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101.
Recently academic freedom and academic tenure have been in the media spotlight because of concerns that academic freedom is
being misused and that academic tenure provides job security to a select few. First, this paper provides a brief history of
these two institutions and follow with an analysis using Stone’s (2002) policy analysis format. Second, this paper examines the university through two lenses: (a) an economic market lens; and
(b) a community lens. These two lenses offer contrasting views of the university and help explain the different views of academic
freedom and tenure. The authors suggest that faculty make use of the economic model to increase their chances of maintaining
tenure in a university atmosphere frequently characterized by a business approach rather than a collegial one. Recommendations
for future research are also provided. 相似文献
102.
Peter A. Creed Elizabeth G. Conlon Melanie J. Zimmer-Gembeck 《Journal of Vocational Behavior》2007,70(2):242-258
Data were obtained from 176 Year 7 children (mean age = 12.2 years) on career status aspirations and expectations, career barriers, academic engagement, academic control beliefs, general ability and literacy; and from parents, mainly mothers, on aspirations, expectations and career barriers. Discrepancy scores between aspirations and expectations were calculated for both children and parents. Children differed from parents on career status aspirations and expectations; boys did not differ from girls, and parents did not differentiate between boys and girls. Parents’ and children’s aspirations were both associated with reading ability, although the association was weak for the children. Children’s expectations were associated with perceptions of career barriers, and a trend towards reading abilities, while parents’ expectations were associated with general ability and reading. 相似文献
103.
This study investigated a measurement model of personality resilience and the contribution of personality resilience to lower achieving first grade students' academic achievement. Participants were 445 ethnically diverse children who at entrance to first grade scored below their school district median on a test of literacy. Participants were administered an individual achievement test in first grade and 1 year later. Confirmatory factor analysis confirmed a second-order latent construct of resilient personality defined by teacher-rated conscientiousness, agreeableness, and ego-resiliency that was distinct from measures of externalizing behaviors and IQ. Using latent structural equation modeling and controlling for baseline economic adversity, IQ, and externalizing symptoms, resilient personality predicted children's concurrent and future achievement (controlling also for baseline achievement in the prospective analyses). Model fit was invariant across gender. 相似文献
104.
This study investigated the role of emotion regulation in children's early academic success using a sample of 325 kindergarteners. A mediational analysis addressed the potential mechanisms through which emotion regulation relates to children's early academic success. Results indicated that emotion regulation was positively associated with teacher reports of children's academic success and productivity in the classroom and standardized early literacy and math achievement scores. Contrary to predictions, child behavior problems and the quality of the student teacher relationship did not mediate these relations. However, emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. Findings are discussed in terms of how emotion regulation skills facilitate children's development of a positive student-teacher relationship as well as cognitive processing and independent learning behavior, all of which are important for academic motivation and success. 相似文献
105.
We used a national database (Educational Longitudinal Study) to investigate the effects of parent’s gender, child’s gender,
and parental involvement in school on the academic achievement of adolescents in single-parent families. A three way 2 × 2 × 2
(parent’s gender × child’s gender × parental involvement) MANCOVA was conducted with four student academic achievement indicators
as dependent variables and SES as a covariate. The results indicated that parent gender and child gender interact with parent
involvement to affect adolescents’ academic achievement differentially. Specifically, daughters who lived with highly involved
single-fathers performed better academically than the other groups did. These findings suggest that researchers who study
single-parents’ involvement in their adolescents’ academic achievement need to pay more attention to gender-specific effects. 相似文献
106.
We examined social cognitive and cultural predictors of academic satisfaction in African students studying at American universities. In addition to predictors drawn directly from the social cognitive model of work and educational well-being (Lent, 2004; Lent & Brown, 2006, 2008), self-construal was included in the predictive model as a culture-specific variable with potential relevance to academic satisfaction. Self-construal refers to the way in which one's thoughts, behaviors, and feelings are guided by one's relationship to self and others (Markus & Kitayama, 1991). The findings indicated that the model, with some modification, fit the data well and accounted for 59% of the variance in academic satisfaction. The findings also suggested that the three indicators of self-construal (personal, relational, and collective) do not relate directly to academic satisfaction but rather operate through mediated pathways. Implications of the findings for research and practice are discussed. 相似文献
107.
Mapping the state of the field of social psychology in Africa and patterns of collaboration between African and international social psychologists 下载免费PDF全文
Patterns of collaboration in social psychology from 2000 to 2010 were mapped to analyse the position of African authors in the international co‐authorship network using bibliographic records from the Thomson Reuters Web of Knowledge. There are very few social psychologists working in Africa, with the majority of these located in South Africa. Indeed, some small European countries boast more social psychologists than the entire continent of Africa. African authors published less than their non‐African collaborators, but had comparable status on joint publications. Co‐authorship relationships between African researchers from different African countries were generally mediated by partners from other continents, and direct collaboration between non‐compatriot African authors was very rare. The small size, and extremely sparse connection of the African co‐authorship network, is likely to be an obstacle both in the development of social psychology as a universally relevant discipline and in the penetration of social psychological knowledge in Africa. 相似文献
108.
Previous research suggests a moderator effect of intelligence on the relationship between impulsivity and academic achievement. However, the interaction hypothesis has not been adequately tested so far. The present study was aimed to analyze the interrelations between impulsivity, intelligence, and academic performance, with special interest in testing the interaction effect between impulsivity and intelligence in the prediction of performance. To that end, 174 university students, aged from 18 to 37 years, were tested. Analyses were carried out at the latent level in order to minimize measurement error and to increase statistical power. The main findings of the study show that: (a) impulsivity was negatively related to both academic performance and intelligence; (b) intelligence was positively related to academic performance; (c) impulsivity and intelligence contributed significantly and independently to predict and explain academic performance; and (d) there was a significant interaction effect between impulsivity and intelligence in predicting academic performance, such that impulsivity was more strongly associated with performance among the more intelligent students than among the less intelligent ones. 相似文献
109.
Jamaal.S. Matthews Loren M. Marulis Amanda P. Williford 《Journal of applied developmental psychology》2014
The catalysts for gender discrepancies across developmental outcomes are widely debated. This study examines cognitive self-regulation (CSR) as a mechanism for understanding gender differences in scholastic performance—both subjective school functioning and objective standardized achievement. Utilizing a national sample from the NICHD SECCYD (n = 1364), not only does CSR (i.e., attention and executive function) in 3rd grade mediate the relation between early mother–child interactions (at 54 months) and scholastic outcomes (in 5th grade), but it also predicts gender discrepancies favoring girls in grades, work persistence and socio-emotional development. Additional exploratory evidence suggests quality mother–child interactions may be more meaningful for girls' CSR; however, for boys, CSR is more predictive of school functioning. Both school functioning and standardized achievement were utilized in this study and highlight that gender differences in development and learning are nuanced and not readily discernible across all measures of scholastic performance. Implications for future research, intervention, and practice are discussed. 相似文献
110.
Perfectionistic strivings are positively correlated with students’ achievement goals and exam performance. However, so far no study has employed a prospective design investigating whether achievement goals mediate the positive relationship between perfectionistic strivings and exam performance. In the present study, 100 university students completed a measure of self-oriented perfectionism and socially prescribed perfectionism (Hewitt & Flett, 1991) and received a chapter from a textbook to study for 2–4 days. Then they returned to the lab to complete a measure of achievement goals following the 3 × 2 model (Elliot, Murayama, & Pekrun, 2011) and sit a mock exam testing their knowledge of the chapter. Multiple regressions showed that socially prescribed perfectionism negatively predicted exam performance when the overlap with self-oriented perfectionism was controlled for. In contrast, self-oriented perfectionism—a defining indicator of perfectionistic strivings—positively predicted exam performance. Moreover, task-approach goals mediated the positive relationship between self-oriented perfectionism and exam performance. The findings suggest that perfectionistic strivings make students adopt task-approach goals that help them achieve better results on exams. 相似文献