SciELO对发展中国家开放存取期刊建设的启示

本文对科技在线电子图书馆（SciELO）的开放存取期刊进行了深入、具体的调查与分析，包括对学科分布、影响因子、即时因子和半衰期进行质量评价研究，以对发展中国家开放存取期刊建设有所启示。     

The Combined Effects of Instructor Communicative Behaviors,Instructor Credibility,and Student Personality Traits on Incivility in the College Classroom

This study investigated the combined role of instructor communication variables (nonverbal immediacy and self-disclosure), instructor credibility (competence, caring, and trustworthiness), and student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, and openness) in predicting students’ uncivil behaviors in class. A total of 406 students completed online questionnaires regarding the instructor of the class they attended prior to the one in which the study was administered. Personality and instructor behavior variables contributed approximately equally to explaining variance in student incivility. Students’ conscientiousness and agreeableness had direct negative relationships with incivility, whereas instructors’ amount and negativity of self-disclosure had direct positive relationships with incivility.     

Teacher e-mail message strategies and students' willingness to communicate online

In light of the prevalent use of e-mail between teachers and students, researchers have highlighted the need to assess its uses and effects. Relying on the research and thinking of teacher immediacy and extra-class communication, we developed a scale that measures those e-mail message strategies that influence students' willingness to communicate online with their teachers. Next, we isolated those reasons that students use e-mail to interact with their teachers: (1) to clarify course material and procedures, (2) as a means of efficient communication, and (3) for personal/social reasons. Finally, we examined student characteristics such as gender and ethnicity, and history of e-mail use that may (or may not) influence their attitudes toward e-mail exchanges with teachers.     

Student Predispositions as Predictors of Dissent Behaviors in Supply Chain Courses*

This study investigates how student dissent behaviors are affected by student predispositions (i.e., math anxiety and self‐efficacy) in supply chain related courses. The data support a model in which students’ vengeful dissent behaviors are indirectly induced by these predispositions through the mediation of perceived immediacy. It is critical for instructors to understand the relationship between these variables to help improve the classroom environment for students, which this study helps to accomplish. Instructors of quantitative courses may need to engage students with predispositions in communication outside of the classroom to foster effective relationship building away from an environment that triggers students’ anxiety.     

Effects of communication environment,immediacy, and communication apprehension on cognitive and affective learning

This study explores relationships among immediacy, communication apprehension, and learning outcomes between two class formats: mixed-size sections (i.e., large-lecture/break-out sections) versus self-contained sections. The results indicated that students' cognitive learning outcomes were slightly greater in the mixed-size sections versus self-contained sections. In addition, affective learning decreased for all students from the first day of class, though it decreased slightly more for students in the large-lecture/break-out sections. When the teacher was perceived as highly immediate, however, there was no difference in affective learning due to format.     

The function of uncertainty reduction in alleviating primary tension in small groups

Two studies manipulated levels of uncertainty and employed self report, observer‐ratings, and behavioral coding to assess primary tension in groups. Results indicate that a) participants cannot differentiate levels of primary tension in groups, b) observers can reliably detect differences in primary tension behaviors, and c) these tense group behaviors decrease as uncertainty is effectively reduced.     

Understanding Instructor Immediacy,Credibility, and Facework Strategies Through a Qualitative Analysis of Written Instructor Feedback

Written feedback is an important but often overlooked aspect of an instructor’s training and responsibilities, even though it is central to student learning. We analyzed 3,071 written instructor comments on a single assignment from 95 sections to understand how immediacy, credibility, and facework are reflected in written feedback. In taking a heuristic approach to data analysis, we found two overarching themes: fostering goodwill and using context-specific feedback. These overlapping themes demonstrated various strategies of instructor immediacy, credibility, and facework that negotiated the instructor–student relationship in conjunction with course content and policies. Examining these themes allowed us to identify strengths and weaknesses in methods of instructor feedback that would not have been visible using traditional quantitative methods of assessment and have practical implications for the administration of our course.     

评《我国图书馆学、情报学核心期刊学术影响力的分析》一文的研究方法与数据处理

根据文献计量学的定义和一般对核心期刊影响力的分析方法,分析和评述了《我国图书馆学、情报学核心期刊学术影响力的分析》一文中分析方法方面存在的问题;通过对文中相应数据的重新统计和计算,发现文中数据普遍存在错误,部分数据因统计错误和计算错误以致严重影响排序结果;对6种重点期刊给出了相应的更正数据。     

引文测度指标的应用及局限性分析

本文利用引文分析的方法，从期刊评价的三大引文测度指标的概念内涵入手，对其在出版社影响力评价中的含义进行了重新界定，并以此对在图书、情报和文献领域做出贡献的出版社进行了实证评价，最后在上述分析的基础上，对这三项指标的局限性进行了深入探讨。     

基于文献计量学解读中国开放获取期刊发展

本文基于文献计量学方法,对自2004年起被SCIE连续收录的于2007年5月前已采用开放获取模式出版的9种中国期刊的基金论文比、影响因子、被引频次、被引期刊、即年指数等进行对比分析,探讨中国高质量开放获取科技期刊质量及国际显示度的变化。