Students’ Perspective into the Apathy and Social Disconnectedness They Feel in Undergraduate Business Classrooms

Apathy and social disconnectedness among undergraduate business students remain poorly understood and under‐researched—despite evidence that they produce an adverse impact on learning‐related outcomes. Qualitative research was initially conducted among a sample of undergraduate business students to identify the antecedents and learning‐related consequences of apathy and social disconnectedness, develop grounded definitions, hypotheses, and scales. This was followed by a survey that aimed to test a conceptual model that emerged from qualitative data. The study finds evidence to suggest that high levels of anxiety among students antecedes social disconnectedness and powerlessness, which trigger apathy or the lack of caring about being a student or attending college. These psychosocial problems are severe enough, the study finds, to adversely impact the quality of students’ learning experiences. Implications for new thinking and research are discussed, and implications for improving instruction are derived from the findings.     

Examining the contribution of student anxiety and opposition-defiance to the internal dynamics of affective,Cognitive and Behavioural Engagement in Math

Anxiety and opposition-defiance in children are negatively linked to their classroom performance. However, little is known about the additive contribution of these difficulties on student engagement in math, especially in children living in low-income neighbourhoods. Using a sample of 460 students from grades 3 to 5, this study examines whether the link between student anxiety and opposition-defiance at the beginning of the school year and their affective, cognitive, and behavioural engagement in math by the end of the subsequent school year is mediated by shorterterm level of engagement. Results of the path analyses suggest that anxiety and opposition-defiance can predict a hierarchically structured downward spiral in student engagement. Such result is worrisome, given that fostering and honing good social, emotional, and cognitive academic skills in children forecast personal and economic success during the life course. Implications for theory and practice are discussed.     

Student teachers’ feelings of anxiety and exhaustion: can self-regulated learning skills function as an antidote?

This study examines first-year student teachers’ (N?=?310) self-evaluated, study-related anxiety and exhaustion, and self-regulated learning (SRL) skills. Our presumption is that feelings of anxiety and exhaustion can be reduced with cognitive and motivational SRL skills. The association of cognitive and motivational SRL skills with feelings of anxiety and exhaustion were analysed with multiple multivariate regression analysis. The results indicate that high time- and study-environment management strategies and high self-efficacy beliefs reduced experienced feelings of anxiety and exhaustion. In addition, effort regulation had a reducing effect for anxiety. However, high extrinsic goal orientation predicted higher levels of anxiety and exhaustion and high task value predicted higher anxiety among student teachers. Particularly, female students had a stronger tendency to experience anxiety and exhaustion. The implications of the results for higher education and for teacher education are discussed.     

An evaluation of a group CBT programme for children with a diagnosis of autism spectrum disorder in a school age disability service

Research has shown that rates of clinical anxiety levels are higher among young people with an ASD than their typically developing peers. This study conducted an exploratory investigation into the impact of a specifically tailored CBT group programme on anxiety levels in young people with ASD. The 12 week CBT programme was delivered to 12 children with a diagnosis of ASD in a children’s disability team in Ireland. An embedded mixed methods design was utilised and inferences were drawn by collecting and analysing quantitative and qualitative data separately. Findings indicate CBT can be delivered successfully to a group of children with ASD. As is the nature of an embedded design, quantitative findings are reported as supportive evidence for the qualitative findings of this study. The positive preliminary findings suggest a rigorous, large scale evaluation is needed to determine the overall effectiveness of the programme with this population.     

《通鉴》“臣光曰”的内涵和忧思

《资治通鉴》之所以博得古今称赞,关键在于其能于浩如烟海的史事中择取有关国家兴衰、生吵民休戚之事,以古鉴今,垂训将来.其中一百一十九篇“臣光曰”,作为全书的重要组成部分,使全书的历史叙事提升到理性认识.它的丰富的内涵与深刻的忧思,成为后世理解全书、认识历史的关键.     

高职院校理工类学生语言焦虑现状的实证研究

本文以某高职院校两种理工类专业学生为研究对象,利用Horwitz et al（1986）的外语课堂学习焦虑度测量表（FLCAS）,深入研究高职学生外语学习焦虑情况。研究表明,高职理工类学生的焦虑度偏低,英语课堂学习焦虑与专业有统计意义上的显著性差异。     

背景音乐缓解口语课堂焦虑初探——以一个6人辅导班为研究个例

口语是英语学习的重要组成部分,过高的心理焦虑会影响英语学习者的口语输出。恰当的背景音乐能很好缓解焦虑,可作为一种课堂辅助教学手段,帮助提高学习者英语口语能力。     

中学生状态-特质焦虑问卷调查及分析

以状态-特质焦虑问卷(STAI)为研究工具,采用分层随机抽样方式对兰州市4所中学546名中学生进行了问卷调查.结果表明:各个年级在状态焦虑(SA)及特质焦虑(TA)两个因子上差异显著;男女生在上述两个因子上差异不显著.对各个年级有针对性地采取教育措施,可以更好地提高学生的心理健康水平.     

情感因素对大学英语大班教学影响之实证研究

情感在语言教学中起着重要的作用。我国大学英语教学普遍使用大班授课形式,忽视了情感因素对语言学习的影响．大学英语教学存在严重的知情分离现象。为了探讨情感因素对大班英语教学的影响,此次实证研究选取了自尊,动机和焦虑三个情感因素进行了对比实验。通过测试调查问卷方式收集了实验班与控制班相关数据并进行了分析与讨论。