班主任教师班级管理效能感对学生学习态度及其与学业效能间关系的影响

研究目的在于验证班主任教师的班级管理效能感对学生学习态度等方面有正向预测作用及其对学生学业效能和学习态度间的关系具有调节作用的假设。通过对109个班级的班主任教师和3066名三到六年级的小学生进行问卷调查,多层线性模型(HLM)分析结果表明:(1)在控制学生性别影响时,学生的学习态度、学习方法和学习技术存在显著的班级水平差异;学生学业效能对学生学习态度、学习方法和学习技术有显著的预测作用,且这一影响强度存在显著的班级水平差异。(2)在控制教师所教年级的影响下,班主任教师班级管理效能的高低对学生学习态度、学习方法和学习技术的班级差异具有显著的预测作用,班主任教师班级管理效能感高的班级,学生学习态度越积极;(3)班主任教师班级管理效能感对学生学业效能与学生学习态度和学习方法之间的关系具有显著的调节作用,班主任教师班级管理效能感越高,学生学业效能对学习态度和学习方法的影响越弱,反之班主任教师管理效能感低的班级,学生学业效能感对学习态度的影响较大。     

大学生学业自我效能感与学习态度的关系

探讨大学生学习态度的现状以及与学业自我效能感之间的关系,为改善大学生学习态度提供依据。采用学业自我效能感问卷和学习态度问卷对302名大学生进行调查。得出结论为:1.在学习能力自我效能感、学习态度、情感品质、行为品质维度上存在显著性别差异,女生得分显著高于男生得分。2.在行为品质维度上存在显著年级差异,大四学生得分显著低于大一、大二和大三学生得分,大一学生得分显著高于大二学生。3.学业自我效能感与学习态度存在显著正相关。学业自我效能感能解释学习态度总变异的12%,能显著正向预测学习态度。     

初中生学习态度的研究

采用问卷调查法考察了1986名初中生学习态度状况。结果表明：1、初中生学习态度的总体上比较好。而且学习态度与评价方式、师生关系、教师的课堂教学方式有显的相关。2、初中生学习态度存在极其显的年级差异与性别差异,初一学生的学习态度要好于初二的学生,女生的学习态度要好于男生。     

工作过程导向下的财会专业学生学业评价的初步探索

一．学生学业成绩的构成 （一）学习态度：学习态度主要是指学习主动性、学习状态、组织纪律,突出学生自我反思、自我约束能力培养。采用学生自评、班级或小组学生互评、教师评价的方式进行。这一评价形式有利于培养学生正确评价他人的态度和情感,有助于学生养成良好的沟通合作能力,达到促进学生身心和谐发展的教学。     

高中生学习力的探索研究

采用自编学习力问卷,对3245名高中生进行问卷调查,以探明高中生学习力的基本结构和特征。结果发现：（1）高中生的学习力可以4个维度表征,即：学习方法运用力、学习态度调控力、学习自控力和提问互惠力。（2）高中生的学习力与学业成绩关联显著,学业成绩优秀的同学具有较高水平的学习力测评得分;在学习力的4个维度上,成绩较差同学的学习力测评得分显著低于优秀与中等同学。（3）高二学生的学习态度调控力测评分显著高于高一学生,女生的提问互惠力测评分显著高于男生。（4）成绩优秀的高二学生学习方法运用力测评分显著高于高一学生,成绩优秀和中等的高二学生的学习态度调控力测评分显著高于高一学生。     

地方本科师范院校大学新生学习适应现状及对策研究

应用冯廷勇等人2006年编制的大学生学习适应性量表,对地方本科师范院校楚雄师范学院300名大学新生进行学习适应性状况调查。调查结果显示:大学新生的学习适应性状态总体水平偏好;在各人口学变量的对比中,学习态度和教学策略的适应性农村学生优于城镇学生;在性别上对比上,学习态度和环境因素适应女生略优于男生,但差异没达到显著水平;在不同专业对比上,教学模式、学习能力和学习态度文科优于理科,在不同民族比较上没发现显著差异。在这些基础上提出了相应的教育对策和建议。     

展开自主学习的翅膀在艺术的海洋中翱翔——谈造型基础教学的策略

学生由于学习态度、方法的差异会产生不同的效果。教师要使不同层次的学生都能得到发展与提高,就必须制定适合学生接受能力的教学内容、教学目标与评价标准。提高课堂有效学习的根本是教会学生如何去学习。     

学习态度与学习成绩的相关研究——以学习考勤记录与课堂提问成绩作为学生平时成绩的初步探讨

本研究以大学生的学习考勤记录与课常提问成绩作为其平时成绩的方法,对学习态度与学习成绩的相关进行了初步探讨.研究表明,由学习考勤记录与课堂提问成绩组成的平时成绩与学习总成绩呈现极其显著的相关,证明学习态度对学习成绩具有重要的影响,能在一定程度上对后者进行预测;同时,说明以学习考勤记录与课堂提问成绩作为平时成绩的方法,对于评估学生的学习态度和学习结果具有一定的可行性和有效性.     

提高农村学校思品课堂教学效率初探

思想品德课教学要有新理念，新突破，要在教学中从实际出发、用生活化、情感化的方法引导学生感悟，让学生主动参与，自我认识，促进他们形成积极的生活和学习态度，完善和健全人格、形成高尚的人格品位。     

学习态度与学习行为的相关性研究

按照态度的结构理论,态度包含认知、情感和意向三种成分。该研究采用问卷测查的方式,考察了学习态度中的三种成分与学习行为的关系。结果表明,影响学习行为最主要的因素不是认知,而是意向和情感。所以要使学生真正形成一种能够促进学习行为的积极的学习态度,关键在于使他们产生对学习的愉悦体验和强烈的投入意愿。     

WHO IS TO BLAME? RAPE OF HINDU-MUSLIM WOMEN IN INTERETHNIC VIOLENCE IN INDIA

This research examined attitudes that predict rape blame in contexts of interethnic violence between minority Muslims and dominant Hindu communities in Mumbai, India. I hypothesized that, in contexts of interethnic violence, prejudicial attitudes toward communities and attitudes that view rape as a conflict tool (i.e., an effective strategy to control an ethnic community) would predict victim blame. This study is among the first to provide empirical support that ethnic prejudice and specific misogynistic attitudes are important predictors of rape victim blame in ethnic violence contexts. Findings indicate that attitudes that exploit women's positions across categories of gender and religious community predict higher victim blame attributions. Findings are relevant to current intercommunity relationships and provide insights for community-based responses and primary interventions.     

THE INFLUENCE OF TRAINEE ATTITUDES ON TRAINING EFFECTIVENESS: TEST OF A MODEL

Studies of the influence of trainee characteristics on training effectiveness have focused on the ability level necessary to learn program content. Motivational and environmental influences on training effectiveness have received little attention. The purpose of this study was to test an exploratory model describing the influence on trainee career and job attitudes on training outcomes (learning, behavior change, performance improvement). Results of the study suggest that job involvement and career planning are antecedents of learning and behavior change. Future research directions and practical implications of the results are discussed.     

EFFECTS OF LEARNING ABOUT GENDER DISCRIMINATION ON ADOLESCENT GIRLS' ATTITUDES TOWARD AND INTEREST IN SCIENCE

Gender discrimination has contributed to the gender imbalance in scientific fields. However, research on the effects of informing adolescent girls about gender discrimination in these fields is rare and controversial. To examine the consequences of learning about gender-based occupational discrimination, adolescent girls ( n = 158, ages 11 to 14) were randomly assigned to either (a) a standard intervention program aimed at increasing girls' interest in science or (b) a nearly identical program that included information about gender discrimination. Girls' interest in, and attitudes toward, science were assessed using a pre/post design. Only girls who learned about gender discrimination showed increases in science self-efficacy and belief in the value of science; interest in scientific fields was unaffected by the intervention programs. Theoretical and educational implications are discussed.     

Mutual influence of implicit and explicit attitudes

Research and theory distinguish two types of attitude: automatic evaluative reactions and deliberate evaluative judgments, referred to as implicit and explicit attitudes, respectively. Although these attitudes are distinct, they may influence each other. Four studies tested whether implicit and explicit attitudes are both influenced by propositional and associative learning. We also tested whether changes in one kind of attitude mediate changes in the other. Study 1 found that propositional learning about novel individuals directly influenced explicit attitudes and indirectly influenced implicit attitudes through changes in explicit attitudes. Studies 2 and 3 replicated this finding and extended it by simultaneously demonstrating that associative learning through Evaluative Conditioning directly influences implicit attitudes and indirectly influences explicit attitudes through changes in implicit attitudes. Study 4 replicated these effects for attitudes toward familiar, rather than novel, targets. These results suggest that implicit and explicit attitudes can share common antecedents and influence each other.     

上海地区中学教师心态之初步调查

本文采用问卷调查的形式,研究了上海中学教师的进修心态。调查表明．教师认为进修能够增加知识和提高教学水平,进修时心情比较愉快．即使碰到心情不好也能坚持去进修;听课时能记笔记,希望多讲少考．多采取开卷考试,在阅卷考试时．希望考前复习的“透明度”越高越好;教师对其注意力、记忆和理解力的自我评价比较积极,他们的进修动机主要是满足个人的求知欲和提高教学水平。     

USING ANALOGIES TO TEACH CONCEPTUAL APPLICATIONS OF DEVELOPMENTAL THEORIES

Teachers traditionally have used analogies as explanatory tools in bridging the gap between new and preexisting knowledge. In two studies, I examine the impact of analogies in teaching undergraduates conceptual applications of developmental psychology theories. In Study 1, I generate analogies reflecting each theory; in Study 2, I use both teacher- and student-generated analogies. Students' attitudes toward analogy-enhanced instruction were predominantly favorable. Teacher-generated-analogy (TGA) and student-generated-analogy (SGA) learning conditions performed significantly better than a no-analogy control group in understanding and applying developmental theories. Because learning becomes more active and interactive when students create their own analogies and share them with classmates and the instructor as part of in-class discussion and critique, the SGA learning condition similarly outperformed the TGA learning condition. In line with a constructivist model of teaching and learning, psychological explanations, educational applications, and implications for future research are discussed.     

PREDICTORS AND EFFECTS OF SELF-OBJECTIFICATION IN LESBIANS

The majority of research on self-objectification has focused on heterosexual women's experiences. This study sought to examine experiences of self-objectification in lesbian women. A path model was developed to examine the relationships between participants' feminist self-identification, levels of internalized heterosexism, objectified body consciousness, and the clinically relevant variables of negative eating attitudes and depression. As has been found with heterosexual women, body surveillance led to shame, which led to negative clinical outcomes. A direct path was also found between levels of surveillance and negative eating attitudes, consistent with previous research on self-objectification among lesbians. Feminist self-identification was not significantly related to the other variables, in contrast to previous research with heterosexual women. Internalized heterosexism was related to negative clinical outcomes, both indirectly through objectification variables and directly to depressive symptomatology. These results provide evidence that self-objectification and internalized heterosexism have negative impacts on the mental health of lesbian women.     

THE INTERACTION OF BIASES IN THE EVALUATION OF MANAGERS IN SINGAPORE

In this study, independent samples from the same population responded to three simulated situations in which sex and other independent variables were manipulated. In the first two cases, discriminatory decisions against women managers by male respondents were clearly discerned. However, in the third case where sex as an independent variable interacted with developmental potential, the pattern of evaluative decisions changed. A high-potential female was treated as favourably as a high-potential male while the low-potential male received the lowest selection rate from the male respondents. While the finding is not altogether surprising in a meritocratic society like Singapore, the study points to the need to explore the interactive effects which sex bias may have with other attitudes in a specific social context.     

COGNITIVE TUNING AND DIFFERENTIATION OF ARGUMENTS IN COMMUNICATION

In an experiment examining the effects of cognitive tuning and attitudinal position upon individuals’ cognitive differentiation in generating arguments supporting and opposing an attitude issue, 162 undergraduate students were “tuned” either as potential sources (transmission tuning) or potential receivers (reception tuning) of a persuasive communication on one of two issues. They then prepared two lists of arguments, one positive and one negative for one of the attitude issues, after which they completed an attitude measure in both issues. As predicted, the subjects made salient and reported significantly more arguments consistent with than inconsistent with their attitudes toward the issues. More importantly, those persons prepared to function as communication sources generated significantly more arguments consistent with and fewer arguments inconsistent with their attitudes than did subjects expecting to receive persuasive communications on the issues.