大学生学习动机调查分析

大学生的学习动机怎样?什么促使他们走进大学?哪些因素影响他们的学习?本文通过对一年级部分学生的调查取得了第一手资料,并就调查结果进行了分析,提出了一些建议。     

Motives,attitudes and approaches to studying in distance education

This study investigated the relationships between demographic characteristics, motives and attitudes to studying, self-reported study behaviour and measures of outcome. Students taking courses by distance learning received a postal survey containing a short form of the Motivated Strategies and Learning Questionnaire (MSLQ) and the Revised Approaches to Studying Inventory (RASI). Path analysis was used to assess the causal relationships among 395 students’ age, gender and prior qualifications, their scores on the MSLQ and the RASI and their marks. Evidence was obtained for the causal efficacy of most of the paths among the main components. In particular, the causal link between variations in students’ motives and attitudes and variations in their study behaviour is bidirectional.     

基于区位拉动因素的中国企业OFDI动机的实证研究

近年来,以中国为代表的新兴国家成为推动发展中国家对外直接投资(Outward FDI,OFDI)浪潮的主要来源国。本文首先在资源基础观的基础上构建适合新兴国家跨国公司对外直接投资战略动机的理论框架,将对外直接投资的动机划分为资源强化型、资源补充型和资源开发型三类;接着从东道国区位拉动因素着手构建假设,通过逆向推理的方法探索中国企业OFDI的战略动机。运用面板数据模型,对1998-2008年间中国在53个经济体的OFDI活动进行实证研究。结果表明:中国企业对外直接投资的战略动机主要是资源强化型和资源补充型投资。投资动机随时间和国内政策的影响而发生变化,呈现出依次多元化的特点,并因东道国区位优势的不同而异。本研究不但有利于研究中国企业OFDI的成因,而且为新兴国家对外直接投资战略的一般规律性研究提供参考。     

中外课程改革之比较

近年来中外学者对课程改革的动因、条件、过程、模式等方面的问题进行了研究,通过中外课程改革研究的比较,提出如何借鉴国外课程理论、我国课程改革理论框架与模式构建等一些值得深思的问题,为我国课程改革研究提供参考。     

Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice

The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.     

杜甫辞赋创作三辨

为了研究杜甫辞赋创作的动机与取向,从创作动机、导谀乞怜、讽谕之义三个方面,采用实事求是的方法,对杜甫辞赋创作中的一些细节进行了分析和辨正。通过分析认为,杜甫辞赋创作具有较强的功利性动机,是求得君臣遏合、实现其政治理想的重要手段。杜赋所表现出的导谀乞怜倾向实为表面现象,其实质是希冀以自己才能博取政治理想的实现,不应过分指责。杜赋在创作过程中,体现出对辞赋讽谏功能自觉坚持,这一点也为后代论者所承认,尤其是他在赋中运用的征实和稽古的写作方法构成了他所追求的“诗人之赋”的基本内核。     

Investigating Transactions Among Motives,Emotional Regulation Related to Testing,and Test Emotions

The authors examined the relationships among achievement motives, emotional regulation, and emotions. They collected data from 425 college undergraduates (110 men, 315 women) and used several scales, including the Achievement Motives Scales (K. Hagtvet & L. Zou, 2000), the Emotional Regulation During Testing Scale (P. A. Schutz, C. DiStefano, J. Benson, & H. A. Davis, 2004), and the Regensburg Academic Emotions Questionnaire (R. Pekrun, T. Goetz, R. P. Perry, K. Kramer, & M. Hochstadt, 2004). Findings suggest that approach—avoidance motives were related to different academic emotions (i.e., pleasant and unpleasant) in the expected directions. Approach—avoidance variables, cognitive-appraisal processes, and during-testing processes explained significant amounts of variance in both test hope and test pride, and several categories of students emerged, including those of high approach—low avoidance, low approach—high avoidance, moderate approach—high avoidance, high approach—moderate avoidance, and moderate approach—low avoidance. The authors also discuss future research and implications.     

两性求偶动机与冒险行为信息的内隐联结

基于进化心理学的相关理论,采用单类内隐联想测验（SC-IAT）探讨男女性对冒险行为信息的加工机制。结果发现,以反应时作为判断标准时,仅男性存在内隐联结效应,内隐效应的性别主效应显著,领域主效应不显著;进一步分析D分数发现两性均出现内隐联结效应,性别、领域主效应不显著。可见,冒险行为信息与求偶动机存在内隐联结,男女两性对冒险行为信息的加工存在一定的差异;两种领域的冒险行为信息对内隐联结效应不产生影响。     

运用任务驱动教学模式激发高职学生学习动力

分析任务驱动教学模式中动力的组成因素及功能,探讨如何在教学过程中激发高职学生学习动力的方法,有利于从事高职教学的教师正确运用任务驱动教学模式,促进教学由教向学的转化,实现高职教学的培养目标。     

谈高校对学生申请入党人的培养

目前高校学生申请入党队伍在不断壮大,但也存在着一些申请入党人入党动机不纯的现象。要做好发展大学生入党工作,就要采取及时引导、及时培训、及时强化的“三及时”培养措施,帮助申请入党人端正入党动机,树立坚定的共产主义信念。