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1.
小学教师在工作中的问题行为,对小学生的全面发展有着重要的影响。小学教师问题行为的产生既有普遍原因,又有特殊原因;既有教师个人因素,又有社会、家长及学生自身的因素。 相似文献
2.
影响中职学生学习兴趣不高的原因是多方面的,既有外在因素,又有学生主观因素;既有思想观念因素,又有社会、家庭等因素。提高和激发学生的兴趣,需要社会、学校、学生,家庭相互配合。 相似文献
3.
郑晔 《康定民族师范高等专科学校学报》1997,(3)
影响家庭消费的因素是多方面的:既有物质的因素,又有精神的因素;既有社会的因素,又有心理的因素;既有社会再生内部的因素,又有社会再生产外部的因素;既有影响宏观消费结构(生存资料、享受资料、发展资料之间的比例关系)的因素,又有影响微观消费结构(各类消费资料内部各种消费品之间的比例关系)的因素. 相似文献
4.
石继祥 《大连教育学院学报》2005,21(3):58-59
未成年人犯罪的原因是多种多样的,既有学校、家庭、社会的外部因素,又有心理、生理上的内部因素。就外部因素而言,既有学校的因素,又有家庭和社会的因素,研究认识这些因素,对防止未成年人犯罪有着重要的意义。 相似文献
5.
国际金融危机在影响我国经济发展的同时,对大学生就业造成了前所未有的冲击。本文认为出现这一现象的原因有多方面：如高校的专业设置和市场需求不相符、人才岗位结构不合理、社会价值取向的偏见、大学生职业能力欠缺或缺乏职业生涯规划等。总之,导致大学生就业困难的原因既有客观原因,又有主观原因;既有社会的因素,又有学生的自身因素。在这诸多因素中,笔者认为学生自身的因素才是关键。 相似文献
6.
中学生思想教育相对滞后的原因,既有外在的影响,也有内部管理体制上的原因;既有主观认识上的问题。也有客观条件上的原因;既有学校、社会、家庭的责任,又有自身的原因,归纳起来有以下两点。 相似文献
7.
导致高校法学专业毕业生就业难的因素是多方面的,既有社会原因,又有学生自身的原因。提高法学专业学生就业能力的对策是：就业指导部门要帮助毕业生树立科学的就业观;法学专业就业指导要专业化、系统化,并渗透到具体法学教学之中;在专业教学上突出学生社会适应能力的培养。 相似文献
8.
渎职侵权犯罪的犯罪原因是多方面的,既有社会因素又有个人因素,在其产生原因中,个人的心理原因是犯罪发生的重要原因,本文将从渎职侵权犯罪的心理原因分析入手,提出渎职侵权犯罪的心理预防对策。 相似文献
9.
“中小学生课业负担过重”是个老生常谈的问题!造成这一现象的原因是多方面的和系统的：既有历史的、也有现实的原因;有外部的、也有内部的原因。阻力也是多重的：既有教育内部的,也有外部的;既来自社会,也来自家庭;既有体制机制方面的原因,也有政策和文化因素; 相似文献
10.
教师有心理压力未必都是坏事,也未必都是好事。有压力就有动力,这是好的一方面;压力过大会影响身心健康,这是坏的一方面。教师因其所从事职业的特殊性,其心理压力过大的因素在某种意义上显得极为复杂,既有客观原因,又有主观原因;既有共性因素,又有个性因素;既有自身原因,又有外部压力。众多因素相互交织,共同作用,最终导致了这个不容忽视的问题。笔者试就如何缓解中小学教师的心理压力谈一点个人拙见。 相似文献
11.
A secondary analysis of the Early Childhood Longitudinal Study – Kindergarten Sample (N = 17,401) was conducted to determine the factors that are most strongly associated with math achievement during kindergarten, first grade, and third grade. Factors from the following three categories were considered: antecedent factors (e.g., family socio-economic status), opportunity factors (e.g., frequency of being exposed to mathematical content), and propensity factors (e.g., pre-existing mathematics skills). Structural equation modeling showed that math achievement was strongly predicted by a combination of specific propensity, opportunity, and antecedent factors. However, propensity factors were the most important determinants of achievement. The amount of variance accounted for by gender and ethnicity was substantially reduced when other factors in the antecedent, opportunity, and propensity categories were controlled. The implications of the findings for intervention are discussed. 相似文献
12.
Youngju Lee Jaeho Choi 《Educational technology research and development : ETR & D》2011,59(5):593-618
Although online learning is expanding in availability and popularity, the high dropout rates remain a challenging problem.
In this paper, we reviewed the existing empirical studies on online course dropouts in post-secondary education that were
published during the last 10 years. We identified 69 factors that influence students’ decisions to dropout and classified
them into three main categories: (a) Student factors, (b) Course/Program factors, and (c) Environmental factors. We then examined the strategies proposed to overcome these dropout factors: (a) understanding each student’s challenges
and potential, (b) providing quality course activities and well-structured supports, and (c) handling environmental issues
and emotional challenges. Finally, we discussed issues regarding dropout factors and strategies for addressing these factors
and offered recommendations for future research. 相似文献
13.
采用德尔菲法,通过两轮次调查,最终遴选出20个影响河南省体育产业发展的因素指标;采用李克特五分量表法,对这些影响因素指标进行因子分析,并提取出四个公共因子;运用多变量方差分析法,筛选出对体育产业五大行业发展最具影响力的公共因子.结果显示:体育健身娱乐业受消费环境因子影响最大,体育竞赛表演业受四个公共因子影响程度的差异不具显著性,体育用品业受产业环境因子影响最大,体育旅游业受区位环境因子影响最大,体育培训业受体育环境因子影响最大.基于河南省各区域所具资源禀赋与发展现状,提出区域优势体育产业的开发策略,为进一步研究河南省区域优势体育产业的培育提供理论依据.旨在促进河南第三产业发展,积极助推中原经济区建设. 相似文献
14.
This article summarizes findings from a 3‐year study of 35 economically disadvantaged, ethnically diverse, academically talented high school students who either achieved or underachieved in their urban high school. In particular, the resilience of these two groups of high ability students is explored. Comparative case study and ethnographic methods were used to examine the ways in which some academically talented students develop and/or employ strategies associated with resilience to achieve at high levels. Both risk factors and protective factors are examined to explore participants’ pathways toward either positive or negative outcomes. The results of this study suggest that some protective factors helped some academically talented students to achieve at high levels. The protective factors include supportive adults; friendships with other achieving students; opportunity to take honors and advanced classes; participation in multiple extracurricular activities both after school and during the summer; the development of a strong belief in self; and ways to cope with the negative aspects of their school and urban environment; and in some cases, their family lives. Other protective factors include students’ relationships with supportive adults and their previous participation in a gifted and talented program. Students who underachieved had specific risk factors, such as having older siblings who dropped out of school or became involved in drugs and/or alcohol. They also appeared to have developed fewer protective factors. The combination of the presence of risk factors and the absence of protective factors may ha ve impeded the ability of some underachieving students to achieve at higher levels. 相似文献
15.
Temperament is a developmentally important construct, hierarchically comprised of several lower-order dimensions subsumed under effortful control, negative affectivity, and surgency. The Children's Behavior Questionnaire-Very Short Form (CBQ-VSF) was developed as a brief measure of the higher-order factors of temperament to aid researchers in understanding the relation between these factors and other developmentally important constructs. In this study, we examined the psychometric properties of the CBQ-VSF in preschool children (N = 277) using teachers and parents as informants. Several dimensions of temperament emerged independently of the three higher-order factors. Comparing the extracted factors to other measures of temperament revealed limited convergent and discriminant validity. Further, similar teacher and parent report factors did not correlate. Based on these findings, it is suggested that the CBQ-VSF be refined to better reflect core dimensions that comprise the higher-order factors. 相似文献
16.
目前,高中数学教师对新课程的基本理念普遍认同、教师的教育观念有所转化、教师的教学行为有所改进等;部分教师存在消极心理、教师自身素质缺失、教师感觉工作负担加重等.影响教师适应新课程的主要因素是:教师自身因素;教师评价体制因素;教材因素;教师培训因素.据此提出如下建议:教师应增强自我调节意识,主动适应新课改;建立科学合理的教师评价机制;不断修订完善教材;完善教师培训和校本教研机制. 相似文献
17.
18.
蔡钟川 《广东广播电视大学学报》2012,21(4):75-81
为了解潮汕地区城乡初中生心理健康及其影响因素,以该地区城乡670名初中生为被试对象,对学生心理健康及影响学生心理健康的社会因素、家庭因素、个体因素（共15个因子）进行调查研究。结果表明：城市初中生的心理健康状况显著好于农村初中学生;城乡初中学生在五个因子上都存在显著差异;城乡学生的心理健康与影响因子的相关不尽相同,且在个别因子上存在反相关;在城乡初中生心理健康较好预测变量上,有较大不同。 相似文献
19.
贾磊 《吕梁高等专科学校学报》2008,24(4)
听力教学一直是英语教学中的重点,也是难点。一般来说,造成学生听力理解困难的因素有很多,主要可以分为两大类:语言因素和非语言因素。语言因素包括语音因素、词汇因素、语法因素等等;非语言因素包括心理因素和跨文化交际因素。探讨影响学生听力理解的各个因素,提出针对性的解决措施,有助于切实提高学生的听力理解能力。 相似文献
20.
BackgroundAlthough prior research has indicated that sexual behavior problems (SBPs) are present among maltreated and non-maltreated children, risk factors for SBPs remain understudied. Further, few studies have examined multiple forms of trauma such as exposure to community violence and several likely important familial and environmental factors have yet to be investigated in the context of SBPs. The use of a more comprehensive ecological model of child, trauma-related, family, and environmental risk factors may help to further delineate the factors that contribute to the development of SBPs.ObjectiveThe aim of the current study was to build upon previous research by utilizing an ecological model that includes child, trauma-related, caregiver and familial, and environmental factors as potential predictors of SBPs.Participants and SettingThe present study was conducted with 1,112 8-year-old children (51.6% female; 48.9% Black) and their primary caregivers from the Longitudinal Studies in Child Abuse and Neglect (LONGSCAN) study.ResultsSeveral child, caregiver, and familial factors, as well as sexual and physical abuse demonstrated bivariate associations with SBPs. A number of these factors remained significant in a regression model, such as child’s living arrangement, child’s aggressive behaviors and posttraumatic stress symptoms (PTSS), sexual and physical abuse, caregiver’s psychological difficulties, and children’s perceptions of family health.ConclusionsThe findings highlight the role of select child, trauma-related, caregiver and familial, and environmental factors in the context of SBPs and also demonstrate the need to examine multiple levels of children’s environments when investigating SBPs. 相似文献