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941.
The recent trend in institutional communication research seems to foster the image of the University as a private organization significantly oriented towards a policy of customer satisfaction. Following the concept of organizational culture, institutional settings too are conceived as organizational contexts, where discourse is a privileged vehicle to convey and spread values, traditions and artifacts, both through internal and external communication practices. Thus, within academic discourse organizational culture is shaped and perpetuated by specific devices of rhetorical argumentation. The corpus of data consists of two different examples of academic discourse: the self promotional endorsement letters of the academic candidates to the chancellor’s position on occasion of the elections and the inaugural speeches proclaimed by the chancellors in charge during the opening celebration of the academic year. The first kind of academic discourse could be meant as an example of political discourse since the candidates use communication strategically and manipulate their academic membership as a rhetorical device to support their aims. On the other hand, the second example is a mere celebration of academic culture which through linguistic rituals recalls and perpetuates the basic values of this microcosm. The data have been analysed with the critical discourse analysis and diatextual analysis which pay particular attention to the context of speech. Moreover, attention has been focused on the metaphors and on the meta-discursive cues. The results show that although with different purposes academic discourse use similar discursive and rhetorical strategies as both belong to the same organization. 相似文献
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The examination of a student’s racial identity beliefs along with the extent to which being Black is a central part of his
or her self-concept provides a novel, insightful approach to understanding the relationship between racial identity and academic
achievement (Chavous et al., 2003,). Using Sellers et al. (1998a) Multi-dimensional Model of Black Identity (MMBI) as a framework,
this study investigated racial centrality, public regard and private regard beliefs in relation to the grade point average
of African–American high-school students. A total of 289 African–American students from a large urban district participated
in this study. Cluster analyses conducted on the three subscales of the MMBI on separate samples of 9th and 12th grade students
replicated three of four racial identity profile groups previously identified by Chavous et al. (2003). Additionally, among
both 9th and 12th grade students, Alienated students achieved significantly higher grade point averages than did Idealized students. 相似文献
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Recent research has suggested that the six‐dimensional personality model, and especially the dimension Honesty–Humility/Integrity, adds incremental validity to the prediction of important criteria. We expected both this dimension and the dimension Conscientiousness to explain incremental variance in two academic criteria, namely grade point average (GPA) and counterproductive academic behaviour (CAB). In addition, we expected the more specific, so‐called narrow traits of Conscientiousness and Honesty–Humility/Integrity to be stronger predictors of academic criteria than the broad traits. To test these expectations, two studies were conducted using the HEXACO Personality Inventory Revised (HEXACO‐PI‐R) and the Multicultural Personality Test—Big Six (MPT‐BS). The results confirmed our expectations and suggest that academic criteria may be predicted with greater accuracy by focusing on the narrow traits of Conscientiousness and Honesty–Humility/Integrity. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
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贵州省高师本科大学生学业自我效能感与心理健康水平的研究 总被引:13,自引:0,他引:13
运用大学生学业自我效能感量表和SCL-90症状自评量表对高师本科大学生进行调查,探讨其学业自我效能感与心理健康水平的关系。结果表明:1、在学习能力自我效能感上,大一至大四学生无年级、性别、专业的显著差异;在学习行为自我效能感上,大三、大四差异显著;2、大四与其他各年级学生在自评症状各因子上存在极显著差异,男女生在自评症状的强迫和偏执两因子上存在显著差异;3、学业自我效能感高的学生与学业自我效能感低的学生在人际关系敏感、抑郁因子上差异显著;4、自我效能感与心理健康水平存在较高相关。 相似文献
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为探讨学业自我效能感对在线学习投入的影响及其作用机制,采用学业自我效能感量表、学习动机量表、心流体验量表和在线学习投入量表,对310名在线学习者进行问卷调查。结果发现:(1)学业自我效能感对在线学习投入具有正向预测作用;(2)学习动机和心流体验分别在学业自我效能感和在线学习投入之间起部分中介作用;(3)学习动机、心流体验在学业自我效能感和在线学习投入之间起链式中介作用。 相似文献
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