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1.
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
2.
The past two decades have witnessed an exponential growth in the use of technology in our daily life. Notwithstanding its
phenomenal influence, the use of technology in education remains sporadic and disjointed. The promise that technology will
bring deep-seated changes in the way that educators teach and students learn remains, disappointedly, elusive. This paper
argues that the lack of systemic frame of reference may have explanatory power over such less than impressive performance
of ICT in education. Tracing the trajectory of Singapore’s ICT-related policies in the educational sector, this paper adopts
the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore’s ICT-based
reforms. In particular, the paper delves into the three constructs of complexity theory: self-organisation, coevolution and
fitness landscape. By juxtaposing the interdependencies of these three concepts against the backdrop of Singapore’s educational
landscape, the paper contends that the complexity theory perspective has the potential to help policymakers understand the
dynamic and complex nature of reforms so as to devise multi-faceted solutions that will address the concerns of all key stakeholders
in the learning ecology. Implications for policymaking are also discussed. 相似文献
3.
Winnie Wing-mui So 《Research in Science Education》1997,27(1):71-86
Advances in cognitive psychology and in research techniques have led to an increase in the acceptance of the conception of
teaching as a “thoughtful” profession. The interest and enthusiasm of researches in aspects of teacher cognition demonstrate
a shift from an emphasis on observable teacher behaviours to a focus on a teacher's unobservable thinking process. In this
study, a qualitative approach was used to uncover a teacher's thinking process during lesson planning, to depict a more holistic
view of the structural complexity of teacher cognition during lesson planning. Specialised science teachers and general teachers
who had different levels of subject expertise were studied. The teachers were interviewed on how they planned an elementary
science lesson. Interview protocols were analysed using a taxonomy which assessed the cognitive complexity of teacher thinking.
Differences were found between specialised science teachers and general teachers in the levels of structural complexity in
their thinking process. 相似文献
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5.
Forward citations of patents have been used extensively to capture the impact of technological knowledge. However, our understanding of the factors shaping patent citation patterns remains limited. One of the main limitations is the lack of scholarly attention paid to the dynamic influences arising from the evolution of technology fields. From an evolutionary perspective, technological impact is not simply determined by the static attributes of a technology itself; it is also dynamically affected by changes in the external conditions. Drawing on this viewpoint, this study suggests a model for understanding patent citation patterns by reflecting the evolution of the technology fields to which each patent belongs. Four such factors are explored: technology cycle time, potential of technological convergence, popularity of the technology field, and technological novelty. Based on the proposed model, we show how expected citation patterns can change as a result of different scenarios for technology field evolution. We conduct a case study of patents in the information technology and healthcare industries to show citation patterns of patents across heterogeneous industries as well as those within an industry. Contributions to the innovation literature and research investment decisions are discussed. 相似文献
6.
This meta-analysis was conducted to estimate the magnitude of gender difference in three-dimensional (3-D) mental rotation ability and to investigate how factors related to test administration conditions play a role in varying gender difference effect sizes and threatening validity. Individuals’ 3-D mental rotation ability was measured by the Purdue Spatial Visualization Tests: Visualization of Rotations (PSVT:R). We integrated 70 effect sizes of gender differences in mental rotation ability measured by the PSVT:R which were obtained from 40 primary studies. The results indicated that male participants outperformed females on the test (Hedges’ g?=?0.57). The I 2 statistic indicated 41.7 % of variation in effect sizes reflects real heterogeneity. The moderator analysis indicated that male superiority on spatial ability tasks measured by the PSVT:R is related to the implementation of time limits. The gender difference became larger when stringent time limits (equal or less than 30 s per item) were implemented. 相似文献
7.
Kristen MacKenzie-Shalders Jaimon T. Kelly Daniel So Vernon G. Coffey Nuala M. Byrne 《Journal of sports sciences》2020,38(14):1635-1649
ABSTRACT The systematic review and meta-analysis evaluated the effect of aerobic, resistance and combined exercise on RMR (kCal·day-1) and performed a methodological assessment of indirect calorimetry protocols within the included studies. Subgroup analyses included energy/diet restriction and body composition changes. Randomized control trials (RCTs), quasi – RCTs and cohort trials featuring a physical activity intervention of any form and duration excluding single exercise bouts were included. Participant exclusions included medical conditions impacting upon RMR, the elderly (≥65 years of age) or pregnant, lactating or post-menopausal women. The review was registered in the International Prospective Register of Systematic Reviews (CRD 42,017,058,503). 1669 articles were identified; 22 were included in the qualitative analysis and 18 were meta-analysed. Exercise interventions (aerobic and resistance exercise combined) did not increase resting metabolic rate (mean difference (MD): 74.6 kCal·day-1[95% CI: ?13.01, 161.33], P = 0.10). While there was no effect of aerobic exercise on RMR (MD: 81.65 kCal·day-1[95% CI: ?57.81, 221.10], P = 0.25), resistance exercise increased RMR compared to controls (MD: 96.17 kCal·day-1[95% CI: 45.17, 147.16], P = 0.0002). This systematic review effectively synthesises the effect of exercise interventions on RMR in comparison to controls; despite heterogenous methodologies and high risk of bias within included studies. 相似文献
8.
AWARE is a brief group intervention that was built upon the principles of personalized normative feedback with novel components (Penn State Altoona, n.d.). The purpose of this study was to pilot test the intervention with mandated college students who were referred for alcohol‐related violations (N = 283). Results showed significant postintervention changes. Significant interaction effects between time and race and between time and gender were found. Reduction in the consumption of alcohol use and perception of peer alcohol use were significantly different among non‐White and female participants. 相似文献
9.
Luo Tian So Winnie Wing Mui Li Wai Chin Yao Jianxin 《Journal of Science Education and Technology》2021,30(3):408-419
STEM integration has become a popular concept not only in the context of education practices but also as a way of learning. The integration of the STEM domains is evident in students’ learning experiences when engaging in STEM activities. However, there is a lack of instruments for evaluating students’ levels of self-efficacy in these activities. Therefore, the aims of this study were to develop a survey for evaluating upper primary students’ self-efficacy in STEM activities and to explore whether a student’s gender, grade, and participation in STEM activities predict his or her self-efficacy in STEM activities. A total of 844 fourth- to sixth-grade primary students participated in this study. After pilot testing, exploratory factor analysis and confirmatory factor analysis were conducted, the survey was found to have a single-factor structure with high reliability (Cronbach’s alpha = .90). Linear regression analysis showed that school and out-of-school participation in STEM activities significantly predicted the students’ self-efficacy in STEM activities, while grade and gender did not. The survey developed in this study provides a reliable and valid way to measure students’ self-efficacy in STEM activities. These findings also highlight the importance of encouraging students’ participation in both formal and informal STEM activities.
相似文献10.
Interchange - Digital technologies are part of many children’s everyday lives. They use them for entertainment, information seeking and connecting with friends on social media. These shifts... 相似文献