The Relationship Between Trait Affect and Job Attitudes in Library Employees     

Miriam L. Matteson  Sean Kennedy 《图书馆管理杂志》2013,53(7):810-822

This research explores the relationship between employees’ disposition and several important job attitudes. Dispositional affect is a personality trait that describes people's emotional responses to situations. This study explored how affective disposition influences the job attitudes of work engagement, organizational commitment, and job satisfaction. Data were collected from a sample of librarians, and the results show that affective disposition strongly predicted the three job attitudes in the expected directions. The findings contribute to knowledge of the role of personality in the workplace and provide guidance for library managers on how best to facilitate positive job attitudes.  相似文献   

An Integrated Knowledge Framework to Characterize and Scaffold Size and Scale Cognition (FS2C)     

Alejandra J. Magana  Sean P. Brophy  Lynn A. Bryan 《International Journal of Science Education》2013,35(14):2181-2203

Size and scale cognition is a critical ability associated with reasoning with concepts in different disciplines of science, technology, engineering, and mathematics. As such, researchers and educators have identified the need for young learners and their educators to become scale-literate. Informed by developmental psychology literature and recent findings in nanoscale science and engineering education, we propose an integrated knowledge framework for characterizing and scaffolding size and scale cognition called the FS2C framework. Five ad hoc assessment tasks were designed informed by the FS2C framework with the goal of identifying participants' understandings of size and scale. Findings identified participants' difficulties to discern different sizes of microscale and nanoscale objects and a low level of sophistication on identifying scale worlds among participants. Results also identified that as bigger the difference between the sizes of the objects is, the more difficult was for participants to identify how many times an object is bigger or smaller than another one. Similarly, participants showed difficulties to estimate approximate sizes of sub-macroscopic objects as well as a difficulty for participants to estimate the size of very large objects. Participants' accurate location of objects on a logarithmic scale was also challenging.  相似文献   

Mathematics Anxiety in Young Children: An Exploratory Study     

Rachel R. Harari  Rose K. Vukovic  Sean P. Bailey 《Journal of Experimental Education》2013,81(4):538-555

This study explored the nature of mathematics anxiety in a sample of 106 ethnically and linguistically diverse first-grade students. Although much is known about mathematics anxiety in older children and adults, little is known about when mathematics anxiety first emerges or its characteristics in young children. Results from exploratory factor analysis indicated that mathematics anxiety in first grade is a multidimensional construct encompassing negative reactions, numerical confidence, and worry. Negative reactions were related specifically to foundational mathematical concepts whereas numerical confidence was related specifically to computation skill; worry was not related to any outcome. Levels of mathematics anxiety did not differ by sex or language background. Overall, negative reactions and numerical confidence were found to be the most salient dimensions of mathematics anxiety in this sample.  相似文献   

Investing in Affection: An Investigation of Affection Exchange Theory and Relational Qualities   总被引：2，自引：2，他引：0  

Sean M. Horan  Melanie Booth-Butterfield 《Communication quarterly》2013,61(4):394-413

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Understanding the Routine Expression of Deceptive Affection in Romantic Relationships     

Sean M. Horan  Melanie Booth-Butterfield 《Communication quarterly》2013,61(2):195-216

Studies suggest that individuals regularly communicate inauthentic affectionate messages to their romantic partners. Yet, most studies do not describe this process, what constitutes deceptive affection, or the functions involved. The study involved a 7-day diary in which participants recorded what they lied about, why they lied, and how they used affection to deceive their romantic partners. Results indicate that participants lied about their own feelings, feelings about their partners, or feelings about the situation. They communicated deceptive affection using verbal messages of confirmation or avoidance, and incorporated nonverbal cues of haptics, proxemics, and kinesics. Motives for the deception included face-saving, conflict management/avoidance, and emotion management. This study provides a clearer picture of how deceptive communication may support and maintain romantic relationships.  相似文献   

An Ethical Exercise for the Social Studies Classroom: The Trolley Dilemma     

Sean M. Lennon  Jeffrey M. Byford  J. T. Cox 《Clearing house (Menasha, Wis.)》2013,86(6):178-181

The Trolley Problem as defined in this paper is a series, or continuation, of increasingly difficult ethical riddles successfully implemented in a classroom environment to spur complex, critical thinking and dialogue. The activity is designed upon the scenario of a runaway train with different and challenging choices, segueing neatly into group discussions of ethics while limiting potential disruptions or controversies. It fits nicely with multiple standards, goals and/or outcomes and can be accommodated to multiple grade levels and courses. It is a powerful, yet easily implemented classroom exercise for educators to develop higher order thinking and dialogue for their students.  相似文献   

Stereotypes of Aging: Their Effects on the Health of Seniors in North American Society     

Sean Horton  J. Baker  J. M. Deakin 《Educational gerontology》2013,39(12):1021-1035

Seniors are routinely subjected to negative stereotypes regarding their physical and cognitive abilities. The power and prevalence of cultural stereotypes of aging essentially results in a “double-whammy” to seniors. First, they influence the way that seniors are treated by society. Second, cultural stereotypes affect how seniors see themselves. The ramifications here are important, for research suggests that stereotypes influence decisions to engage in cognitive and physical activity, the ability to recover from disease and, ultimately, the length and quality of life. Considering the demographic trends in North America, finding ways to effectively minimize and counteract the most negative stereotypes remains a pressing social concern.  相似文献   

University teaching: an introductory guide     

Sean Sturm 《高等教育研究与发展》2013,32(6):1054-1055

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Software for managing complex learning: Examples from an educational psychology course     

Daniel L. Schwartz  Sean Brophy  Xiaodong Lin  John D. Bransford 《Educational technology research and development : ETR & D》1999,47(2):39-59

Inquiry-based instruction including problem-, project-, and case-based methods often incorporate complex sets of learning activities. The numerous activities run the risk of becoming disconnected in the minds of learners and teachers. STAR.Legacy is a software shell that can help designers organize learning activities into an inquiry cycle that is easy to understand and pedagogically sound. To ensure that classroom teachers can adapt the inquiry activities according to their local resources and needs, STAR.Legacy was built upon four types of design principles: learner centered, knowledge centered, assessment centered, and community centered. We describe how a STAR.Legacy constructed for an educational psychology course helped preservice teachers design and learn about effective inquiry-based instruction. This work was supported by grant #R305F60090 from the Department of Education. The authors thank the educational psychology students for their contributions to this paper and Amy Ryce for her editorial talents.  相似文献   

Toward a Learning Technologies knowledge network   总被引：3，自引：0，他引：3  

Roy D. Pea  Robert Tinker  Marcia Linn  Barbara Means  John Bransford  Jeremy Roschelle  Sherry Hsi  Sean Brophy  Nancy Songer 《Educational technology research and development : ETR & D》1999,47(2):19-38

The National Science Foundation-funded Center for Innovative Learning Technologies (CILT) is designed to be a national resource for stimulating research and development of technology-enabled solutions to critical problems in K-14 science, math, engineering and technology learning. The Center, launched at the end of 1997, is organized around four themes identified as areas where research is likely to result in major gains in teaching and learning, and sponsors research across disciplines and institutions in its four theme areas. CILT brings together experts in the fields of cognitive science, educational technologies, computer science, subject matter learning, and engineering. It engages business through an Industry Alliance Program and is also training postdoctoral students. CILT's founding organizations are SRI International's Center for Technology in Learning, University of California at Berkeley (School of Education and Department of Computer Science), Vanderbilt University's Learning Technology Center, and the Concord Consortium. Through its programs, CILT seeks to reach beyond these organizations to create a web of organizations, individuals, industries, schools, foundations, government agencies, and labs, that is devoted to the production, sharing and use of new knowledge about how learning technologies can dramatically improve the processes and outcomes of learning and teaching. This paper describes the rationale and operations of the Center, and first-year progress in defining a set of CILT partnership projects with many other institutions that came out of our national theme-team workshops. Roy Pea, of SRI International, is Director of CILT. Marcia Linn (U. California, Berkeley), John Bransford (Vanderbilt University), Barbara Means (SRI International), and Robert Tinker (Concord Consortium), serve as CILT's coprincipal investigators. Sherry Hsi (Ubiquitous Computing) and Sean Brophy (Technology and Assessment Models) are among the first group of CILT Postdoctoral Fellows. Jeremy Roschelle (SRI International) and Nancy Songer (University of Michigan) are CILT theme-team leaders. Roy Pea and Marcia Linn would like to thank the Spencer Foundation for support during their year at the Center for Advanced Study in the Behavioral Sciences, Stanford University, in which they developed the CILT concept with the other authors. CILT is funded by National Science Foundation grant #CDA-9720384. Pea and Linn would also like to acknowledge contributions to this article by the many authors of CILT partnership project proposals, and by theme-team leaders. The authors thankfully acknowledge Donna Baranski-Walker for her many contributions to developing the CILT Industrial Alliance Program while serving as its Director in 1998.  相似文献