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Couple interaction and dialogue make up the most important pillars of a functional relationship. In this article, the vast body of research between the 1970s and 2010s was reviewed. The role of couple interaction in long-lasting relationships was dissected through this literature meta-analysis, which was categorized into three perspectives: the level, content, and accuracy of interaction. The core question was how happy and unhappy couples differ in their communication skills and habits. A general view of positive couple interaction was built and discussed. Communication skills and self-disclosure appeared the key factors in the positive development of a romantic relationship. 相似文献
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People who exploit their strengths flourish; they are not only engaged with their goals, but also to their well-being and the content of life. In this study, interest focused on the high-achieving students in the Finnish general upper secondary education, in other words, on straight-A graduates’ characteristic strengths. This was a narrative study in which the data were obtained through written narratives and narrative interviews among 14 Finnish straight-A graduates. The data were analyzed with narrative analyzing methods. Ten typical strengths found and further categorized into three key dimensions were: (1) the thirst of knowledge and passion for learning, (2) fortitude and authenticity, and (3) love. This study implied that the youth’s school paths and well-being actively increased their own characteristic strengths. 相似文献
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Sirkka Hirsjärvi Satu Perälä-Littunen 《European Journal of Psychology of Education - EJPE》2001,16(1):87-116
Beliefs have been a topic of considerable interest among researchers in various fields. In this article 71 articles reporting a study on parental beliefs and published in the course of fifteen years (1980–1995) are reviewed. After clarifying the term ‘belief’, the topics and the methodological solutions of the studies are discussed. Throughout the discussion the question of the origins of parental beliefs and the belief — behaviour dilemma are dealt with. Finally, the implications of the findings and suggestions for future research are presented. 相似文献
14.
Satu Tuomainen 《International Journal of Lifelong Education》2013,32(6):676-688
ABSTRACTRecognition of prior learning (RPL) is a principle in education to acknowledge and validate learning acquired during and throughout an individual’s lifetime. Formal, non-formal and informal learning can be assessed, recognised and accredited for various purposes in an individual’s education or professional life. The methods of assessing prior learning vary across educational levels but examinations and portfolios are the most common methods in European higher education. This study investigated how Finnish university students perceived and RPL examination as the method of recognising their non-formal and informal learning of English for academic purposes. During a three-year period data were collected with a questionnaire and interview from RPL participants studying Business and Economics, and with an electronic survey with non-participant students from the same degree programme. The findings indicate that Finnish university students in both groups preferred the examination as the RPL method for non-formal and informal learning of academic English, and some RPL participants were critical of the option of a portfolio for the assessment of prior language learning. This can be seen to emphasise the use of similar assessment methods in both the RPL assessment and the equivalent formal learning instruction. 相似文献