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871.
医学教育改革与医学生整体素质培养的再思考 总被引:10,自引:2,他引:8
马立骥 《医学与哲学(人文社会医学版)》2005,26(6):75-76
新时期对医学生的素质有新的要求,医学教育改革面临新的挑战.医学问题最终是关于"人"的问题,能培养出素质高、能力强、全面发展、自我发展、持续发展的医学人才,是改革的关键. 相似文献
872.
Currently there is much debate regarding the ability of mathematical models incorporating epidemiological information or mutation-based risk algorithms to accurately predict a woman's risk of developing breast cancer. Without access to accurate family history information these models have limited use. This study compares different methods of gathering family history information and the impact on subsequent risk assessment. These methods were compared to the gold standard interview with a trained genetics' professional. The amount and accuracy of information provided by primary care doctors' letters was found to be poor and better information was obtained by sending a postal questionnaire directly to the patient. Because of the high number of low-risk women referred to clinic a questionnaire (the FCAT) was designed to provide reassurance and piloted as part of this study. This paper highlights the importance of using appropriate methods to gather the family history information. It presents evidence for the importance of a skilled assessor and the need to allow time for women to discuss the importance of this information with their family. 相似文献
873.
Since the outbreak of COVID-19, copious studies have explored whether and how COVID-19 has changed individuals' well-being. However, research has revealed mixed and inconsistent findings on this topic, with some suggesting that the pandemic hampered well-being, and others showing non-significant or even opposite patterns. Yet, little is known about what psychological factors could explain such discrepancies. The present study aims to fill this gap by proposing meaning in life (MIL) as a key moderator of the changes in well-being following the pandemic. Two studies reported here (total N = 19,828), which took within-person longitudinal approaches comparing subjective well-being (SWB; hedonic well-being) and psychological well-being (PWB; eudaimonic well-being) before and during COVID-19 (Study 1: 2018, 2019 vs. 2020, 2021; Study 2: 2019 vs. 2021), provided empirical evidence supporting our theoretical claims. Specifically, we found significant moderative effects of MIL in both studies, such that individuals who held a higher MIL amidst COVID-19 experienced an increase in SWB as well as PWB. In stark contrast, the two indicators of well-being declined over time among those who possessed a lower MIL during the pandemic. Overall, our results suggest that MIL serves as one of the significant moderators of the changes in well-being following COVID-19, which may address the previous conflicting findings in this field. 相似文献
874.
GT在作文评分误差控制中的初步应用 总被引:5,自引:1,他引:4
测量的可概括化理论(简称GT)是一种新的心理与教育测量理论。本文介绍了GT的基本原理和基本技术方法,并结合我国高中学生作文评分误差控制的实际需要,重点进行了GT在测量误差控制中的初步应用研究,提出了控制作文评分误差的建议与措施. 相似文献
875.
Lack of early child care effects on school-age children's social competence and academic achievement
Teacher ratings of social competence and academic achievement were obtained from a sample of 127 Bermudian children at ages 5, 6, 7 and 8 years. The children were studied first during their pre-school years, when they had been exposed to various amounts and qualities of day care. Quality of care was found to be important to the children's intellectual and social development while they were in the day care settings but not after 1–4 years of primary schooling. In hierarchical and simultaneous regressions, family background characteristics, not child care amounts or qualities, were found to be predictive of social competence and academic achievement in the primary grades. By school age, the effects of infant and preschool child care experiences were no longer influential in children's development, but family background continued to be important. These findings and their implications for child care are discussed. 相似文献
876.
877.
学习品质训练与小学生人格发展的相关研究 总被引:4,自引:1,他引:3
本研究采用自编教材,对108名小学五年级学生进行为期一年的学习品质训练,结果表明:开设学习品质训练果,能够改善小学生的学习行为表现,有效地影响小学生人格品质的发展。 相似文献
878.
Using prospective longitudinal data from the Christchurch Health and Development Study, this paper examined the relationship between teacher reported peer relationship problems at age 9 and psychosocial adjustment in late adolescence. Results showed that, by age 18, children with high rates of early peer relationship problems were at increased risk of externalizing behavior problems such as criminal offending and substance abuse, but were not at increased risk of anxiety disorder or major depression. Subsequent analyses revealed that these associations were largely explained by the effects of child and family factors associated with both early peer relationship problems and later adjustment. The most influential variable in explaining associations between peer relationship problems and later adjustment was the extent of children's early conduct problems. These results suggest that reported associations between early peer problems and later adjustment are noncausal, and appear to reflect underlying continuities in behavioral adjustment. 相似文献
879.
中小学生学业成就与非智力因素的相关研究 总被引:42,自引:2,他引:40
本研究对1250名中小学生非智力因素的发展水平进行了调查,共得到有效问卷1186份,目的在于了解非智力因素与学业成就的相关程度。结果表明:就全体被试而言,我们问卷中所涉及的11种非智力因素及总量表分数与被试的学习成绩存在着非常显著的正相关;非智力因素与被试学习成绩的相关程度存在着一定的年龄、学校类型和性别差异。 相似文献
880.
Hill M. Walker Ph.D. Steve Stieber Ph.D. Elizabeth Ramsey Ph.D. Robert O'Neill Ph.D. 《Journal of child and family studies》1993,2(4):295-315
This study investigated the efficacy of three different regression models in predicting arrest rate over the fifth to seventh grade range for a sample of antisocial and at risk control middle school boys (N=76). These boys were selected from a larger sample of approximately 200 boys and their families for inclusion in a long term longitudinal study beginning in the fourth grade. Subjects in the present study were identified when they were in the fifth grade and school measures of adjustment were recorded annually for them on two occasions (fall, spring) through the ninth grade. Predictors were derived from the following variables: (a) teacher ratings of social skills; (b) direct observations of academic engagement in classroom settings; (c) direct observations of the playground social behavior of target subjects and peers; and (d) discipline contacts with the principal's office as extracted from archival school records. These predictor variables appeared to assess respectively teacher related and peer related forms of school adjustment. The regression models investigated yielded R-Squares of approximately 30 between arrest rate and two to three predictor variables in each analysis. However, following the deletion of two subject cases that represented extreme instances of underprediction (i.e., subjects who were arrested [i.e., seven arrests each] but whose fifth grade behavioral profiles suggested they would not be), the obtained R-Squares increased to approximately .55. Implications of the findings for the early screening and identification of at risk students are discussed. 相似文献