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151.
Conversation with 2016 American Academy of Religion Excellence in Teaching Award Winner Joanne Maguire Robinson
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Joanne Maguire Robinson Eugene V. Gallagher Kwok Pui‐lan Thomas Pearson 《Teaching Theology & Religion》2017,20(4):356-371
This conversation between the editors of Teaching Theology and Religion and Joanne Maguire Robinson continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, and Mary Elizabeth Mullino Moore. The exchange takes as its point of departure the teaching statement that Professor Robinson produced in support of her candidacy for the American Academy of Religion's Excellence in Teaching Award. Issues addressed include the impact of institutional context on one's teaching, teaching the humanities in universities that are ever more focused on job training, making the transition from a graduate program focused on research to teaching undergraduates who are unlikely to take even a second course in the study of religion, and ways in which women are challenged to navigate multiple responsibilities while striving to make their way in a male‐dominated academy. 相似文献
152.
《Journal of Employment Counseling》2017,54(3):100-114
This study investigated how people's beliefs regarding their vocational abilities (i.e., career decision self‐efficacy) are associated with their perceived academic control, self‐liking, and self‐competence. It also assessed the relevance of these 4 types of self‐beliefs for personal job optimism among 268 Croatian college students. Results indicated that participants' career decision self‐efficacy and perceptions of their chances of finding jobs nationwide were significant predictors of personal job optimism. Furthermore, the influences of self‐competence and perceived academic control on personal job optimism were mediated by career decision self‐efficacy. These results extend previous research and may be informative for vocational guidance interventions. 相似文献
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Perceived stress,recurrent pain,and aggregate salivary cortisol measures in mid‐adolescent girls and boys
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Petra Lindfors Lisa Folkesson Hellstadius Viveca Östberg 《Scandinavian journal of psychology》2017,58(1):36-42
Measures of perceived stress have been criticized for theoretical inconsistency. However, the validated pressure activation stress scale has been suggested as a theoretically sound alternative. But it is unclear how pressure and activation stress relate to objective and subjective measures including commonly used aggregate cortisol measures and health complaints respectively. Specifically, this study aimed at investigating how pressure and activation stress were related to aggregate salivary cortisol measures and recurrent pain in mid‐adolescent girls and boys. Mid‐adolescents (119 girls and 56 boys) provided self‐reports in questionnaires on activation and pressure stress and recurrent pain (headache, stomach ache, neck/shoulder and back pain). Additionally, adolescents sampled saliva during an ordinary school day: (1) immediately at awakening; (2) 30 minutes after waking up; (3) 60 minutes after waking up, and (4) at 8 p.m. These samples were analyzed for cortisol. Hierarchical regressions showed no statistically significant associations between activation and pressure stress and cortisol, neither for girls nor for boys. However, activation and pressure stress were significantly associated with recurrent pain but only for girls. The findings may relate to subjective and objective measures reflecting distinct aspects of stress‐related functioning. However, the study participants included mid‐adolescents whose bodily systems are flexible and still relatively unaffected by the strain of their daily stress perceptions. To conclude, the non‐significant relationships between activation and pressure stress and commonly used aggregate measures of cortisol adds to the understanding of how perceived stress may relate to physiological functioning in the daily life of adolescents when using such aggregate measures. 相似文献
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A First Step to a Conceptual Framework of Parent Empowerment: Exploring Relationships Between Parent Empowerment and Academic Performance in a National Sample
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This study tested a parent empowerment framework using a national sample of 9,982 parents from the Parent and Family Involvement Survey (National Center for Education Statistics, 2007 ) to investigate relationships between parent empowerment and children's academic performance. A multinomial logistic regression demonstrated significant relationships between parents' competence, self‐determination, community belonging, community participation, and academic performance, which differentiate among parents based on racial/ethnic, language, and socioeconomic backgrounds. Findings highlight the importance of parent empowerment interventions that consider structural barriers in schools. 相似文献
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以397名流动儿童为被试,采用问卷法考察流动儿童消极学业情绪对学习自我效能感的影响以及情绪调节策略在其中的调节作用。结果表明:(1)流动儿童学业情绪对控制感的负向预测作用高于对基本能力感的预测作用,其中有恼火、羞愧、无助对基本能力感预测作用显著;认知重评对基本能力感预测作用显著,并且认知重评情绪调节策略对恼火、沮丧与基本能力感的关系有调节作用,而表达抑制对无助与基本能力感的关系有调节作用。(2)流动儿童学业情绪中除恼火外,焦虑、羞愧、厌倦、无助、沮丧和心烦对控制感的预测作用均显著。认知重评和表达抑制均对控制感的预测作用显著,并且认知重评与羞愧、厌倦、沮丧的调节作用显著,表达抑制与沮丧的调节作用显著。 相似文献
160.
Yinlan Chen 《Ethics & behavior》2017,27(1):53-73
The rapid development of the Internet has granted college students easy access to vast amount of online resources, and to some degree has increased the chances of plagiarism problems. A number of studies have suggested that both faculty’s and students’ perceptions toward plagiarism are found to be influential on students’ plagiarizing behaviors, and limited research has been done to explore the perceptional differences between these two roles. This study aims to respond to the growing educational concerns about plagiarism by comparing the perceptions held by faculty and college students. A total of 229 faculty and 634 college students in Taiwan completed the Perceptions of Student Plagiarism Questionnaire designed for the study. The results reveal that faculty held stricter standards than those of students. Results also indicate various causes of plagiarism, such as no interest in the learning subjects, lack of citation knowledge, or lack of research ability. Furthermore, significant disciplinary differences were shown to contribute to students’ plagiarism perception; the results reveal that most students with an Arts or Communication major held a relatively adverse thinking toward plagiarism. Last, this study provides research-based strategies for school and faculty to reduce the likelihood of plagiarism. 相似文献