共查询到20条相似文献,搜索用时 0 毫秒
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Donna Y. Ford J. John Harris James M. Schuerger 《Journal of counseling and development : JCD》1993,71(4):409-417
A review of the literature suggests that a paucity of information exists regarding how culture-specific issues such as being both Black and gifted influence the psychological needs and personality development of gifted Black students. Stellar attempts, however, are currently underway to develop theories and perspectives of racial identity development among Black students. These theories and perspectives are discussed in an attempt to understand and address the psychological and social needs of gifted Black students. 相似文献
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Nathaniel J. Pallone R. Richard Banks 《Journal of counseling and development : JCD》1968,46(9):870-875
84 graduate students attending the Seventh-day Adventist Seminary for North America Q-sorted 50 self-relevant, socially neutral statements to measure self-concept and occupational role percept of the “ideal” Seventh-day Adventist minister. Correlations were computed for congruence between self-percepts and occupational role percepts, as an operational approximation to the construct “vocational satisfaction.” Mean correlations in extreme quartiles of the resultant distribution differed beyond .001; subjects in extreme quartiles were accordingly regarded as “more” or “less” vocationally satisfied. Significant differences were found between more- and less-satisfied subjects on 3 of 16 personality factors (adventuresomeness, shrewdness, ergic tension); on 1 of 6 values (social); on 1 of 10 vocational interests (social service); and on 2 of 15 elements of educational-social history (extent of previous church-conducted education, vocational preference during high school). 相似文献
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A questionnaire on out-of-classroom activities was adminstered to 238 inner-city ninth grade students and 382 ninth graders from a high socio-economic suburb. Differences in activity patterns between the two groups were slight, and where differences did exist, they may have been due to financial limitations rather than student preferences. Some differences in attitudes toward school and future expectations did exist, but little relationship is apparent between these differences and out-of-classroom activities. 相似文献
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Assessing the Learning Processes of Black South African Students 总被引:1,自引:0,他引:1
Data based on responses of 126 male and 201 female 14- and 15-year-old Black South African secondary school students showed the Learning Process Questionnaire (LPQ; Biggs, 1987) to be fairly reliable and factorially valid. Comparison with the LPQ means for like-aged students from Australia and Hong Kong called into question the common assertion that Black South African students are more prone to use superficial learning processes than are Western students. In particular, the South African responses to the LPQ indicated that they were less shallow and more oriented toward achievement in their approach to learning than the Australian students were. 相似文献
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T. B. Pretorius 《International journal of psychology》1993,28(6):861-870
The aim of this study was to investigate the reliability of the Problem Solving Inventory (PSI) as used with black South African students. Furthermore the construct validity of the PSI was assessed by comparing self-appraised effective and ineffective problem-solvers in terms of dispositional characteristics and psychological health. Subjects (N=212) were undergraduate psychology students at a South African University. The results indicated that: (1) the PSI was a reliable instrument for use with Black South African students, and (2) that self-appraised ineffective problem-solvers reported lower self-esteem and personal competence, and higher levels of depression and anxiety than self-appraised effective problem-solvers. 相似文献
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