共查询到20条相似文献，搜索用时 187 毫秒
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通过调查发现,高职院校贫困生自信心在男女性别上差异不显著;学生干部与非学生干部在学业成绩上存在显著差异;而在外表上存在极其显著差异。学校应根据高职贫困学生心理特点,有针对性地进行教育干预。 相似文献
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目的:探讨大学生新闻类型偏好与学业成绩及人格特质的关系.方法:对277名大学生进行新闻类型偏好调查、学业成绩情况调查和Y-G人格问卷测试.结果:首先,在学业成绩方面,喜欢硬新闻的学生显著高于喜欢软新闻的学生.其次,在人格特质方面,偏好硬新闻的学生在循环性、神经质、主观性、思维外向性等维度上的得分显著低于偏好软新闻的学生... 相似文献
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研究随机选取广州市3所学校,包括小学、初中和高中三个阶段,共634人,以静态的调查研究为主,并辅以文献研究法、访谈调查法对担任干部与学生学业成绩的相关性进行调查。调查结果显示：担任班干部角色与学生本人的学业成绩之间是有正向的相关关系的;连续担任班干部对学生会产生一定的负向作用;班干部角色对学业成绩的影响程度为小学〉初中〉高中。 相似文献
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为了考察性格对语文学业成绩的影响程度,本研究采用《学生性格量表》对蒙古族学校的750名被试进行了调查,结果表明：蒙古族初中学生的蒙语文学业成绩与学生的性格特征之间存在着显著相关;性格特质对蒙语文学业成绩的影响既有共同性,也有差异性;从总体上看,高成绩者和低成绩者在性格特质上存在着显著差异;在蒙语文学科成绩上,男女生的性格差异均十分显著。 相似文献
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林跃发 《中小学心理健康教育》2023,(36):4-9
为探究初中生人际关系在心理健康预测学业成绩中的作用以及心理健康水平的提升对学业成绩的影响,使用中学生心理健康量表、人际关系综合诊断量表对586名初中生进行调查并获得他们的学业成绩Z分数,对三者进行中介效应分析,同时采用团体心理辅导方式对32名学生进行干预,在干预后对比干预组和控制组在人际关系困扰、心理健康问题和学业成绩上的差异。结果显示：（1）心理健康问题对人际关系困扰的路径效应显著,人际关系困扰对学业成绩路径效应显著,但是心理健康问题对学业成绩的路径效应不显著;（2）干预后干预组的人际关系状况、心理健康状况和学业成绩上显著好于控制组。结论得出：（1）人际关系困扰在心理健康问题预测学业成绩中起完全中介效应;（2）人际关系团体心理辅导能够提升学生心理健康水平,进而促进学生的学业成绩。 相似文献
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该研究以英语专业"基础英语"课程为研究视角,探究学业成绩和人文素质之间的相关性。由该研究得知,学业成绩与人文素质轻度相关。因此,人文素质教育应贯穿于英语专业学生的培养过程。学生在提高学业成绩的同时,教师应引导学生培养自身的人文素质,让他们成为文化素养深厚、实践能力较高、人文精神丰富的人。 相似文献
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从科尔曼开始,众多学者对学生家庭背景影响学业成绩进行了研究,但大部分研究都是针对基础教育阶段学生。此次研究则以高等教育阶段的学生为对象,调查这个相对基础教育阶段学生来说受到更多社会因素影响的群体的学业成绩是否还会受其家庭背景的影响。结果显示:诸如家庭经济条件、家庭结构、家庭变故、父母文化程度等家庭背景的客观变量,对高等教育阶段学生的学业成绩有较显著影响;是否独生子女与父母的职业性质对学业成绩则没有影响。在分析家庭背景变量对学业成绩形成影响原因的基础上,从家长、学生、学校3个方面对高校学生学业成绩的提高提出建议。 相似文献
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本研究采用分层随机抽样方法,对五所高中各年级学生进行考试焦虑、学习方法及其它相关因素的测量和调查;对１４０５个有效样本进行了统计处理,发现学习方法、考试焦虑程度影响学业成绩;父母的职业、母亲的化程度对学生的学业成绩有影响;家庭经济收入、是否独生子女与学生的学业成绩无关;任学生干部累计年限越长,学业成绩优秀率越高。 相似文献
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对通化师范学院大一至大三非数学专业学生进行高等数学自我监控能力调查,发现学生的高等数学自我监控能力处于中等偏下水平,在性别、学生所在专业上无显著差异,在年级上存在显著差异.高等数学自我监控能力中检验、评价维度显著影响高等数学学业成绩,而计划、调节、管理未显著影响高等数学学业成绩. 相似文献
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Lihong Huang 《Learning and individual differences》2009,19(2):320-325
This paper investigates student social capital in Norwegian secondary schools and its effects on student achievement. Using data from the national survey ‘Young in Norway 2002’, it explores the concept and measurement of social capital in the school context by applying factor analysis. The paper also tests an analytical model that links student home background, social capital at school and student academic achievement, using a structural modelling technique. Control variables in the analysis are student age, gender, school size and home community. Testing the analytical model with female and male student subgroup data takes gender perspectives into consideration. Finally, statistical results are presented and discussed, and implications for further research are provided. The study finds that student social capital, generated from student social relations with parents, teachers and peers, has a significant influence on student achievement. 相似文献
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This paper presents an empirical analysis of the effects of principals on public high school students' academic achievement, using High School and Beyond. Despite policy relevance, previous qualitative and quantitative research provides little systematic evidence on principal effects, at least for high schools. Principal characteristics and variables designed to capture less tangible aspects of the principal's role are included in educational production functions. The results suggest principals do have a measurable impact on student achievement, through the selection of teachers and setting of academically oriented school goals. 相似文献
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In this paper, we review research on parental expectations and their effects on student achievement within and across diverse
racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that
students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority
parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity
that moderate the relation between students' previous performance and parental expectations. Our review also indicates that
the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority
families than for European American families. We describe four mediating processes by which high parental expectations may
influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article
concludes with a discussion of educational implications as well as suggestions for future research. 相似文献
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This study explores the transfer of critical thinking skills and dispositions from pre-service teacher training to classroom practice and student achievement in the cases of two graduates from a course on critical thinking-integrated instruction. Two 7th and two 8th grade classes were randomly assigned as experimental (CT-integrated instruction), or comparison (traditional instruction) groups. Empirical results demonstrated that, in these two cases, the teachers successfully developed CT-integrated instruction for effectively fostering students' CT skills and dispositions, while improving student achievement. Future research should include larger and more representative samples to avoid bias and reliably evaluate CT-based teacher training initiatives. 相似文献
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In the problem-based curriculum of the faculty of Law, students of the first year are guided by staff tutors or undergraduate student tutors in small tutorial groups. In this study, academic achievement of staff tutor-guided groups are compared with student tutor-guided groups. After an eight-week course students' level of academic achievement was tested by essay questions. Two methods of assessing students' performance are used: expert judgements and propositional analysis. Results of both methods used indicate that no differences in academic achievement occur. Students guided by student tutors perform as well as students guided by staff tutors. Several explanations are proposed to account for these results. 相似文献
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在医教协同的新时代,医学人才培养质量受到前所未有的关注,学生发展成效是人才培养质量的集中体现。基于高等教育学生发展的增值视角,利用全国代表性的54398份学生调查数据对医科学生发展进行了实证分析。研究发现,医科学生学业成就整体偏低,即相比其他学科,院校期间医科学生能力增值相对较少;医科学生在学生发展上的主要特征表现在专业能力增值上显著更多,临床医学类专业和非临床医学类专业学生在学业成就上存在一定差异,且明显受入学动机的影响;医科学生在学业成就上存在明显的年级特征,其增值在大三年级最为明显,且女性、农村、第一志愿录取的医科学生学业成就相对更高。 相似文献
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Research on teaching primarily adopts the process-product paradigm. Within this paradigm, researchers often speculate about cognitive operations that students engage in during instruction as a means to explain how teacher behaviors (processes) correlate with or cause student achievement (products). This paper argues that the methodology of process-product research is (1) ill-suited to generating theories of teaching effectiveness that use students' cognition to explain process-product relations and (2) invalid for testing such explanations. The cognitive mediational paradigm, which explicitly interposes students' cognition between teaching processes and student products, is proposed as a remedy to these problems. Methodology consistent with the cognitive mediational paradigm is described. 相似文献
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This study examines the impact of secondary school culture on the dual student outcomes of academic achievement and engagement
with the institution attended. Elements of school culture were identified, specifically the roles played by administrators,
the professional teaching staff, and the adolescent peer group. A mixed-method research design was employed with the primary
research instrument taking the form of a survey questionnaire that was distributed to 268 Grade 11 students attending two
composite secondary schools in a mid-sized Canadian city. The results demonstrated that institutional culture had a limited
impact on student academic achievement but a significant influence on students' perceptions of engagement with their schools. 相似文献