城市游客旅游服务感知、满意度与行为意图的影响关系研究

优质的服务质量是旅游目的地参与市场竞争的重要手段,而游客对旅游服务的感知会影响其满意度和行为意图.本文以国内休闲度假城市厦门为案例地,利用因子分析、多元回归方法,探讨游客旅游服务感知维度及其表现,以及各个维度对游客目的地满意度和行为意图的影响.结果显示,厦门市游客旅游服务感知共有 "接待服务"、"公共服务"、"景区服务"和"娱乐服务"四个维度,其中,"接待服务"、"景区服务"和"公共服务"对游客目的地满意度均有显著影响,而只有"公共服务"和"娱乐服务"两个维度对游客的重游行为和口碑传播行为有显著的影响,并且"公共服务"对游客目的地满意度和行为意图的影响作用较大.     

The effect of goal-setting prompts in a blended learning environment—evidence from a field experiment

Previous literature has shown that task-based goal-setting and distributed learning is beneficial to university-level course performance. We investigate the effects of making these insights salient to students by sending out goal-setting prompts in a blended learning environment with bi-weekly quizzes. The randomized field experiment in a large mandatory economics course shows promising results: the treated students outperform the control group. They are 18.8% (0.20 SD) more likely to pass the exam and earn 6.7% (0.19 SD) more points on the exam. While we cannot causally disentangle the effects of goal-setting from the prompt sent, we observe that treated students use the online learning platform earlier in the semester and attempt more online exercises compared to the control group. The heterogeneity analysis suggests that higher treatment effects are associated with low performance at the beginning of the course.     

Rethinking the intention to behavior link in information technology use: Critical review and research directions

Extant research on technology acceptance has devoted considerable attention to the relationship between behavioral intention (BI) and system use (SU) over time. However, the empirical results have been mixed—studies have found BI to both influence and not influence SU. Studies that examined the BI→SU relationship have employed different research models and research designs. Prior research models have examined direct effects on SU, indirect effects on SU through BI, the moderator effects on BI→SU, and the mediating role of BI in BI→SU. Studies have employed different types of respondents, information technologies, geographic regions, voluntariness, and measurement designs. This study proposes that such differences in research models and designs contribute to the mixed results for BI→SU, and reports a meta-analysis of findings reported in 113 prior studies along with a critical review of the BI→SU relationship. While no significant differences were found in the results for the BI→SU relationship across various research design characteristics, this study finds that the measurement of SU has been conflated with future and current or past behavior, direct and indirect effects on SU impact BI→SU, BI is modeled to fully and partially mediate the effects of other variables on SU, and moderators for the BI→SU relationship may be necessary. This study identifies several directions for future research and underlines the need to rethink the link between BI and SU.     

A micro-perspective on students’ behavioral engagement in the context of teachers’ instructional support during seatwork: Sources of variability and the role of teacher adaptive support

Despite increased acknowledgement of the significance of situational factors to engagement, engagement is traditionally seen as a student characteristic. In this study, we investigated to what extent variation in observational measures of behavioral student engagement during seatwork is due to students versus teachers, teacher-student dyads, or situational (i.e., variation in time) effects. Additionally, we studied whether adaptive support during teacher-student interactions contributes to student engagement following that interaction. A cross-classified multilevel analysis of 324 video- and audio-recorded secondary school teacher-student interactions showed that situational factors and error were the strongest source of variability in student engagement. Other than expected, teacher-related and dyad-related variability were limited. Although behavioral engagement after teacher-student interaction was significantly higher than pre-interaction student engagement, higher post-interaction levels were not related to the level of adaptive support provided during the teacher-student interaction. These findings imply that situational factors deserve more attention in engagement research, for example by investigating what situational factors contribute to engagement. For teachers, the time-variant, situation-dependent nature of engagement opens up valuable opportunities to actively design optimal learning situations.     

从行为科学看马俊仁的运动队管理

马俊仁的管理确实是成功的，他以军人的风范和纪律训练着一群“特种部队”。但也应该看到，马俊仁的成功只是在一个特定社会和文化传统的背景下，依据运动项目自身发展规律而采取的一套成功管理的典范。从行为科学的角度看，这并非是现代管理理论的体现，更不能成为放之四海而皆准的金科玉律，如果简单效仿、照猫画虎，无疑会陷入泥潭、走进误区。     

A study of associations among attachment patterns,maltreatment, and behavior problem in institutionalized children in Japan

The present study investigates the relationships among children's history of maltreatment, attachment patterns, and behavior problems in Japanese institutionalized children. Twenty-nine children (12 boys and 17 girls) from three different institutions in the Kinki area (Western part of Japan) participated in this study. Their average age was 6. 41-years (ranging from 4 to 10). Thirteen of the children (44.8%) had history of maltreatment before they were institutionalized. Children's attachment was assessed by the Attachment Doll Play Assessment (George & Solomon, 1990, 1996, 2000). The child’s main caregiver answered the Child Behavior Checklist (CBCL; Archenbach, 1991) to identify children's behavior problems. Results indicated a significant relationship between maltreatment history and attachment pattern. The relationship between attachment pattern and behavior problem was also confirmed. Implications and limitations of this study were discussed.     

Contexts of reading instruction: Implications for literacy skills and kindergarteners’ behavioral engagement

This observational study examined kindergarteners’ (n = 170) exposure to literacy instruction in their classrooms (n = 36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed, CM), and the content focus (basic skills such as teaching letters and their sounds, or meaning-focused such as discussing a book); children's behavioral engagement and off-task behavior were also coded live five times over the year. Word-reading and phonological awareness skills were assessed in fall and spring. Hierarchical Linear Modeling results indicated that kindergarteners with lower initial skills gained more in word-reading, but not phonological awareness, when they were exposed to relatively more time in TM basic skills instruction. In contrast, more time in CM meaning-focused instruction did not interact with initial skills to predict either outcome. Engagement analyses indicated that students were more likely to be off-task in CM than in TM contexts. Children who spent more time off-task during TM contexts had lower spring scores on both outcomes. Discussion explores the implications of this work for both literacy learning and behavioral engagement in the transition year of kindergarten.     

广西中小学生心理与行为问题调查及体育干预对策研究*

通过问卷调查法、访谈法、数据分析法全面调查当前广西中小学生主要的心理及行为问题,探寻各年龄段中小学生存在厌学、注意力不专注、多动、沉迷网络游戏、早恋、逆反、考试压力等主要问题发生的规律;立足广西中小学生心理健康教育所面临的机制、经费、课程、活动、条件等发展瓶颈,研究通过健全体机制、加强心理健康教育以及体育教学、游戏、运动竞赛活动等手段进行干预,应用体育运动项目的多样性解决多种心理和行为问题,促进学生身心健康发展。     

“你V”类话语标记的使用倾向及相关问题

文章从句法环境和语用功能两个方面分析了“你V”类话语标记的使用倾向,认为这些差异在一定程度上是受到语义俯瞰的制约和影响.话语标记的使用倾向反映出其语法化程度的高低.总体而言,“你V”的语法化程度从高到低依次为：“你看”＞“你说”＞“你想”＞“你知道”,这一结果是由“V”的表义功能、“V”的词性类别、“你V”的适用语体以及“你V”的音节数目等因素的共同作用造成的.