Volunteer motivation,social problem solving,self-efficacy,and mental health: a structural equation model approach     

Ying Lau  Lue Fang  Ling Jie Cheng  Ho Keung Dennis Kwong 《教育心理学》2019,39(1):112-132

The study aimed to investigate the direct effect of volunteer motivation on social problem-solving ability, self-efficacy, and mental health and examine the mediating effects on volunteer motivation and mental health by testing social problem-solving ability and self-efficacy. We examined a hypothetical model that integrates the concepts of Self-Determination Theory, the Social Problem Solving Model, and the Self-Efficacy Belief Model. Results demonstrated that volunteer motivation was significantly associated with social problem-solving ability and self-efficacy amongst 1530 undergraduate students. Three subscales of social problem-solving ability (positive problem orientation, negative problem orientation, and avoidance style) and self-efficacy served are significant mediators. Model statistics for SEM demonstrated an adequate fit with the data. Volunteer motivation provides a way to enhance social problem-solving ability and self-efficacy. It also leads to better mental health by enhancing positive problem orientation and self-efficacy and by reducing negative problem orientation and avoidance style.  相似文献   

Anonymous versus public student feedback systems: metacognition and achievement with graduate learners     

Brady  Melanie  Rosenthal  Jane L.  Forest  Christopher P.  Hocevar  Dennis 《Educational technology research and development : ETR & D》2020,68(6):2853-2872

Educational technology research and development - The aim of this repeated measures study was to examine an anonymous student feedback system (delivered using clickers) versus a public student...  相似文献   

Cognitive Style,Gender, Attitude toward Computer‐assisted Learning and Academic Achievement     

Reda Abouserie  Dennis Moss  Stephen Barasi 《Educational studies》1992,18(2):151-160

This paper reports an investigation of cognitive style, gender, attitude toward using computer‐assisted learning (CAL) and academic achievement among university students. A Group Embedded Figures Test was used to assess students’ cognitive style and a questionnaire was used for the evaluation of students’ attitude toward CAL. The results revealed that students have positive attitudes toward CAL but they were not prepared to rely entirely on CAL. A 2 x 2 ANOVA was used to investigate the effect of cognitive style and gender on the attitude toward CAL. The results revealed that male students preferred using CAL significantly more than females and field dependent students were more prepared to rely entirely on CAL than field independent students. On the other hand, there was a significant difference between males and females in their achievement scores in favour of the male group. But there was no difference between field dependence and field independence groups in their achievement. The results also revealed no significant relationship between students’ attitudes toward CAL and their achievement in these courses.  相似文献   

Transfer of escape conditioning to extinction of a food-reinforced response     

Roger L. Mellgren  Nabil Haddad  Dennis G. Dyck  Ed Eckert 《Learning & behavior》1976,4(3):247-256

Four experiments test the hypothesis that escape learning in response to shock will transfer to a similar food-reinforced response and affect resistance to appetitive extinction. In the first two experiments, subjects were given escape training in a straight alley followed by continuous food reinforcement and then extinction. Prior escape training resulted in greater resistance to extinction of the food-reinforced response as compared to several control procedures. In the third experiment, the escape response was manipulated to be compatible or incompatible with the subsequent food-reinforced response. Greater resistance to extinction was shown when the two responses were compatible. The fourth experiment confirmed and extended this finding. The relationship of the present results to Amsel’s theory of persistence was discussed.  相似文献   

Effects of Cognitive and Metacognitive Pre‐reading Activities on the Reading Comprehension of ESL Learners     

Hui Nee Tang  Dennis W. Moore 《教育心理学》1992,12(3-4):315-331

Pre‐reading activities such as title discussion and vocabulary training have been shown to be effective in decreasing oral reading errors and increasing reading rate and comprehension across a range of reading levels. Experiment 1 in this paper examines the effects of these cognitive activities in combination on the reading comprehension of three adult ESL emergent readers. Experiment 2 explores the relative effects of this procedure, and a metacognitive strategy for presenting these pre‐reading techniques, on the comprehension levels of five adult ESL learners. Single subject research designs were employed in both studies. Results of both studies indicate that the cognitive strategy was effective in raising comprehension levels. However, in Experiment 2, the metacognitive instructional strategy, while similarly effective in raising comprehension levels, was also associated with enhanced maintenance in a subsequent non‐treatment phase. Implications of these findings for instructional practice with ELS learners, both proficient and novice first language readers, are considered.  相似文献   

The influence of liberal studies on students’ participation in socio-political activities: the case of the Umbrella Movement in Hong Kong     

Dennis Fung  Angie Su 《牛津教育评论》2016,42(1):89-107

This paper reports an investigation into how secondary student participants in Hong Kong’s Umbrella Movement related this particular political experience to their learning of Liberal Studies. Questionnaire-based surveys and interviews were conducted to probe their interpretations of Liberal Studies’ impact on their political involvement and their perceptions of national versus local identity. The results indicate that students perceived the subject to have offered them background knowledge necessary for comprehending the movement rather than functioning as the cause of their participation against the backdrop of wider socio-economic conflicts in the community at large. Moreover, the current Liberal Studies curriculum seems to have reinforced students’ sense of a dichotomy between their local and national identities. Further examination of that dichotomy sheds light on both the review of Liberal Studies and another recently proposed, but swiftly shelved, curriculum: Moral and National Education. The study’s broad implications for citizenship education worldwide are also discussed.  相似文献   

School Art Education: Mourning the Past and Opening a Future     

Dennis Atkinson 《The International Journal of Art & Design Education》2006,25(1):16-27

This article begins with a brief summary of the findings of a recent research project that surveyed the content of the art curriculum in a selection of English secondary schools. The research findings suggest a particular construction of pedagogised subjects and objects rooted in ideas of technical ability and skill underpinned by a transmission model of teaching and learning. Drawing upon psychoanalytic and social theory reasons for passionate attachments to such curriculum identities are proposed, when in the wider world of art practice such identities were abandoned long ago. Working with the notion of the subordination of teaching to learning and the difficulties of initiating curriculum practices within increasingly complex social contexts, the article argues for learning through art to be viewed as a productive practice of meaning‐making within the life‐worlds of students. The term, ‘encounters of learning’ is employed to sketch a pedagogical quest in which an ethics of learning remains faithful to the truth of the learning event for the student.  相似文献   

DEVELOPING CREATIVE PROBLEM SOLVING IN CIVIL ENGINEERING     

Dennis Barker 《Assessment & Evaluation in Higher Education》1986,11(3):192-208

The development of creative problem solving in a civil engineering degree course since the late 1960s is outlined. It is shown that prior to the Finniston Report, Middlesex Polytechnic had begun to educate civil engineers to meet an ever changing world.

The results of a psychological testing programme confirm that it is possible to increase the creative ability of students during a civil engineering degree course. An attempt is made to predict the performance of students on examinations and current lines of research are indicated.  相似文献   

CONSIDERATIONS OF DEMOCRATIZATION AND ELITISM IN HIGHER EDUCATION IN THE UNITED KINGDOM     

Sue Wright  Dennis Ager 《Higher Education in Europe》1992,17(4):24-33

The year, 1992, has been one of bewildering change in British higher education caused primarily by government planning and intervention which has as its motor a complex political agenda. In this article, the authors concern themselves with one of these changes: the apparent move towards the democratization of higher education. The likely effect of this change is then assessed for all sectors of the British population and in particular for the linguistic and ethnic minority groups constituted by recent immigration into the country.  相似文献   

‘Power to empower’: conceptions of teaching and learning in a pedagogical co-design partnership     

Denise Higgins  Adelaide Dennis  Angela Stoddard  Alexander G. Maier 《高等教育研究与发展》2019,38(6):1154-1167

ABSTRACT

This study is an autoethnographic reflection on power and expertise in an evolving student/staff partnership. The partnership was initiated as pedagogical co-design in the development and implementation of a peer-assisted learning programme. Through a process of critical reflection that linked our partnership experience with themes from relevant literature, we (the staff and student authors) became co-researchers of our practice. The evolution of the partnership provided a unique perspective from which to compare our experiences of power and expertise across both contexts. We characterised our pedagogical co-design partnership as a shift from the more traditional ‘power over’ model of delivery towards ‘power to empower’ where both student and staff partners had agency and voice. Key to this important transition was a shared philosophy of student-centred teaching. As the partnership transformed from co-teaching to co-researching we needed to re-negotiate power dynamics; while our different pathways had converged on a common view of student-centred learning, our research expertise remained disparate. We were able to negotiate this challenge by drawing on our existing relationship based on respect, reciprocity and responsibility, reinforcing views of partnership that value equality of opportunity and a focus on learning and process, rather than equality of contributions and outcomes.  相似文献