Emotions in group work: insights from an appraisal-oriented perspective     

Karen Zschocke  Marold Wosnitza  Kathrin Bürger 《European Journal of Psychology of Education - EJPE》2016,31(3):359-384

Small group work is common practice in higher education. However, empirical research on students’ emotions related to group work is still relatively scarce. Particularly, little is known about students’ appraisals of a group task as antecedents of emotions arising in the context of group work. This paper provides a first attempt to systematically disentangle the relationship between individual differences in group work appraisals and emotions that arise in the context of a real-life group assignment. Beginning and end questionnaires (with an interval of 6 weeks) from 446 teacher education students who completed a mandatory, assessed group assignment within a university course were used to examine students’ multi-dimensional group work appraisals and emotional experiences. Findings showed that individual differences in emotions emerge as a function of appraisal processes and provided support for systematically treating students’ group work experiences as multi-dimensional, as appraisal dimensions have distinct implications for students’ emotional experiences.  相似文献   

High pressure treatment of Swiss cheese slurries (I): Inactivation of selected microorganisms after treatment and during accelerated ripening     

Ding Yu-ting  Sang Wei-guo  Z. Jin  W. J. Harper 《浙江大学学报(A卷英文版)》2001,2(2):204-208

Cheese slurries, made from fresh Swiss cheese curd, were treated at 345 or 550 MPa for 10 or 30 minutes in an isostatic press at 25°C. The slurries were ripened at 30 °C for 0,3 and 5 days. The growths of coliforms, yeasts and molds, starter bacteria (Lactococci andStreptococci), non-starter lactic acid bacteria (Lactobacilli), and presumptive coagulase-positiveStaphylococcus were determined. An electronic nose was used to evaluate aroma development of the cheese slurries. Commercial Swiss cheeses with different ages were used as aroma references. The degree of inactivation of organisms was found to be a function of pressure intensity, exposure time, type of organism, and cheese slurry pH. In general, slurries treated at a higher pressure and with a longer exposure time showed a greater reduction in numbers and had less out-growth of organisms during ripening.Coliforms, yeasts and molds were completely inactivated at the pressures and time used. Starter bacteria appeared to be more resistant to being inactivated by high pressure treatment and had a greater out-growth rate thanLactobacilli andStaphylococci. Based on canonical analysis, nineteen samples for each batch were assigned to three groups. In general, higher intensity of pressure or longer exposure time caused less aroma development in the cheese slurries. When the cheese curd was incubated overnight prior to making the cheese slurries, stronger slurries with stronger aroma were observed. This study provided an explanation of the relative importance of relationships among high pressure treatment, starter bacteria, and aroma development during accelerated ripening.  相似文献   

Das soziale Rekrutierungsfeld der Lehrer     

Stefan Kühne M.A. 《Zeitschrift für Erziehungswissenschaft》2006,9(4):617-631

Fragen der sozialen Selektivit?t im Schulsystem werden gegenw?rtig sehr einseitig, bezogen auf die soziale Herkunft der Lernenden, diskutiert. Die soziale Rekrutierung der Lehrkr?fte und ihre Auswirkungen auf den Umgang mit Schülerinnen und Schülern waren dagegen in jüngster Zeit kaum Gegenstand in der Bildungsforschung. Auf der Basis der ALLBUS-Kumulation 1980–2002 liefert der Beitrag empirisch fundierte Erkenntnisse darüber, wie die Zugangschancen zu akademischen Berufspositionen in Abh?ngigkeit von der sozialen Herkunft variieren. Für den Lehrernachwuchs wird ein soziales Herkunftsprofil nachgewiesen, welches die Lehrerprofession im Gegensatz zu anderen Akademikern st?rker als Beruf des sozialen Aufstiegs kennzeichnet. Die Befunde werfen die Frage auf, ob die sozialen Mobilit?tschancen der Lehramtskarriere die schichtspezifische Selektivit?t im deutschen Schulsystem nicht sogar im Sinne eines kumulativen Effektes verst?rken.  相似文献   

School-level environment and outcomes-based education in South Africa     

Jill M. Aldridge  Rüdiger C. Laugksch  Barry J. Fraser 《Learning Environments Research》2006,9(2):123-147

In this study, we developed and validated a questionnaire to assess teachers’ perceptions of their actual and preferred school-level environment, investigated whether teachers involved with Outcomes-Based Education (OBE) perceive the school-level environment differently from those who are not, and investigated factors in the school-level environment (such as resources and staff freedom) linked with a school’s likelihood of successfully implementing OBE. The study involved modifying and validating an existing questionnaire to make it suitable for assessing the school-level environment in South Africa, as well as adding to the School-Level Environment Survey (SLEQ) the scales of Familiarity with OBE and Parental Involvement. Analysis of data collected from 403 teachers provides evidence for the validity and reliability of the new SLEQ-SA. MANOVA for repeated measures revealed a statistically significant (p < 0.01) difference between teacher perceptions of their actual school environment and the one that they would prefer for all seven SLEQ-SA dimensions. When MANOVA was used to examine whether teachers involved in OBE perceive their school-level environments differently from those who are not, statistically significant differences emerged for two of the seven school-level environment scales, with teachers involved with OBE perceiving significantly more Familiarity with OBE and Work Pressure. The constraints faced by teachers are wide ranging and include a number of factors such as a lack of material resources and large class sizes. The results provide valuable information to policy-makers, principals and researchers that potentially could help to guide the implementation of OBE.  相似文献   

‘Now I am free’—education and human resource development in Eritrea: contradictions in the lives of Eritrean women in higher education     

Tanja R. Müller 《Compare》2004,34(2):215-229

Human resource development as an objective of education policy in developing countries is increasingly narrowed down to its human capital component. In Eritrea, the objective of a highly centralized human resource development strategy is to produce human capital for the advancement of the nation. This instrumentalist view ignores the fact that education is not only related to one's position in a given society, but equally to the development of personal identity and new forms of agency on an individual level—thus potentially encompassing contradictions between the individual and the common good. This paper—based on the personal histories of a sample of female students at Asmara University—discusses these contradictions in terms of these women's acceptance of and resistance to the government's plan for them. It further argues that an education system geared predominantly towards the creation of human capital is bound to do so at the expense of social solidarity.  相似文献   

Gender and doctoral studies: the perceptions of Ph.D. students in an American university     

Beth Kurtz‐Costes  Laura Andrews Helmke  Beril Ülkü‐Steiner 《Gender and education》2006,18(2):137-155

Twenty students enrolled in Ph.D. programmes were interviewed to examine the role of gender in their academic experiences. Gender was examined in three ways: gender of the student, gender of the student’s faculty supervisor and gender make‐up of the faculty within the student’s department or academic unit. All students reported the importance of supportive faculty mentors and that financial worries, time pressure and the uncertainty of future employment were sources of stress. Family formation and striving toward personal as well as professional goals were particularly of concern for women, as were perceptions of differential treatment. Women students valued women faculty mentors, although female faculty were perceived as less supportive than male faculty of family concerns when these women had themselves sacrificed family formation for the sake of their careers. Both men and women experienced less stress and reported greater career commitment when faculty in their departments exhibited less traditional values regarding the balancing of personal and professional goals. The implications of these findings for reducing doctoral student attrition rates and for creating a more supportive environment for Ph.D. students are discussed.  相似文献   

Performance measure for image fusion considering region information     

LIU Gang  Lü Xue-qin 《浙江大学学报(A卷英文版)》2007,8(4):559-562

An objective performance measure for image fusion considering region information is proposed. The measure not only reflects how much the pixel level information that fused image takes from the source image, but also considers the region information between source images and fused image. The measure is meaningful and explicit. Several simulations were conducted to show that it accords well with the subjective evaluations.  相似文献   

Poor performance on serial visual tasks in persons with reading disabilities: impaired working memory?     

Ram-Tsur R  Faust M  Zivotofsky AZ 《Journal of learning disabilities》2008,41(5):437-450

The present study investigates the performance of persons with reading disabilities (PRD) on a variety of sequential visual-comparison tasks that have different working-memory requirements. In addition, mediating relationships between the sequential comparison process and attention and memory skills were looked for. Our findings suggest that PRD perform worse than normally achieving readers (NAR) when the task requires more than a minimal amount of working memory, unrelated to presentation rate. We also demonstrate high correlations between performance on the task with the most working-memory demands and reading-related skills, suggesting that poor working-memory abilities may be one of the underlying mechanisms of dyslexia. The mediating model analysis indicates that order judgment tasks are mediating to verbal working memory, suggesting that visual sequence memory precedes auditory sequence memory. We further suggest that visual tasks involving sequential comparisons could probe for poor working memory in PRD.  相似文献   

Decomposition method for solving parabolic equations in finite domains     

INC Mustafa 《浙江大学学报(A卷英文版)》2005,6(10):1058-1064

INTRODUCTION The decomposition method was introduced by Adomian(1989;1994)in the1980’s for solving linear and nonlinear functional equations(algebraic,dif-ferential,partial differential equations(PDEs)and systems,integral,differential-delay,integro-differen-tial equations,etc.)(Adomian,1989;1994;Guellal and Cherruault,1995;Adomian et al.,1996;Laffez and Abbaoui,1996;Ndour et al.,1996;Guellal et al.,1997;Abbaoui and Cherruault,1999;Adjedj,1999).This method leads to computable,accurat…  相似文献   

Quality management in Hungarian higher education: organisational responses to governmental policy     

Tibor Csizmadia  Jürgen Enders  Don F. Westerheijden 《Higher Education》2008,56(4):439-455

This article focuses on responses of higher education institutions to governmental policy. We investigate the influence of organisational characteristics on the implementation of quality management in Hungarian higher education institutions. Our theoretical framework is based on organisational theories (resource dependency and neo-institutionalism), Allison’s models on organisational decision-making processes, and also addresses some of the more specific characteristics of higher education institutions. Our empirical investigation shows that organisational characteristics matter in policy implementation of quality management in Hungarian higher education. Certain organisational variables, viz. leaders’ commitment to the implementation process, the involvement of external consultants, institutional reputation, and bureaucratic and political decision-making processes have strong effects on the implementation of quality management. Characteristics particular to higher education institutions were much less influential.

Don F. Westerheijden (Corresponding author)Email:

  相似文献