学校效能研究论纲

学校效能是当前国内外倍受关注的教育热点现象 ,国外学校效能研究的基本框架包括投入—产出框架、组织框架、制度框架和样板学校框架。只有深入研究学校的主体效能即其校长效能、教师效能和学生效能 ,才能理清学校效能的结构和类型。     

国内英语学习自我效能感量表研究

笔者主要参考了国内的有关英语自我效能感研究的优秀硕士论文,从量表来源、量表维度等方面对这些论文中的英语自我效能感量表设计特征做了总结,以呈现现有量表编制的发展现状。     

宏观科技企业孵化器生态系统的就业效能评估

基于孵化周期对宏观科技企业孵化器生态系统就业创造的影响机理,提出一种评估宏观科技企业孵化器生态系统就业效能的度量指标。基于该度量指标,使用我国宏观科技企业孵化器生态系统的就业数据,实证分析我国宏观科技企业孵化器生态系统所创造的就业形势。同时,基于灰色系统理论,构建一种评估宏观科技企业孵化器生态系统就业效能的灰色预测模型,并使用我国宏观科技企业孵化器生态系统的就业数据对其进行实证检验。     

Relations between goals,self‐efficacy,critical thinking and deep processing strategies: a path analysis

Research exploring students’ academic learning has recently amalgamated different motivational theories within one conceptual framework. The inclusion of achievement goals, self‐efficacy, deep processing and critical thinking has been cited in a number of studies. This article discusses two empirical studies that examined these four theoretical orientations from both cross‐sectional (N = 279 participants) and longitudinal (N = 264 participants) perspectives. In particular, achievement goals are hypothesised to exert direct and indirect effects on academic performance via self‐efficacy, study processing strategies and critical thinking. Path analysis was used to test and analyse the hypothesised conceptual models. Results from SPSS 16 and LISREL 8.72 provided good support for the hypothesised structural relationships. Students’ academic performance outcomes, for example, are determined directly by deep processing and work‐avoidance goals. Results from Study 2 indicate mastery goals and self‐efficacy, mastery goals and critical thinking and deep processing and critical thinking operate in a reciprocal manner. In general, the evidence established from both studies contributes theoretically and methodologically.     

Gender,self‐efficacy and achievement among South African Technology teacher trainees

This article considers the relationship between gender and self‐efficacy in teacher trainees engaged in an electricity‐related design and construction task. Quantitative data (examination scores, task assessment, and questionnaire) and qualitative data (interviews and written student reflections) were collected. There is a gender bias in student teachers entering the University with more male than female students having done Science to grade 12 level. In addition, the continuing differential in standards of education in South African schools necessitated distinguishing those who had attended educationally advantaged from those who had attended educationally disadvantaged schools. In the examination, a test of theoretical knowledge, male students in each group outperformed female students. This we explain in terms of school background, gender responses from family members who regarded Science as a male domain, and the resulting lower self‐efficacy of female students. However, female students achieved as well as male students in the design and construction task. We argue that although males had better self‐efficacy levels than females at the outset, the hands‐on, individual nature of a task in a domain usually constructed as male led to female students developing increased levels of self‐efficacy, which ensured task performance matching that of the more knowledgeable male students.     

Teacher self-efficacy and teacher burnout: A study of relations

The purpose of this study was partly to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy and partly to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Participants were 2249 Norwegian teachers in elementary school and middle school. The data were analyzed by means of structural equation modelling using the AMOS 7 program. Teacher self-efficacy, collective efficacy and two dimensions of burnout were differently related both to school context variables and to teacher job satisfaction.     

值日报告与英语专业新生口语自我效能的提高

讨论如何通过值日报告中提高效能感的4个途径,进行足够激发,能增强学生的效能感,并使其在类似的口语任务中产生效能感。     

老年人摔跤险情因素分析及运动干预探究

运用文献资料、逻辑分析、实验法、问卷调查以及数理统计等方法对常州市武进区若干社区老年男性进行实地调研,通过体质指标、环境、心理、疾病等因素进行分析与研究,探究老年人摔跤险情发生的影响因素,并对部分志愿者实施三个月的预防摔跤的运动锻炼措施,观察对老年人步态和体质的变化,目的在于摸索合理的运动锻炼方式对老年人摔跤的预防效能,为减低老年人摔跤的可能性,完善老年人保健措施提供依据,为提高老年人的生命质量提供可靠依据。     

职业目标教育之于思想政治教育效能的研究

21世纪国际竞争日益激烈,学生处于我国国民教育的较高层次,是祖国的未来,民族的希望,高校思想政治教育工作开展的成败显得至关重要。而目前很多高校在进行思想政治教育时未能贴近学生实际,很大程度上得不到大学生的认同,使思想政治教育流于形式。目标教育是近期一些学者提出的新的理念,本文主要阐述职业目标教育之于思想政治教育的实施方式,论述职业目标教育如何增强思想政治教育的效能。     

Preparing Minority Adolescents to Blend Work and Family Roles: Increasing Work-Family Conflict Management Self Efficacy

Ethnic identity, information about the world of work, and mastery in specific career skills crucially impact the process of career development among minority adolescents. Identity and conflict management skills also affect one of the major stressors experienced by employees today: the work-family conflict. This paper presents a culturally appropriate career intervention program for increasing Israeli Arab adolescents’ self-efficacy to manage work and family roles, and feedback from 15 participants in a preliminary pilot intervention. The program comprised three units: identity exploration, information, and skill transfer. The intervention was grounded in the career development literature on minorities, on work-family conflict research, and on social cognitive career theory. The proposed strategy also included process variables comprising critical career intervention components. The program is seen as having potential for being implemented in other cultural contexts.