模型、埃利斯(Ellis)的信息查找行为模型、库尔斯奥(Kuhlthau)的信息查找过程模型和威尔逊(Wilson)的信息查找行为模型。在此基础上,从研究角度、研究内容、研究的深度和广度、研究方法方面对4个模型进行对比分析和客观评价,指出4个模型的共同点及不同之处。     

The extended Theory of Planned Behaviour and college grades: the role of cognition and past behaviour in the prediction of students’ academic intentions and achievements

Understanding the underlying processes influencing college students’ academic achievement represents an important goal of educational research. The aim of the present study was to examine the utility of the extended Theory of Planned Behaviour (TPB) and the relative influence of cognitive processes and measures of past behaviour in the prediction of grade intentions and actual grades in the context of higher education. Our results show that perceived behavioural control (PBC), subjective norms (SN) and past grades emerged as significant predictors and were able to explain 41% of the variance in grade intentions, while the influence of cognitive processes (planning and future orientation) was not significant. With respect to the prediction of actual grades, we found that habitual school attendance and past grades explained 26% of the variance in actual grades. Again, the influence of cognitive processes (planning and future orientation) was not significant. The main discussion is centred on the utility of the extended TPB in the prediction of academic achievement and the complex relationship between cognitive processes and past behaviour in predicting human actions in general. Limitations and implications of the study are also discussed.     

Do perceptions of being treated fairly increase students’ outcomes? Teacher–student interactions and classroom justice in Italian adolescents

In this study, we have investigated the associations between the students’ perceptions of teachers’ interpersonal behaviour and some school outcomes – namely, academic achievement, learning motivation, and a sense of class belonging – considering the mediating role of classroom justice. Moreover, the impact of the school type was analysed. The research was performed on a population of 614 Italian students enrolled in 2 different types of secondary school, one with an academic orientation, the other with a vocational orientation. Structural equation modelling (SEM) was used to see the effect of the teachers’ behaviour on the dimensions of justice (i.e., equality, equity, needs, and interpersonal) and that of all these variables on academic achievement, learning motivation, and class belonging. The mediation role of classroom justice was confirmed by the analyses, and so was the impact of the school's orientation. Limitations to the study and future research ideas have also been outlined.     

数字内容传输渠道对消费者行为的影响研究

根据个人理性约束和激励相容约束,基于期望效用理论构造了数字内容消费者行为模型,运用计算机仿真技术分析了消费者的数字内容消费数量及其效用变化情况,研究了数字内容传输分发渠道对消费者行为的影响。研究结果表明：（1）在传统传输分发渠道下,数字内容价格对消费者数字内容消费数量及其效用影响显著,是影响消费者行为的重要因素;（2）在数字化网络传输分发渠道下,会员制收费模式的会员费直接影响消费者效用,按交易量收费模式通过数字内容消费数量间接影响消费者效用;（3）在双重传输分发渠道下,消费者效用和数字内容消费数量均高于上述传输分发渠道。综上可得,双重传输渠道更加符合消费者利益,为了体现消费者日益增强的影响力和主导权,数字内容供应商应该实施双重传输分发渠道策略。     

The state steers by remote control: Standardising teacher education

This article questions whether the teacher training standards, (Department for Education and Employment Circular 4/98) have made it more difficult for teacher educators to help student teachers to become critically reflective teachers. It is suggested that, following the introduction of the discourse of the three 'e's', efficiency, economy and effectiveness and the teacher training standards, teacher 'education' has been transformed into teacher 'training' within an ideology of technical rationality. Four classroom-based episodes are introduced to form the contexts through which the teacher education standards are interrogated. It is argued that these standards ignore important issues to do with equality in the classroom and the relationship between education and the state. Ideas are suggested for teaching sessions using the episodes to encourage the development of a critically reflective perspective amongst student teachers.     

高等学校国家助学贷款中的诚信问题分析

高等学校国家助学贷款是我国政府利用金融手段完善普通高校资助政策体系、加大对普通高校经济困难学生资助力度所采取的一项重大措施。由于国家助学贷款实行的是无担保、靠信用维持的这一特征,从而产生了高等学校国家助学贷款中的诚信困境问题。从非担保机制条件下的国家助学贷款存在先天缺陷、部分大学生的信用意识还不强、个人信用制度不完善、大学生的偿还能力无法真正保证等四个方面对国家助学贷款中诚信困境的原因进行了分析,明确指出反对将助学贷款中的大学生诚信问题妖魔化。另外,还对国家助学贷款信用行为的实现及高等学校在国家助学贷款信用行为实现过程中的主要职能等问题进行了分析与探讨。     

To tag or not to tag? How to support organizing and classifying bookmarks from the Web (¿Con etiquetas o sin etiquetas? Cómo asistir en la organización y clasificación de los marcadores de páginas Web) (¿Con etiquetas o sin etiquetas? Cómo asistir en la organización y clasificación de los marcadores de páginas Web)

ABSTRACT

When searching for information on the Internet, it can be stored in a bookmarking system. The ability to organize this information in such a system depends on one’s own prior knowledge to create an appropriate classification scheme. Providing a classification system for bookmarks might support people with low prior knowledge. Even though different bookmarking systems exist, hierarchical menus and tagging are being most widely used. In the current exploratory study with 95 ninth-grade students, a 2 × 2 between-subjects design was used to investigate the influence of providing classification support (or not) for either a tagging or a hierarchical system. Results showed that despite the low familiarity with tagging systems, using a hierarchical system is not necessarily a better approach than using a tagging system to organize previously found information. Rather, a tagging system seems to yield storage of fewer but higher-quality information sources. The most important conclusion is that, despite the low familiarity with tagging systems, using a hierarchical system was not beneficial over using a tagging system to organize previously found information.     

江西教育学院学生体育行为方式与体质健康的相关研究

通过对体质测试中优秀组和普通组的对比分析,采用文献资料法、问卷调查法、数理统计法对江西教育学院大学生的健康意识、体育行为方式的现状进行了调研,分析他们的健康知识和体育行为方式的异同之处。为本校的体育教学改革提供科学依据,加强体育教学改革的针对性,坚持体育锻炼信念,为培养全面的终身体育意识和养成正确的体育行为习惯打下坚实基础。     

RESEARCH SECTION: The self‐esteem of pupils in schools for pupils with social,emotional and behavioural difficulties: myth and reality

The self‐esteem of pupils has long been regarded as a key variable affecting both pupils' learning and behaviour, although the relationship between the two may not be as strong as many in education have always assumed. In this article, Jeremy Swinson, an educational psychologist and honorary lecturer in educational psychology at Liverpool John Moores University, reports the findings from a study in two parts. Firstly, an examination was made of 35 Statements written by officers from seven different education authorities in the north‐west of England for pupils attending two independent schools that specialise in working with pupils with social, emotional and behavioural difficulties (SEBD). It was found that, of the 35 Statements examined, 34 included self‐esteem as one area of special need. The second phase of the study examined the self‐esteem of 60 pupils in four specialist schools for pupils with social, emotional and behavioural difficulties. The results showed that the average scores for self‐esteem for both the primary and secondary sample were very similar to the scores obtained by previous researchers in mainstream schools. However, it was apparent that more pupils than expected appeared to have either very low or very high self‐esteem. In terms of locus of control, it was found that a large number of secondary pupils had a high score although this was not found to be the case for the primary pupils in the sample. Jeremy Swinson discusses these results and presents his analysis of their implications for teachers, educational psychologists and education officers.     

A Social Development Curriculum: Applying Nurture Group Principles and Practices to Support Socially and Emotionally Vulnerable Children Within Mainstream Classrooms

Rebecca Doyle set up the first nurture group in Thetford Education Action Zone in 2000. In 2001, she published an account of her work to reintegrate pupils from the nurture group into the mainstream of their infant school in the pages of BJSE. In this article, Rebecca Doyle describes how mainstream class teachers requested further support in working with socially and emotionally vulnerable children in their classes using the principles and practices from the nurture group. A social development curriculum was written to support this interest, offering mainstream staff a planning tool to complement their existing schemes of work and to help in the drive to make the curriculum appropriate for every child, regardless of their barriers to learning. This article indicates that mainstream staff are now able to bring the increasing knowledge of nurture group working to the fore in their planning, supporting the development of whole-school nurturing approaches. The social development curriculum has become a well-used document alongside current planning frameworks, supporting staff in meeting the diverse needs of pupils within mainstream classrooms with minimal cost and little additional workload.
In closing her article, Rebecca Doyle argues that the social development curriculum has had a positive impact upon the pupils in her school and upon her colleagues on the staff. She is pursuing her research into nurturing approaches through her membership of the National Nurture Group Network and her studies for a higher degree at the University of East Anglia.