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1.
Conventional wisdom in much of the educational and psychological literatures states that the ethnic and racial identity of
African American students is related to their academic achievement. The purpose of this study was to determine whether ethnic
identity and anti-white attitudes predicted the academic achievement of African American students at a historically Black
university. A hypothesized path model was proposed that included ethnic identity, attitudes toward other ethnic groups, anti-white
attitudes, perceptions of caring faculty, academic self-concept, and devaluing academic success. The path analysis model explained
27% of the variance in grade point average and revealed three direct effects on grade point average: (a) academic self-concept
(positive), (b) devaluing academic success (negative), and (c) anti-white attitudes (negative). Ethnic identity was indirectly
linked with grade point average (GPA) through academic self-concept and devaluing academic success. Tests of two alternative
nested models suggest that even in an indirect role, ethnic identity may be more important than anti-white attitudes in a
model of African American academic achievement.
相似文献
Collette ChapmanEmail: |
2.
Christina N. Baker 《Social Psychology of Education》2008,11(3):273-298
Several studies indicate that students who are involved in extracurricular activities during college are more academically
successful than are those who are not; however, most studies do not distinguish between different types of activities nor
do they adequately consider the unique experiences of under-represented college students. Drawing on Ogbu’s theory of oppositional
culture and Tinto’s theory of educational departure, I examine the effect of involvement in six different types of student
organizations, as well as involvement in a co-ethnic student organization, on the academic performance of African American
and Latino college students attending 27 different selective colleges. I find that student organizations differentially affect
academic performance, depending on the type of organization and the race and gender of the students.
相似文献
Christina N. BakerEmail: |
3.
4.
J. Angelo Corlett 《Journal of Academic Ethics》2008,6(3):205-209
This paper amounts to a reply to Professor Donald G. Brown’s thoughtful comment on my “Ethical Issues in Journal Peer-Review”,
which appeared in this journal.
相似文献
J. Angelo CorlettEmail: |
5.
Tony Cassidy 《Social Psychology of Education》2009,12(1):63-76
The relationship between social identity, family and school context, problem-solving style, self-esteem, health behaviour,
psychological distress, and victimisation, was explored in a quasi-experimental survey of 461 children aged between 11 and
15 years old. There was a high prevalence of victimisation (29%) in the group and 44% of those victimised scored above the
clinical cut-off on the GHQ. Victims exhibited higher levels of psychological distress, lower self-esteem, more unhealthy
behaviours, less support from parents and teachers, poorer problem-solving styles, and lower perceived social identity. Girls
had a higher prevalence of victimisation than boys. The best predictors of victimisation were sex, family situation, social
identity and problem-solving style. Some implications for interventions are discussed.
相似文献
Tony CassidyEmail: |
6.
The present study tested whether the perceived academic values of a school moderate whether highly curious students thrive
academically. We investigated the interactive effects of curiosity and school quality on academic success for 484 Hong Kong
high school students. Chinese versions of the Curiosity and Exploration Inventory, Subjective Happiness Scale, and Rosenberg
Self-Esteem scales were administered and shown to have acceptable measurement properties. We obtained Hong Kong Certificate
of Education Examination (HKCEE) scores (national achievement tests) from participating schools. Results yielded Trait Curiosity × Perceived
School Quality interactions in predicting HKCEE scores and school grades. Adolescents with greater trait curiosity in more
challenging schools had the greatest academic success; adolescents with greater trait curiosity in less challenging schools
had the least academic success. Findings were not attributable to subjective happiness or self-esteem and alternative models
involving these positive attributes were not supported. Results suggest that the benefits of curiosity are activated by student
beliefs that the school environment supports their values about growth and learning; these benefits can be disabled by perceived
person-environment mismatches.
相似文献
Todd Barrett KashdanEmail: URL: http://www.mason.gmu.edu/~tkashdan |
7.
Anti-Autonomism Defended: A Reply to Hill 总被引:1,自引:0,他引:1
Stephen Maitzen 《Philosophia》2008,36(4):567-574
In the current issue of this journal, Scott Hill critiques some of my work on the “is”-“ought” controversy, the Hume-inspired
debate over whether an ethical conclusion can be soundly, or even validly, derived from only non-ethical premises. I’ve argued
that it can be; Hill is unconvinced. I reply to Hill’s critique, focusing on four key questions to which he and I give different
answers.
相似文献
Stephen MaitzenEmail: |
8.
Carlo Tomasetto Maria Cristina Matteucci Felice Carugati Patrizia Selleri 《Social Psychology of Education》2009,12(2):191-211
Research on academic learning indicates that many students experience major difficulties with introductory statistics and
methodology courses. We hypothesized that students’ difficulties may depend in part on the fact that statistics tasks are
commonly viewed as related to the threatening domain of math. In two field experiments which we carried out in the ecological
context of introductory statistics courses, the representation of a statistics task administered to undergraduate students
in Psychology (Study 1; n = 127) and Biology (Study 2; n = 166) was manipulated. In both studies we found that students who reported the least favorable prior attainments in math
had their performance thwarted when the task was presented as related to the math domain, whereas no performance impairment
was observed when the task was presented as related to the verbal/linguistic domain. Implications of the findings for the
design and delivery of introductory statistics and research methodology courses are discussed.
相似文献
Carlo TomasettoEmail: |
9.
Kirk R. Blankstein David M. Dunkley January Wilson 《Current psychology (New Brunswick, N.J.)》2008,27(1):29-61
We examined the mediational role of self-esteem in the relation between evaluative concerns (EC) and personal standards (PS)
perfectionism, and measures of personal concerns, academic concerns, and estimated grade point average (EGPA) in 386 university
students. Self-esteem partially mediated the relation between EC perfectionism and students’ personal and academic concerns.
EC perfectionism was a weak predictor of EGPA. PS perfectionism was not related to academic concerns. Although PS was associated
with personal concerns both directly and indirectly through low levels of self-esteem in women only, these findings did not
hold when controlling for EC perfectionism. PS perfectionism had a direct positive relation with EGPA. Neither PS nor EC perfectionism
interacted with self-esteem to predict unique variance in personal or academic concerns or EGPA. The results are consistent
with our view that a perfectionism dimension that is primarily maladaptive can be distinguished from a dimension that can
be adaptive. The implications for research and treatment are considered.
相似文献
Kirk R. BlanksteinEmail: |
10.
Daniel E. Flage 《Philosophia》2009,37(3):379-380
This note is a reply to some of Giovanni Grandi’s comments on my paper “Berkeley’s Contingent Necessities.”
相似文献
Daniel E. FlageEmail: |
11.
Perceived control and emotions: interactive effects on performance in achievement settings 总被引:3,自引:1,他引:2
Joelle C. Ruthig Raymond P. Perry Steven Hladkyj Nathan C. Hall Reinhard Pekrun Judith G. Chipperfield 《Social Psychology of Education》2008,11(2):161-180
Individual differences in cognitions and emotions play a critical role in difficult academic situations, such as the transition
into college, a period infused with uncertainty. Perceived academic control (low vs. high) and emotions (course boredom, anxiety,
and enjoyment) were examined to determine how they jointly predicted 620 first-year students’ achievement and attrition over
an entire academic year. It was expected that students’ emotions would moderate the effects of high perceived control on achievement
(final psychology grade, cumulative GPA) and attrition (overall course credits dropped). Regression results revealed several
Perceived Control × Emotion interactions that supported this moderation hypothesis: negative emotions impeded the benefits
of high control (i.e., boredom and anxiety predicted worse performance in high-control students); positive emotions enhanced
the benefits of high control (i.e., enjoyment predicted better performance in high-control students). Conversely, achievement
emotions did not predict performance among low-control students. Together, these findings indicate that for a high level of
perceived control to enhance students’ academic achievement and inhibit attrition, “adaptive” levels of emotions (lower boredom,
lower anxiety, or higher enjoyment) are required. Implications for maximizing academic success among both low- and high-control
students are discussed.
相似文献
Joelle C. RuthigEmail: |
12.
Serguei Alex. Oushakine 《Studies in East European Thought》2007,59(3):171-193
Based on materials collected during a fieldwork in Barnaul (Siberia, Russia) in 2001–2004, the article explores two provincial
academic discourses that are focused on issues of Russian national identity. Ethnohistories of trauma address Russia’s current problems through the constant re-writing of the country’s past in order to demonstrate the non-Russian
character of its national and state institutions. In the second discourse, ethno-vitalism, the struggle over constructing and interpreting the nation’s memory of the past is replaced with a similar struggle over
constructing and interpreting perceptions of the nation’s current experience. Produced by professional intelligentsia, these
frameworks and discourses provide a useful link to understanding imaginary constructions of the national belonging in a situation
where more positive ways of inventing traditions and imagining communities are unavailable or discredited.
相似文献
Serguei Alex. OushakineEmail: |
13.
In this introduction we discuss the motivation behind the workshop “Towards a New Epistemology of Mathematics” of which this
special issue constitutes the proceedings. We elaborate on historical and empirical aspects of the desired new epistemology,
connect it to the public image of mathematics, and give a summary and an introduction to the contributions to this issue.
相似文献
Bernd BuldtEmail: |
Benedikt L?we (Corresponding author)Email: |
Thomas MüllerEmail: |
14.
Applying three mathematical modeling techniques, this study proposes and tests the fit of an academic performance model, and
then estimates the relative importance of four performance predictors: academic ability, performance goal orientation, educational
technology use, and social network density. Drawing on social network theory, findings from this study show that social network
density is a statistically important and unique predictor of academic performance, suggesting that “who you know” matters
in large classroom settings. However, this study also indicates that academic ability is the most dominant factor in the explanation
of academic performance. Practical and theoretical implications for enhancing academic performance through social networks
are discussed.
相似文献
Tracey E. RizzutoEmail: |
15.
Yujin Nagasawa 《Sophia》2007,46(1):65-67
I provide a further response to Jason A. Beyer’s objections to the alleged inconsistency between God’s omniscience and His
other attributes.
相似文献
Yujin NagasawaEmail: |
16.
17.
John Wright 《Philosophia》2006,34(2):129-142
One problem that has formed the focus of much recent discussion on personal identity is the Fission Problem. The aim of this paper is to offer a novel solution to this problem.
相似文献
John WrightEmail: Phone: +61-2-4921-5182Fax: +61-2-4921-6940 |
18.
Rolf Loeber Dustin A. Pardini Alison Hipwell Magda Stouthamer-Loeber Kate Keenan Mark A. Sembower 《Journal of abnormal child psychology》2009,37(6):777-791
Relatively little is known about the factor structure of disruptive behavior among preadolescent girls. The present study
reports on exploratory and confirmatory factor analyses of disruptive girl behavior over four successive data waves as rated
by parents and teachers in a large, representative community sample of girls (N = 2,451). Five factors were identified from parent ratings (oppositional behavior/conduct problems, inattention, hyperactivity/impulsivity,
relational aggression, and callous-unemotional behaviors), and four factors were identified derived from teacher ratings (oppositional
behavior/conduct problems/callous-unemotional behaviors, inattention, hyperactivityimpulsivity, and relational aggression).
There was a high degree of consistency of items loading on equivalent factors across parent and teacher ratings. Year-to-year
stability of factors between ages five and 12 was high for parent ratings (ICC = 0.70 to 0.88), and slightly lower for teacher
ratings (ICC = 0.56 to 0.83). These findings are discussed in terms of possible adjustment to the criteria for children's
disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.
相似文献
Rolf Loeber (Corresponding author)Email: |
Dustin A. PardiniEmail: |
Alison HipwellEmail: |
Magda Stouthamer-LoeberEmail: |
Kate KeenanEmail: |
Mark A. SembowerEmail: |
19.
Graduate employment status and health: a longitudinal analysis of the transition from student 总被引:2,自引:0,他引:2
The prevalence of unemployment and underemployment was explored longitudinally in 248 recent graduates (73 males and 175 females)
over an 18–24 month transition from final year student to 9–12 months post-graduation. Over this period changes in levels
of psychological distress, health behaviours, social support, optimism and achievement motivation were measured. Results show
that both unemployment and underemployment have deleterious effects on psychological and physical health, social support,
optimism and achievement motivation.
相似文献
Tony CassidyEmail: |
20.
Jeff Wisdom 《Philosophical Studies》2008,138(3):429-434
In this essay I distinguish between a synchronic view of base property exemplification and a diachronic one. I argue that
only a diachronic view of base property exemplification can substantiate a ban on morally mixed worlds. I then argue that
one of Robert Mabrito’s recent criticisms of Russ Shafer-Landau’s moral realism fails on either a synchronic or a diachronic
view.
相似文献
Jeff WisdomEmail: |