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41.
Recognizing inconsistencies between the extant fear appeal theories and emotion literature, this research integrated cognitive appraisal theory and functional emotion theory into a fear appeal literature and proposed a model that describes a process through which both fear and anxiety can contribute to adaptive responses. Findings from an experiment (N = 927) supported the predictions. Fear and anxiety emerged as distinct constructs. Perceived susceptibility was a stronger predictor of anxiety than fear, while perceived severity was a stronger predictor of fear than anxiety. In addition, greater fear and anxiety led to greater response efficacy through increased motivation to obtain protection-related information and heightened attention to such information, thus mediating the threat and coping appraisal processes. The SEM model testing the predictions showed that perceived susceptibility had the strongest total effects on protection intention, followed by anxiety, perceived severity, and fear. 相似文献
42.
陈彦梅 《齐齐哈尔师范高等专科学校学报》2006,(4):145-147
认知语言学研究是一门语言学新兴学科,借助认知理论,尤其是图示理论深化外语教学取得了显著的成果.不可否认,图示理论在英语阅读理解中有积极作用,但也存在着局限性.我们应该借鉴图式理论推动新形势下高职高专的英语教学改革. 相似文献
43.
Jotie De Meyer Bart Soenens Nathalie Aelterman Ilse De Bourdeaudhuij Leen Haerens 《Physical Education & Sport Pedagogy》2016,21(6):632-652
Background: In Self-Determination Theory (SDT), a well-validated macro-theory on human motivation, a distinction is made between internally controlling teaching practices (e.g. guilt-induction and shaming) and externally controlling practices (e.g. threats and punishments, commands). While both practices are said to undermine students’ motivation, they would do so through somewhat differential motivational processes. Unfortunately, the relevance of the conceptual distinction between internally and externally controlling strategies has not been examined systematically. In the context of sport and physical education (PE), most studies on controlling teaching have either measured controlling teaching in an undifferentiated way or have focused on one particular feature of controlling teaching.Purpose: The purpose of this study was to provide a more fine-grained picture on the differential de-motivational effects of internally and externally controlling teaching strategies in the domain of PE.Participants: A total of 925 students with an average age of 15.80 years (±1.99) coming out of 92 classes taught by 22 different PE teachers participated in the present study.Data analysis: Data on perceived controlling teaching style and students’ motivation were analyzed within a multilevel framework from both a variable-centered (regression analyses) and person-centered approach (cluster analyses).Results: We found evidence for a distinction between perceived internally and externally controlling teaching. Both teaching styles were strongly related to each other (r?=?.54). At the level of zero-order correlations, both internally and externally controlling teaching related negatively to students’ intrinsic motivation and identified regulation and related positively to introjected regulation, external regulation, and amotivation. However, when both teaching styles were included simultaneously as predictors of motivation in the regression analyses, only internally controlling teaching predicted poor quality and low quantity of motivation. A cluster analysis revealed different profiles of perceived controlling teaching style, with two profiles being characterized by either high or low levels of the two types of controlling teaching and other profiles displaying elevated or reduced levels of one of the types of controlling teaching. This person-centered analysis confirmed that particularly students who perceive their PE teacher as internally controlling are likely to report poor-quality motivation.Conclusion: Controlling teaching (and internally controlling teaching in particular) is related to maladaptive motivational outcomes. As such, it can be advised to PE-practitioners to refrain from using controlling strategies when teaching students. More research is needed to identify the conditions under which teachers’ behavior is perceived as externally and/or internally controlling. 相似文献
44.
台湾文学研究前沿问题(笔谈) 总被引:1,自引:0,他引:1
本专辑集中讨论了台湾文学研究的一系列前沿问题:当前台湾文学的主流;“重写台湾文学史”;台湾文学的史料发掘的意义;祖国大陆台湾文学研究的现状与新空间的展开;“现代性”与台湾文学研究;分析台湾文论的后结构转型及其影响;提出从文本的语言形态进入日据时期台湾文学研究的理念。 相似文献
45.
Sperber & wilson的关联理论将交际看作一种认知活动,试图从人的认知特点和过程山发,揭示交际规律.关联理论使跨文化交际中的语用会话含意推导摆脱了Grice合作原则的束缚,也从认知的角度探讨了礼貌现象,为跨文化交际中话语的理解提供了新的理论依据,有助于解释跨文化语言交际活动中出现的语用失误与交际失败现象. 相似文献
46.
语用模糊的认知分析 总被引:2,自引:0,他引:2
李元胜 《华中科技大学学报(社会科学版)》2007,21(1):44-48
语用模糊就是交际过程中的交际参与者对意义的表述或者解释不确定的种种现象。文章从认知视角,用关联理论(Relevance Theory)和空间复合理论(Space Blending Theory)对语用模糊现象进行分析探讨,以解释言语交际中出现的语用模糊的认知心理过程。 相似文献
47.
孙祥生 《喀什师范学院学报》2006,27(2):39-41,53
荀子是中国先秦时期一位卓越的思想家,他率先提出了礼法思想,为中国几千年的封建制度提供了理论指导和基本模式。从秩序建构的角度来看,荀子的礼法思想包括三个方面,即“中央集权”的政体模式、“德主刑辅”的法制模式、“混合型”的礼法运行模式,从而形成了一个完整的社会秩序建构理论体系。荀子的礼法秩序建构思想对于当前我国秩序构建具有一定的借鉴意义。 相似文献
48.
《增补汇音》声母方面保留了上古音系统的许多特色。阳声韵完整地保留了上古音[-m]、[-n]、[-η]的收尾系统。阴声韵只有“玑”、“葩’,两韵差异较大。入声韵出现了与阳声韵相配的入声和与阴声相配的入声两套。《增补》中出现大量阴入对转现象。《增补》将上古四声分为七音,上古许多入声字,在《增补》中属于上去或下上,这是与上古调类最大的不同。 相似文献
49.
50.
张雨虹 《沙洋师范高等专科学校学报》2005,6(3):16-20
邓小平关于政治体制改革的思想,是邓小平理论的重要组成部分。邓小平对现行政治体制进行科学分析,指出改革的必要性和紧迫性。他还提出了改革的总体方案,规定了改革必须遵循的原则。 相似文献