高校后勤甲乙方管理效能提升之管见

我国多数高校后勤实施甲乙方管理体制,处理好后勤中甲乙方关系,为高校教育科研提供必要的基础保障非常重要.本文简要分析了高校甲乙方管理运行中存在的问题,并对提高甲乙方后勤管理运作效能提出了明确甲乙双方的地位和职责、使命和责任,科学界定双方的职责权限,坚持姓“教”,遵循经济效益和社会效益兼顾原则,建立科学的后勤监督考核体系,增加培训投入,提升管理能力等建议.     

国外网络政治参与研究述评

网络政治参与是当前学界比较关注的热点课题。本研究梳理了国外学者对网络政治参与的研究,通过对文献的梳理描绘出网络政治参与的主体,并从社会资本、政治效能和政治兴趣三个方面系统地归纳西方学者对网络政治参与影响因素的研究。网络政治参与和线下政治参与的关系也是本研究考察的重点。其目的在于为完善和丰富我国网络政治参与的理论和实践提供借鉴。     

自我领导与个体创新行为：一般自我效能感的中介作用

 摘要：国外大量研究证实,自我领导对个体绩效和行为具有积极的影响作用。然而,我国学者在自我领导有关研究方面几近尚未涉足。文章基于自我领导概念及其相关理论,通过实证研究的方法,验证了自我领导对个体创新行为具有显著的正向影响,并进一步运用结构方程模型,首次证实了在自我领导影响个体创新行为的过程中,一般自我效能感具有部分中介作用。     

Empowering teams through social network ties

Effective teamwork and knowledge coordination are becoming increasingly important for all kinds of organizations given the growing use of teams to tackle competitive challenges and sustain competitive advantage. In this study, we develop and validate a model of how two types of social network ties – expressive and instrumental – contribute to team efficacy and performance, mediated by three dimensions of a transactive memory system (TMS) – specialization, credibility and coordination within teams. We test the model in an empirical study drawing on data from 66 teams in a variety of organizations. The results suggest that both instrumental and expressive ties within teams can facilitate the formation of TMS and the three dimensions of TMS are all, even though to different extents, positively related to team efficacy. Team efficacy is also a powerful predictor of team performance. The findings in our study bridge the literature gap about social networks and TMS and explain the underlying process and mechanisms by which social network ties exert their influence on team outcomes. The results have implications for organizations that wish to leverage teams to take advantage of team members’ differentiated expertise and coordinate their work more effectively and efficiently.     

阿立哌唑治疗精神分裂症的血药质量浓度与临床效应关系

建立反相高效液相色谱法测定阿立哌唑血药质量浓度的方法,并研究其临床疗效及副作用的关系．采用Herpesil ODS C18柱（250rnm×4．0mm,5μm）,流动相为V（甲醇）：P（水）=85：15,流速1．0mL／min,检测波长254nm,测定阿立哌唑的线性范同为25～800ng／mL,r=0．99147,平均加样回收率97．66％．用PANSS量表和TESS量表评定药物疗效和副反应,阿立哌唑的血药质量浓度与临床疗效呈显著性相关,与副作用无相关性．     

Collaborative learning in pre‐service teacher education: an exploratory study on related conceptions,self‐efficacy and implementation

In this study, the actual position of collaborative learning (CL) in teacher education is examined. One hundred and twenty teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models and conceptions related to CL. The self‐efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as a teaching strategy for primary school children; however, student teachers do not prefer to collaborate themselves during their learning process. Student teachers’ self‐efficacy towards the use of CL is moderate. Collaborative learning is implemented once in a while in teacher education, and student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice.     

Is the motivation to become a teacher related to pre‐service teachers’ intentions to remain in the profession?

This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming teachers and focused on the distinction between adaptive motives, which promote lasting and effective engagement, and maladaptive motives, which promote superficial engagement. We examined the relationships with teacher self‐efficacy, the quality of the teacher training programme, classroom teaching experiences and the time pre‐service teachers expect to spend in the profession. The analyses indicated that female pre‐service teachers and pre‐service teachers with higher prior ability showed more intrinsic adaptive motives. Intrinsic adaptive motives were positively related to the quality of the teacher training programme and the classroom teaching experiences. Pre‐service teachers with positive teaching experiences indicated greater teacher self‐efficacy. Pre‐service teachers with extrinsic maladaptive motives indicated having had negative teaching experiences and they intended to remain in the profession for shorter periods. Teacher self‐efficacy was positively related to the amount of time pre‐service teachers intended to remain in the profession.     

Teacher learning on problem-solving teams

Problem-solving teams address student difficulties. Teams comprised of teachers, specialists, and administrators identify the student problem, develop individualized interventions, and assess student change. Teacher experiences of teams are understudied. In a prospective, mixed-method study conducted in the United States, 34 teachers were followed through the team process. Interview coding showed that 60% of teachers reported they gained new intervention skills. Yet, 40% of teachers reported no professional benefits. Logistic regression showed that differences in teacher learning were partially explained by teachers' negative or positive expectations at the outset of the team. The expectancy effects have implications for teacher professional development.     

The effects of parental involvement on students’ academic self‐efficacy,engagement and intrinsic motivation

This research examined whether various dimensions of parental involvement predicted 10th‐grade students’ motivation (engagement, self‐efficacy towards maths and English, intrinsic motivation towards maths and English) using data from the Educational Longitudinal Study of 2002 (ELS 2002). Results showed that both parents’ educational aspiration for their children and school‐initiated contact with parents on benign school issues had strong positive effects on all five motivational outcomes. On the contrary, parent–school contact concerning students’ school problems was negatively related to all five motivational outcomes investigated in the study. Additionally, parental advising positively predicted students’ academic self‐efficacy in English as well as intrinsic motivation towards English, and family rules for watching television were positively linked to students’ engagement and intrinsic motivation towards both English and maths.     

Academic risk factors and deficits of learned hopelessness: a longitudinal study of Hong Kong secondary school students

The aim of the present study is to explore a causal model of academic achievement and learning‐related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective–motivational characteristics of students such as prior academic failures, academic attributional style, self‐efficacy, thoughts about intelligence, school values, learned hopelessness, self‐esteem, learning strategy effectiveness and academic achievement, and the relationships among them. A sample of 741 Hong Kong secondary students completed a series of scales over a school year. As expected, prior achievement was the best predictor of subsequent achievement. The next best predictors were perceived learning difficulties and learned hopelessness. This in turn leads to disengagement from schooling and students taking on most responsibility for their failing. Recommendations for teachers and schools to ameliorate these beliefs may redress the move towards hopelessness.