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981.
982.
为了解女大专生的自主学习策略与学业等级关系,随机整群选取了学前03大专毕业班的147名女生进行了自主学习策略问卷调查。结果发现:女大专生自主学习策略水平处于一般中等水平,她们较多采用复述策略、规范策略;较少采用批判思考策略和计划策略。学业低分组女大专生在复述策略得分上显著高于高分组,在其它策略得分上均显著低于高分组。影响女大专生学业成绩的是批判策略、组织策略、复述策略、监控策略等因子共同影响的结果,但复述策略阻碍学业成绩提高和发展。 相似文献
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984.
本文依据效率与伦理两个基本标准探讨了福利经济学对于经济运行体系的伦理选择问题。首先分别讨论了福利经济学参照两个基本标准对于经济运行体系进行伦理选择的具体情况。其次分析了福利经济学在参照第二个基本标准对于经济运行体系进行伦理选择时所遇到的理论困难及其原因,即仅仅依据功利主义伦理基础的狭窄理论框架与包含道义主义伦理学在内的广阔的价值世界之间的矛盾。最后指出:通过引入道义主义伦理学作为福利经济学的伦理基础之一,特别是通过引入伦理妥协的方法解决经济学的功利主义基础与道义主义基础之间的矛盾,便可以扩展福利经济学的理论框架,消除福利经济学在参照第二个基本标准对于经济运行体系进行伦理选择时所遇到的理论困难,使福利经济学能够在新的意义上同时参照两个基本标准对于经济运行体系进行有效的伦理选择。 相似文献
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987.
Van Nuland HJ Dusseldorp E Martens RL Boekaerts M 《International journal of psychology》2010,45(4):250-259
Different theoretical viewpoints on motivation make it hard to decide which model has the best potential to provide valid predictions on classroom performance. This study was designed to explore motivation constructs derived from different motivation perspectives that predict performance on a novel task best. Motivation constructs from self-determination theory, self-regulation theory, and achievement goal theory were investigated in tandem. Performance was measured by systematicity (i.e. how systematically students worked on a problem-solving task) and test score (i.e. score on a multiple-choice test). Hierarchical regression analyses on data from 259 secondary school students showed a quadratic relation between a performance avoidance orientation and both performance outcomes, indicating that extreme high and low performance avoidance resulted in the lowest performance. Furthermore, two three-way interaction effects were found. Intrinsic motivation seemed to play a key role in test score and systematicity performance, provided that effort regulation and metacognitive skills were both high. Results indicate that intrinsic motivation in itself is not enough to attain a good performance. Instead, a moderate score on performance avoidance, together with the ability to remain motivated and effectively regulate and control task behavior, is needed to attain a good performance. High time management skills also contributed to higher test score and systematicity performance and a low performance approach orientation contributed to higher systematicity performance. We concluded that self-regulatory skills should be trained in order to have intrinsically motivated students perform well on novel tasks in the classroom. 相似文献
988.
Five-factor personality ratings were provided by undergraduate freshmen, their parents, and their college peers as predictors of cumulative GPA upon graduation. Conscientiousness ratings were significant predictors of GPA by all three raters; peer ratings of Conscientiousness were the only significant predictor of GPA when self-, parent-, and peer-ratings of Conscientiousness were examined simultaneously. College major was a moderator of this relationship, with self- and parent-ratings of Conscientiousness correlating more strongly with GPA among Social Science majors and parent-ratings of Conscientiousness correlating less strongly with GPA among Science majors. These findings replicate existing research regarding the validity of informant ratings as predictors of behavioral outcomes such as academic performance, while emphasizing the importance of including multiple informants from various life contexts. 相似文献
989.
Stimulus control technology was applied to the instruction of fraction ratio (e.g., (1/5)) and decimal (e.g., 0.20) relations, with 7 students who demonstrated difficulty in fraction and decimal tasks. The students were trained to match pictorial representations of fractions (B comparison stimuli) to printed counterpart fraction ratios (A sample stimuli), and to match printed decimals (C comparison stimuli) to pictorial representations of counterpart quantities (B sample stimuli). Posttest performance by all participants indicated the emergence of equivalence relations between fractions represented as ratios, decimals, and pictures. Limited generalization of fraction-decimal relations was observed. 相似文献
990.
Tudor RM 《Journal of applied behavior analysis》1995,28(3):343-344
This experiment evaluated the effects of requiring overt answer construction in computer-based programmed instruction using an alternating treatments design. Four college students worked through an instructional program that alternated between presenting frames with blanks requiring overt responses and complete frames without blanks. All students produced a higher percentage of correct posttest answers corresponding to program segments that required overt answer construction. 相似文献