Helping out or hanging out: the features of involvement and how it relates to university adjustment     

Thanh-Thanh Tieu  S. Mark Pancer  Michael W. Pratt  Maxine Gallander Wintre  Shelly Birnie-Lefcovitch  Janet Polivy  Gerald Adams 《Higher Education》2010,60(3):343-355

This study examined the nature of students’ out-of-class involvements with a view to identifying the kinds of involvement that are most conducive to positive adjustment to university. Students from five Canadian universities completed questionnaires in November of their first-year at university assessing the quality of their out-of-class involvements and the extent to which such activities were structured (i.e., supervised, performed regularly, had a goal or purpose). Measures of adjustment to university were administered in November and March of their first-year. Results indicated that the amount of structure present in out-of-class activities was positively related to university adjustment. Activity quality was found to mediate the relationship between activity structure and university adjustment; it seems that activities that are highly structured are related to more positive outcomes because they tend to provide participants with a high-quality experience. Results are discussed in terms of the transition to university, and first-year transition intervention programs.  相似文献   

Teaching AND Learning Tips          下载免费PDF全文

Shelly J. Schmidt 《Journal of Food Science Education》2015,14(1):1-2

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Make It Stick: The Science of Successful Learning          下载免费PDF全文

Shelly J. Schmidt 《Journal of Food Science Education》2015,14(4):142-144

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Conscientiousness and the intention-behavior relationship: predicting exercise behavior     

Conner M  Rodgers W  Murray T 《运动与训练心理学杂志》2007,29(4):518-533

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Relationships between exercise regulations and motivational consequences in university students     

Wilson PM  Rodgers WM  Fraser SN  Murray TC 《Research quarterly for exercise and sport》2004,75(1):81-91

The aim of this study was to examine propositions stemming from Self-Determination Theory (SDT) that contend motivational consequences vary as a function of different regulations in the exercise domain. Participants (N = 276; n = 98 men; n = 178 women) completed inventories assessing exercise regulations, current exercise behavior, and behavioral intentions to continue exercising for the next 4 months and the effort and importance associated with exercise participation. Bivariate analyses indicated autonomous exercise regulations (identified and intrinsic) were the strongest correlates of each motivational consequence across both sexes, and introjected regulation was positively associated with exercise consequences in women. Simultaneous multiple regression analyses indicated that exercise regulations accounted for a sizeable portion of the variance across each motivational consequence in both sexes (R2adj values ranged from .20 to .53). Both regression and structure coefficients revealed that introjected regulation was a stronger motivational force in women than men, and identified regulation was the most important predictor of all three motivational consequences in both sexes. Collectively, these findings suggest that exercise regulations differentially predict motivational consequences across sexes, and future research using this theoretical framework for examining motivational issues pertinent to the exercise domain appears warranted.  相似文献   

From Following Directions to Critical Thinking          下载免费PDF全文

Shelly J. Schmidt 《Journal of Food Science Education》2017,16(1):2-3

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From Backpack to Briefcase          下载免费PDF全文

Shelly J. Schmidt 《Journal of Food Science Education》2018,17(4):100-101

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Creative graduate pathways within and beyond the creative industries     

Ruth Bridgstock  Ben Goldsmith  Jess Rodgers  Greg Hearn 《Journal of Education & Work》2015,28(4):333-345

This special issue explores the nuances of graduate creative work, the kinds of value that creative graduates add through work of various types, graduate employability issues for creative graduates, emerging and developing creative career identities and the implications for educators who are tasked with developing a capable creative workforce. Extant literature tends to characterise creative careers as either ‘precarious’ and insecure, or as the engine room of the creative economy. However, in actuality, the creative workforce is far more heterogeneous than either of these positions suggest, and creative careers are far more complex and diverse than previously thought. The task of creative educators is also much more challenging than previously supposed. In this introductory article, we commence by providing a brief overview of the creative labour debates, and the evidence for each position. We present the latest literature in this area that starts to speak to how diverse and complex the landscape of creative work actually is. We then introduce each of the articles in this special issue and indicate how they contribute to a more multi-faceted picture of creative activity, and the lives and career trajectories of graduates from creative degrees.  相似文献   

What Library Managers Should Know about Emotional Labor     

Miriam L. Matteson  Shelly S. Miller 《Public Library Quarterly》2014,33(2):95-107

This article presents emotional labor in a library context and offers library managers strategies to minimize the negative effects of emotional labor on both staff and users. The components of emotional labor are explained and a framework of response levels is presented with strategies targeted to each response level: incident, training, supervision, human resources, and organizational culture. The strategies offer library managers some ideas for effectively managing emotional labor in their organizations. Understanding the effects of emotional labor and developing the tools that can offset potential negative outcomes can create a more positive work climate and better customer service.  相似文献   

Remote Teaching with Digital Video: A Trans-national Experience     

Gabriel Jacobs  & Catherine Rodgers 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(4):292-304

This paper analyses the psychological, technical, administrative, organisational, institutional and general pedagogical problems encountered during Phase 1 (the trial phase) of a trans-European distance-learning project. Using basic-rate ISDN videoconferencing for remote interactive tutorials, Phase 1 involved the University of Wales Swansea and HEC Liège (Belgium), and provided practice in business English for Belgian students and business French for UK students of French and Business. The difficulties which have arisen during the phase have been many and varied, and not all could have been easily predicted from a review of the research literature. Solutions to some of them are suggested.  相似文献