Procrastination,Flow, and Academic Performance in Real Time Using the Experience Sampling Method

The authors' aim was to first provide an alternative methodology in the assessment of procrastination and flow that would not reply on retrospective or prospective self-reports. Using real-time assessment of both procrastination and flow, the authors investigated how these factors impact academic performance by using the Experience Sampling Method. They assessed flow by measuring student self-reported skill versus challenge, and procrastination by measuring the days to completion of an assignment. Procrastination and flow were measured for six days before a writing assignment due date while students (n = 14) were enrolled in a research methods course. Regardless of status of flow, both the nonflow and flow groups showed high levels of procrastination. Students who experienced flow as they worked on their paper, in real time, earned significantly higher grades (M = 3.05 ± 0.30: an average grade of B) as compared with the nonflow group (M = 1.16 ± 0.33: an average grade of D; p = .007). Additionally, students experiencing flow were more accurate in predicting their grade (difference scores, flow M = 0.12 ± 0.33 vs. nonflow M = 1.39 ± 0.29; p = .015). Students in the nonflow group were nearly a grade and a half off in their prediction of their grade on the paper. To the authors' knowledge, the study is the first to provide experimental evidence showing differences in academic performance between students experiencing flow and nonflow students.     

大学生职业成熟度研究

本文对台湾学者的职业成熟度问卷进行了修订。结果显示经修订得到的大学生职业成熟度问卷具有较好的信度、效度,可以作为我国大学生职业成熟度的测量工具。     

Validation of a Japanese Version of the Work Engagement Scale for Students

We sought to verify the reliability and validity of the Japanese version of the Utrecht Work Engagement Scale for Students (UWES‐S‐J). We examined 824 university students. We calculated the goodness of fit for a single‐factor model and the three‐factor model. The fit to the data was better for the three‐factor than for the single‐factor model, but all factors were highly positively correlated. Additionally, the UWES‐S‐J had good internal consistency and test–retest reliability. For the content validity, there were significant positive correlations between the UWES‐S‐J score and social support, a resilience scale, and subjective happiness. The UWES‐S‐J has good reliability and validity and may therefore be used to assess study engagement among Japanese students.     

网络视频课程中师生交互与大学生网络学习绩效的关系:学习自我效能感与学习动机的序列中介作用

本研究基于建构主义学习理论,采用问卷调查法以湖北省武汉市两所大学四个年级544名参与网络课堂的大学生为被试,探讨网络师生交互与网络学习绩效之间的关系,以及网络学习自我效能感和网络学习动机在其中的序列中介作用。结果发现：（1）网络师生交互、网络学习自我效能感、网络学习动机与网络学习绩效两两之间均显著正相关;（2）网络师生交互对网络学习绩效的直接效应和间接效应均显著。间接效应包含了两条路径：通过网络学习自我效能感的部分中介作用和通过网络学习自我效能感-网络学习动机的序列中介作用。这一结论有助于理解网络师生交互对网络学习绩效的作用机制,为未来网络教育的开展提供建议。     

大学应当提供什么样的人文教育--从《大学人文读本》之旨趣谈起

本文从夏中义先生主编的《大学人文读本》的旨趣入手,考察了中西方关于人文一词的来源及涵义,认为人文的内涵是随着人对宇宙人生的真理和价值的认识而不断加深和丰富的,大学的人文教育则旨在型塑人对自身在宇宙中的地位、意义和价值的觉解,人的丰厚蕴涵、独特自我、高尚人格、高雅品德,以及人与人、人与社会、人与自然的良性关系。由此反思了《读本》的缺弊,并为中国大学的人文教育提出一愿景。     

Universities and the Promotion of Corporate Responsibility: Reinterpreting the Liberal Arts Tradition

The issue of corporate responsibility has long been discussed in relationship to universities, but generally only in an ad hoc fashion. While the role of universities in teaching business ethics is one theme that has received significant and rather constant attention, other issues tend to be raised only sporadically. Moreover, when issues of corporate responsibility are raised, it is often done on the presumption of some understanding of a liberal arts mandate of the university, a position that has come under much attack in recent years. The purpose of this article is to investigate more systematically the nature of the obligations that the university has to promote more responsible corporate behaviour. It does so on the basis of a reinterpretation of the liberal arts tradition from a critical theory perspective. This entails: (1) an initial conceptualization of the roles and functions of the university; (2) an examination of these functions at two formative periods of the liberal arts tradition, the medieval university and the rise of the modern university in Germany in the early 19th century; (3) an investigation of ruptures in the understanding and practices of the liberal arts tradition, resulting in large part from the rise of the bureaucratic state and the industrial capitalist economy; (4) a reinterpretation of the liberal arts tradition from a critical theory perspective; and (5) a systematic elaboration of the obligations of the university vis-à-vis corporations based upon the university's key functions of teaching, research, formation and professional development.     

The “Ethical” Professor and the Undergraduate Student: Current Perceptions of Moral Behavior among Business School Faculty

A survey of 830 faculty members at 89 AASCB-accredited business schools throughout the United States was conducted in Fall 2002 to develop a snapshot of perceptions of ethical and unethical conduct with regard to undergraduate business instruction across a wide range of business disciplines. These behaviors fell into such categories as course content, evaluation of students, educational environment, disrespectful behavior, research and publication issues, financial and material transactions, social relationships with students, and sexual relationships with students and other faculty. Of the 55 behaviors, two were almost universally perceived to be unethical. Eight behaviors were controversial in that there was wide variance on whether the behavior was perceived to be unethical. In addition, females' ethical perceptions differed significantly from males on three behaviors; older participants differed from younger participants on seven behaviors; participants at research-oriented institutions differed from participants at teaching-oriented institutions on one behavior; and tenured, untenured tenure-track, and untenured non-tenure-track participants differed on three behaviors. The findings of this study and the detailed comments of the respondents provide a starting point for discussing more systematic means to consider ethical issues within collegiate schools of business.     

麦金太尔何以断言启蒙道德筹划是失败的?——兼论道德哲学中的"一"与"多"

麦金太尔关于"启蒙道德筹划失败"的断言可能导致两种相反理解。麦氏认为,情感主义者放任道德分歧(多),须对无休止的道德争论负责。启蒙筹划虽然寻求普遍性方案,然其背后却深藏不可公度的前提,同样导致不可公度的各家之言。只不过,后者仍试图用理性来解决,而前者则"坦率地"放弃这种努力。为缓解道德分歧,麦金太尔引入传统合理性。但亦存在问题。生活境遇的改变,使我们须悬置先入之见,通过对话重新圈定道德普世性(一)与道德分殊性(多)的话语范围。