父母消极控制与反馈对青少年社会适应的影响:黑暗人格与同伴关系的链式中介作用     

张杉  金灿灿 《中国特殊教育》2021,(2)

为探究父母消极控制与反馈、黑暗人格、同伴关系、社会适应的关系以及其内部作用机制,对1934名中学生采用整群施测法进行问卷调查。结果发现:1.父母消极控制与反馈、黑暗人格和积极社会适应呈显著负相关,和消极社会适应呈显著正相关;同伴关系和积极社会适应呈显著正相关,和消极社会适应呈显著负相关。2.控制了家庭社会经济地位的影响后,黑暗人格、同伴关系在父母消极控制与反馈对社会适应的影响中起链式中介作用。该研究验证和拓展了家庭社会化和社会学习等理论在青少年社会适应影响机制中的应用。  相似文献   

民初知识分子与政论——以《甲寅》、《太平洋》为中心     

陈友良 《福建师范大学学报(哲学社会科学版)》2008,(4)

民初知识分子延续戊戌以来的参政热潮,通过报刊政论议评政治和改造社会。至袁世凯帝制运动兴起,知识分子方觉悟政论无用,其标志是《甲寅》杂志于1915年底停刊。此后《新青年》转向思想文化启蒙,发起了新文学运动和伦理革命;《甲寅》中英法派成员另组成《太平洋》杂志,传承《甲寅》的政论传统和法政话语,继续议评时政。但二者相互促进,政论激发人们对新文学和新道德的吁求,新文学促进政论文体的改良,使政论更适应时代的需要。  相似文献   

朋辈心理辅导员在心理危机干预中的作用   总被引：5，自引：0，他引：5  

袁有华  马昌保 《四川教育学院学报》2008,24(7):4-6

目前,高校心理危机干预工作中存在机构不健全、咨询教师数量不足和未专职化、学生主动咨询意识薄弱、危机发现欠及时等问题。而朋辈心理辅导员可以利用其信息获取直接性、沟通交流简便性、危机干预灵活性等优势参与到心理危机干预的各阶段中,成为高校心理危机干预中的重要力量。  相似文献   

以评促学:基于三元交互决定论的同伴互评研究     

吴遐  高记  刘兵 《中国远程教育(综合版)》2020,(4):58-64,77

同伴互评是一种成本效益高、功能强大的评估方法,不仅减轻了教师的工作量,也给学生的学习带来了许多潜在的好处,但同伴互评仍面临着如何提高其有效性的挑战。本文以现有的研究为基础,基于班杜拉的三元交互决定论,构建了同伴互评体系,进而从互评个体、互评环境和互评行为的角度设计了同伴互评体系的有效组织程序,并通过实验的方式检验了同伴互评体系的有效性。  相似文献   

Peer and self-assessment applied to oral presentations from a multidisciplinary perspective     

Joan Josep Suñol  Joan Pujol  Lidia Feliu  Rosa Maria Fraguell  Anna Planas-Lladó 《Assessment & Evaluation in Higher Education》2016,41(4):622-637

This article analyses the use of peer and self-assessment in oral presentations as complementary tools to assessment by the professor. The analysis is based on a study conducted at the University of Girona (Spain) in seven different degree subjects and fields of knowledge. We designed and implemented two instruments to measure students’ peer and self-assessment, and a rubric to guide the assessment process. Results were compared with the marks awarded by the professor. In contrast with studies by other authors, which show a high correlation between these different assessment systems, our study revealed significant deviations. Applying peer and self-assessment to oral presentation activities also demonstrates their formative value above and beyond their summative usefulness.  相似文献   

Small fish in a small pond: the impact of collaborative learning on academic success for less-prepared students in a highly selective STEM environment     

Marina Micari  Pilar Pazos 《高等教育研究与发展》2019,38(2):294-306

ABSTRACT

This study examines academic outcomes for university students engaged in a supplemental peer learning program in a selective institution. Using a matched sample of 1266 students, half enrolled in the supplemental program and half not enrolled, we find that participating students on average earned higher grades in linked courses. Using a subsample of students in a chemistry course sequence, we find program participants were more likely to remain in the sequence than non-participants, and that the impact was greater for students with lower levels of preparation.  相似文献   

Bullying and social support: variation by school-type and emotional or behavioural disturbances     

Hannah Margraf  Martin Pinquart 《Emotional and Behavioural Difficulties》2016,21(3):258-270

The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with BD and co-morbid co-occurring emotional and behavioural disturbances (ED + BD) reported elevated levels of bullying, while students with ED and co-morbid ED + BD reported elevated levels of victimisation. Enhanced levels of overt victimisation were also found in adolescents from special schools. Students from special schools perceived less peer support but more teacher support. Furthermore, adolescents with co-morbid ED + BD were least likely to tell teachers about being victimised. It is concluded that bullying interventions for adolescents with EBD and students from special schools need to be implemented and evaluated.  相似文献   

Peer assessment in thesis oral presentation     

Jong-Leng Liow 《European Journal of Engineering Education》2008,33(5-6):525-537

Peer assessment has been studied in various situations and actively pursued as a means by which students are given more control over their learning and assessment achievement. This study investigated the reliability of staff and student assessments in two oral presentations with limited feedback for a school-based thesis course in engineering where the different disciplines ran their own assessment. Staff scores were generally found to be more reliable than student scores, but it was not consistent. The engineering disciplines displayed widely varying differences between the staff and student scores. A large variation in reliability was found for the different disciplines making it difficult to reconcile to a standard school-based overall grading scheme for the course when the reliability of marking was low. The results also showed that the average scores for oral presentations are generally much higher than for written examinations, based on the grade point average. Future research will need to investigate how best to develop a consistent assessment framework for oral presentations and moderation of scores for consistency, particularly for large classes where assessment are done by different groups of staff and students and collated into a single set of marks for the class.  相似文献   

本科“朋辈导师制”探析   总被引：2，自引：0，他引：2  

SHI Xiang 《教育理论与实践》2008,(36)

高等院校本科导师制已经成为新形势下大学生培养模式的一大趋势,而本科"朋辈导师制"不但能解决导师资源不足这一问题,而且还能在促使本科生更好成才方面发挥特殊的作用。为了有效地实行"朋辈导师制",必须注意选聘和确定朋辈导师的合理性,朋辈导师"导"的形式和方法的灵活多样性和"朋辈导师制"管理的激励性。  相似文献   

试析我国“学生评教’’研究的路径及未来走向     

王若梅 《煤炭高等教育》2008,26(2):48-50

首先对我国高校“学生评教”的研究历程进行了分析和梳理,认为我国“学生评教”研究主要经历了两个发展阶段：一是集中于“学生评教”的可行性、信度与效度等方面,二是在于如何提高“学生评教”的有效性等方面;其次,进一步展望了“学生评教”研究的未来走向,认为未来该领域研究将重点集中于“学生评教”的制度构建、指标体系等方面。  相似文献