激发学生学习英语的内在动机

本文根据心理学和教学原理，阐述了学习的内在动机的重要作用，具体探讨了如何在教学过程中激发学生学习英语的内在动机。     

股票期权激励未能有效推广的若干问题探析

股票期权作为激励员工努力工作的手段 ,长期以来被西方发达国家广泛采用 ,且效果显著 ,但在我国却未能广泛推行。本文通过分析国内公司在实行股票期权过程中存在的各种问题 ,初步探索了股票期权制度未能推广的原因。     

Motivation of Engineering Students to Participate in Teaching Evaluations

This study employs expectancy theory to evaluate some key factors that motivate students to participate in the teaching evaluation process. The results show that engineering students generally consider the improvement of teaching to be the most important outcome of teaching evaluations, followed by the improvement of course content and format. Making the results of evaluations available for students' decisions on course and instructor selection ranked third, while the least important use was influencing a professor's tenure, promotion, and salary raise. Students' motivation to participate in teaching evaluations is also impacted significantly by their expectation that they will be able to provide meaningful feedback.     

情感过滤法在外语教学中的运用

影响外语学习的因素除了客观因素外,学习者学习外语的动机、态度、焦虑和自信心很大程度上影响着他们的学习效果,那么教师在外语教学中巧妙的运用情感过滤非常重要.     

The Affective Structure of Supportive Parenting: Depressive Symptoms, Immediate Emotions, and Child-Oriented Motivation.

This study investigated the maternal concerns and emotions that may regulate one form of sensitive parenting, support for children's immediate desires or intentions. While reviewing a videotape of interactions with their 1-year-olds, mothers who varied on depressive symptoms reported concerns and emotions they had during the interaction. Emotions reflected outcomes either to children (child-oriented concerns) or to mothers themselves (parent-oriented concerns). Child-oriented concerns were associated with fewer negative emotions and more supportive behavior. Supportive parenting was high among mothers who experienced high joy and worry and low anger, sadness, and guilt. However, relations depended on whether emotions were child or parent oriented: Supportive behavior occurred more when emotions were child oriented. In addition, as depressive symptoms increased, mothers reported fewer child-oriented concerns, fewer child-oriented positive emotions, and more parent-oriented negative emotions. They also displayed less supportive behavior. Findings suggest that support for children's immediate intentions may be regulated by parents' concerns, immediate emotions, and depressive symptoms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological Perspectives on Hate Crime Laws.

Hate crimes are those in which the victim is selected because of his or her actual or perceived race, color, religion, disability, sexual orientation, or national origin. Hate crime laws have frequently been met with objections. Whereas some objections are based in constitutional law, other objections invoke a variety of psychological constructs, including attitude, motivation, behavior, emotion, and intergroup relations. These objections can be illuminated by relevant psychological theory and research. Topics addressed include the measurement of motivation and intent, and distinctions among attitudes, emotions, and behavior. Hate crimes and other crimes are compared in terms of perpetrators, type and degree of violence, psychological and physical trauma suffered by victims, and community impact. Psychologically based defense strategies used by perpetrators of hate crimes are critiqued. Hate crime laws are also discussed in terms of the political and social values they reflect. Finally, research and policy implications are outlined, including implications for prevention and intervention at the individual, community, and law enforcement levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Technological adaptation of the student to the educational density of the course. A case study: 3D architectural visualization

The main objective of this study was to assess the degree of students’ adaptation to two types of courses on applications of architectural spatial representation. With the same semester lengths, the first proposal involved lectures on 4–5 applications, whereas the second covered approximately 20 applications, all of which were focused on the three-dimensional (3D) representation of the architectural project. Both proposals were based on applications and technological innovations that allow better use of active learning, which is the basis of architectural education. After an initial study of the students’ profiles and motivations, both courses were implemented (throughout the 2014–2015 academic year), and quantitative and qualitative data were collected. This mixed approach provided us with a better understanding of the results of students’ motivation and satisfaction. It also allowed us to evaluate the extent to which they adapted to the designed proposals and how our proposal affected the pace and number of the applications presented throughout the two courses.     

An analysis of multiple factors relating to teachers' problematic information security behavior

Given the high Internet penetration rate and the huge repository of data stored online, there is a growing trend urging people to utilize data. However, the potential for the malicious use of data disclosed online necessitates attention. Risky information security behavior often leads to damage. Previous research has focused on information security behavior in the workplace; however, there has been little research on teachers' perceptions of their own information security behavior, in particular for teachers in primary and secondary education. For students at this age, their teachers can serve as models. Through understanding teachers' information security behavioral intentions and related protection motivation, we can design training programs for teachers and hence increase teachers' as well as students' normative judgment with regard to information security behavior. The purpose of this research is to explore those factors that relate to teachers' information security behavior as grounded in Protection Motivation Theory. Additionally, the construct of social norms was incorporated based on several studies. Overall, we wish to examine how perceived severity, vulnerability, response-efficacy, self-efficacy, response costs and social norms related to teachers' problematic information security behavior. Structural equation modeling was implemented to analyze the relationships. The results and implications are presented.     

Does ICT matter for effectiveness and efficiency in mathematics education?

ICT infrastructure investments in educational institutions have been one of the key priorities of education policy during the last decade. Despite the attention, research on the effectiveness and efficiency of ICT is inconclusive. This is mainly due to small-scale research with weak identification strategies which lack a proper control group. Using the 2011 ‘Trends in International Mathematics and Science Study’ (TIMSS) data, we define by a Mahalanobis matching a control group with similar student, teacher, school and regional characteristics. The results indicate that accounting or not accounting for these characteristics, may considerably alter the estimated impact of ICT. This suggests that a correction for characteristics related to the student population, teaching staff, administrative personnel and school management is warranted in the evaluation of the impact of ICT.