排球教练员人格特征与执教效能关系的研究现状和分析

在近二十年文献资料的基础上,综合、分析了心理学、运动心理学、社会心理学、人格心理学等领域有关人格、领导行为的研究成果,详细查阅、借鉴和记录了有关运动员、教练员在人格特征、执教效能方面的科研成果,旨在帮助我国排球教练员了解自身,提高从业水平,为排球教练员队伍的建设提供理论和实践依据。     

云南边疆中学优秀教师与一般教师教学效能感研究

采用问卷法对718名云南边疆中学的优秀教师与一般教师的研究发现:优秀教师与一般教师的教学效能感存在显著的差异;优秀教师的总体教学效能感以及个人教学效能感,一般教学效能感均高于一般教师;边疆少数民族地区的优秀教师、一般教师与内地的专家型教师、新手型教师的教学效能感存在着共同性与差异性;不同的民族、性别对优秀教师、一般教师教学效能感的影响并不显著。     

把握放松机理提高八极拳功效

八极拳是我国的优秀拳种之一，在我国武术界别具一格，独树一帜，以其雄健刚猛的风格和独特多变的技击特点而享誉海内外，素有“文有太极安天下，武有八极定乾坤”之称，文章就如何提高八极举的功效提出了新的见解。     

浅谈自我效能理论及其在教育领域中的研究实践

自我效能理论是班杜拉的社会学习理论体系的有机组成部分之一,也是学术界研究的一个热点问题.在教育教学改革不断深化的今天,自我效能理论作为一种新颖独特的学习动机理论,已被纳入到教育领域的各个方面,对指导教学实践发挥了重要作用.     

Preservice science teachers’ collective efficacy in a science methods course

This study investigated how preservice teachers develop collective efficacy when preparing lesson plans for a science methods course, and how this collective efficacy changed over time. The data were collected from four preservice science teachers working in a group to fulfil the requirements of the course. Findings revealed that four factors, including collaborative work, sharing the same goal, attitudes towards group work and group cohesion, played an important role in the development of collective efficacy among preservice teachers. The study also showed that collective efficacy improved continuously over the semester.     

Vocational Expectations and Self‐Stigmatizing Views Among Collegiate Recovery Students: An Exploratory Investigation

Collegiate recovery programs (CRPs) provide support for students in recovery from substance use disorders. Little research exists examining factors relevant to this population, making it challenging to prioritize recovery and educational goals. This study used a national sample (N = 80) of students involved in CRPs to investigate the relationships among self‐stigma, quality of life, psychological health, and vocational expectations. A regression model revealed these factors to explain 34% of self‐stigmatizing views in this sample.     

高校师生心理契约中教师期望效应的实证研究

将高校教师与学生两个群体作为心理契约主体,开发一套测量心理契约的量表。运用T检验、相关性分析等方法,分析师生的调查数据,验证了高校师生心理契约中教师期望效应,解决了双向视角心理契约内容非唯一性问题。     

对提高大学英语教育效能的思考

对大学英语教学进行评价的目的,并非在于评价教学效率的高低,应当用教学效能评价观代替教学效率评价观,要提高大学英语教学效能.大学英语教育的目标应体现"师夷长技以制夷"的价值取向,体现以英语为专业发展之工具的课程价值观.为此应改革大学英语教育模式,合理构建"环境英语 基础英语 专业英语 双语教学"即所谓 "一个环境三个阶梯"的英语教育模式.     

Contextualizing Teacher Efficacy in a High-Performing System: A Research Agenda

Drawing from Albert Bandura’s social cognitive theory, Tschannen-Moran, Woolfolk Hoy and Hoy (1998) proposed an integrated model of teacher efficacy to aid the understanding of this complex construct. This framework, despite its richness and usefulness in framing teacher efficacy research within the education landscape, is barely examined in the Southeast Asian education context. Acknowledging that teacher efficacy is a context-specific construct, this article discusses three defining features of the socio-cultural context in Singapore, including diversification of curriculum, high-stakes examinations and the culture of collectivism. We argue that these three features present a unique culturally appropriated perspective on the interpretation of Tschannen-Moran et al.’s integrated conceptual framework. These contextual characteristics and their implications to choices of methodological inquiries need to be considered in the application of this influential framework to teacher efficacy research across subject matters, levels and academic streams in Singapore as well as other education systems that share similar socio-cultural backgrounds.     

论教师教学效能感对师范生自我效能感的影响

教师教学效能感是教师素质的核心，通过提高教师教学效能感培养师范生的准教师教学效能感，对研究如何培养跨世纪的教师队伍具有现实意义。文章讨论了教师自我效能感形成与发展、影响教师教学效能感的因素、教师教学效能感对师范生教育信念、教育策略的影响。