新行为主义视阈下的大学生职业价值观研究     

任怡 《中国轻工教育》2014,(1):13-15,32

本文使用修订的《中国大学生职业价值观问卷》,对来自本科和高职的两类大学生进行了测量,基于班杜拉的三元交互作用理论和自我效能感理论对大学生的职业价值观成因进行了分析,并以新行为主义理论为依据,探索了职业价值观教育的途径。  相似文献   

高校艺术类学生干部日常工作中自我效能感研究     

余旋 《石家庄学院学报》2014,(6):104-108

艺术类学生的教育管理工作一直以来都是全国高校学生工作中具有共性的难点.而学生干部作为辅导员日常学生工作的得力助手,其队伍的建设对有效开展学生工作具有重要的意义.通过对艺术类学生干部日常工作中自我效能感的现状进行实证研究,剖析成因,提出培养艺术类学生干部工作自我效能感的三大策略.  相似文献   

政治资本失衡对民众弱势心理的影响机制研究     

赵书松  慧洁 《华中科技大学学报(社会科学版)》2014,(6)

随着社会政治、经济、文化的快速发展,中国社会各领域的不公平问题日益凸显,这将深刻影响着人们的心理状态。民众弱势心理成为这一时期社会各界关注的焦点。本文采用规范研究和实证研究相结合的方法,探讨政治资本失衡对民众弱势心理的影响机制。层级回归分析结果表明,政治资本失衡对民众弱势心理的产生具有显著正向作用;同时,政治资本失衡通过社会公平感和相对剥夺感的完全中介作用间接影响民众弱势心理的产生;自我效能感对政治资本失衡-弱势心理关系的调节作用显著。文章在此基础上提出相应干预策略。  相似文献   

教学过程中的习得性无助及教育干预     

文永芳  徐丽娜  纪伟 《体育科技》2006,27(4):88-91

学生在学习过程中难免会遇到困难甚至失败,如果多次出现类似情况就容易导致学生对自己丧失信心,陷入一种无助的心理状态。文章主要阐述这种心理状态产生的过程及教学工作者在实践中应如何采用合理的方法,预防学生产生和帮助学生脱离这种心理状态。  相似文献   

自我效能感和社会环境视角下的大学生体育锻炼态度测量——以绍兴市大学生为例     

李德奇 《浙江体育科学》2012,34(3):86-89

基于当前部分大学生参与体育锻炼不足和忽视体育锻炼的现状,从自我效能感与社会环境对体育锻炼态度影响的视角出发,描述了大学生体育锻炼态度模型。基于间接态度测量的思路,采用模糊评价理论,研究了不同大学生群体体育锻炼态度测量的方法,并以绍兴市大学生为例给出了实证分析。  相似文献   

自我效能理论在美国体育教学中的运用     

崔力 《搏击·武术科学》2012,(2):122-124

自我效能理论自从提出到现在已有几十年时间了,但国外对其研究却经久不衰,可见该理论在国外教育心理学研究中占有重要的地位。文章介绍了自我效能的概念、如何增强自我效能感,并针对美国体育教师在体育教学中对于自我效能理论的应用,具体分析了美国一位资深的体育教师珍妮特在雨树中学的教学案例,并介绍了自我效能理论在美国体育教学中的具体应用状况。  相似文献   

基于成人自我效能感提升的教学策略研究     

徐卫娟 《河北大学成人教育学院学报》2013,(2):42-45

成人教学的实践表明,自我效能感是影响成人学习的重要心理因素,个体自我效能感水平在很大程度上影响着成人学习者的学业成就。本文在分析影响个体自我效能感的因素和利用教学提升成人自我效能感的必要性的基础上,从教师和学生的角度,探讨如何在成人教学中提升成人学习者的自我效能感。  相似文献   

Teachers’ knowledge and confidence for promoting positive mental health in primary school communities     

Helen Askell-Williams  Michael J. Lawson 《Asia-Pacific Journal of Teacher Education》2013,41(2):126-143

This paper reports an investigation into Australian primary school teachers’ knowledge and confidence for mental health promotion. Questionnaires were delivered to 1397 teachers. In-depth interviews were held with 37 teachers. Quantitative results showed that half to two thirds of teachers felt efficacious and knowledgeable about selected components of mental health promotion. Independent judgments by staff about students’ mental health status concurred with students’ scores on the Strengths and Difficulties Questionnaire in about 75% of cases, indicating a good level of staff awareness about students’ mental health status. Exposure to the KidsMatter Primary mental health promotion initiative was associated with improvements in teachers’ efficacy, knowledge and pedagogy, with small to medium effect sizes. Qualitative analysis indicated that teachers’ subject-matter and pedagogical knowledge were heavily reliant on curriculum resources. Implications of the findings for the implementation of school-based mental health promotion initiatives are discussed.  相似文献   

Development of self-belief for employability in higher education: ability,efficacy and control in context     

Nancy K. Turner 《Teaching in Higher Education》2013,18(6):592-602

Self-belief is argued here to be a key aspect of employability development that has been largely under conceptualisation in terms of what the construct may mean and how it may be developed through higher education (HE) study. This paper proposes three fundamental beliefs that need to be fostered in order to develop student self-belief: (1) that ability can be improved; (2) that one has the ability to achieve one's goals; and (3) that the environment will allow for goal attainment. Self-belief needs to be developed within the HE curriculum in the context of disciplinary knowledge and skills. The factors that may influence the development of these beliefs within the curriculum will be explored along with implications for practice that may support the development of self-belief and contribute to the production of employable graduates from HE.  相似文献   

Coping with bullying and victimisation among preadolescents: the moderating effects of self-efficacy     

Constantinos M. Kokkinos  Paraskevi Panagopoulou  Ioanna Tsolakidou  Evdoxia Tzeliou 《Emotional and Behavioural Difficulties》2013,18(2):205-222

Bullying and victimisation may result from ineffective coping with interpersonal stressors. However, little is known about the preadolescents who are most susceptible to dysfunctional coping styles. Self-efficacy beliefs may be one source of individual differences in coping among those involved in bullying and victimisation. The purpose of the present research was to examine whether links between bullying/victimisation and coping were moderated by self-efficacy beliefs. Participants were 262 Greek preadolescents who completed self-report assessments of bullying/victimisation, coping, and self-efficacy. Results indicated that self-efficacy moderated the association between bullying/victimisation and coping, in that greater use of ineffective coping (i.e., resignation, passive avoidance) predicted bullying and victimisation among preadolescents with moderate and low levels of social and emotional self-efficacy, whereas greater use of adaptive coping (i.e., positive self-instructions, social support) was reported by those with higher self-efficacy beliefs. Practical implications of the findings are discussed.  相似文献