A conceptualization of intended learning outcomes supporting self‐regulated learners in indicating learning paths

Intended learning outcomes (ILOs) indicate what learners will be able to achieve after they are taught. Traditionally, ILOs are expressed as plain text or unstructured documents. What if all ILOs of a specific course of study can be conceptualized through a structured diagrammatic technique? It was hypothesized that learners can benefit from this conceptualization in learning, especially in self‐regulated learning. The aim of this study was to investigate whether the ILOs represented in unstructured or structured formats can facilitate learners to identify learning paths. The results revealed that the mean ratings of all learning paths were statistically significantly higher with structured ILOs.     

Sorting Second-Grade Students: Differentiating Those Retained From Those Promoted.

A cohort of 2nd-grade students provided comparisons of academic and social competence based on school retention/promotion decisions. Sample groups were (a) retained, (b) at risk for retention, (c) special education, and (d) promoted. Findings suggested most children with academic deficiencies are identified by schools early and are sorted into educational treatments differing in intensity that represent a continuum of competence. The authors provide empirical evidence counter to the assumptions that retained students have the requisite ability to catch up and have more problem behaviors than other low-achieving students. The relevance of high-stakes test scores for promotion/retention decisions and the parallels between schools' implementation of retention policy and implementation of regulations for identifying children with disabilities are included in the discussion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preschool Competency in Context: An Investigation of the Unique Contribution of Child Competencies to Early Academic Success.

The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Specific Approaches to Learning, and Interpersonal Classroom Behavioral Problems). The first 2 of these dimensions were found to be uniquely associated with early academic success. Findings from typological (person-centered) analyses supported the dimensional findings. Typological analyses revealed 7 profiles of classroom competency distinguished by high scores on the dimensions of General Competencies and Approaches to Learning, and these profiles were found to relate differentially to the indicator of early academic success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

研究生生态型学术文化建设的探讨

本文立足学术文化研究的现状和意义,引入生态学相关理论构建了生态型学术文化模型,并在此基础上建立了相应的评价体系,针对研究生生态型学术文化作了综合评价,从而导出其“五维一体、协调发展”的优化模式。     

British female academics and comparative psychology: Attempts to establish a research niche in the early 20th century.

Why was there a preponderance of women engaged in laboratory-based studies of animal behavior in Britain in the early years of the 20th century? As a new experimental subject with recently neglected potential, animal psychology then represented an opportunity for women to make further inroads into academic science. Because the study of psychology before World War I offered negligible professional opportunities for the application of the subject, the intake of students was restricted. Perhaps this encouraged academic access to it by aspiring female scientists who felt that career prospects, uncertain and socially unexpected of them in any case, were worth chancing for greater long-term rewards. The academic circumstances and contributions of 3 British female pioneers in experimental comparative psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exploring the landscape of modern academic psychology: Finding and filling the holes.

Like any other domain of human activity, psychology has its fads and fashions. One consequence of fads is an overconcentration of resources on specific problems or approaches, which leaves other important problems or approaches (holes) underappreciated and understudied. This article is primarily about different factors (such as negativity bias, polarization of positions, focus on internal causes of behavior, dedication to a narrow view of what science is) that result in holes and about explorations of some of these holes that have interested the author. Psychologists should look more in the holes left behind by current enthusiasms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

History of depression and smoking cessation outcome: A meta-analysis.

The authors conducted a meta-analysis of published studies to (a) evaluate the premise that a history of major depression is associated with failure to quit smoking and (b) identify factors that moderate the relationship between history of depression and cessation outcome. Fifteen studies met the selection requirements and were coded for various study methodology and treatment characteristics. DSTAT was used to calculate individual study effect sizes, determine the mean effect size across studies. and test for moderator effects. No differences in either short-term (≤ 3 months) or long-term abstinence rates (≥ 6 months) were observed between smokers positive versus negative for history of depression. Lifetime history of major depression does not appear to be an independent risk factor for cessation failure in smoking cessation treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A longitudinal examination of the social-cognitive model applied to high school girls' choices of nontraditional college majors and aspirations.

This study tested a partial version of R. W. Lent, S. D. Brown, and G. Hackett's (1994) social-cognitive career theory model. Among 204 high school girls who attended science, math, and engineering (SME) career conferences, the authors used a 4-year longitudinal design to predict the choice of an SME college major and SME self-efficacy and outcome expectations in college. In addition, among students who had declared SME majors, variables assessed in high school and college were used to predict aspirations to become leaders in SME fields. The results generally provided empirical validation of the model. Regression analyses revealed that college SME outcome expectations were associated with plans to become a leader in an SME field. Implications for research and interventions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

科技期刊编辑专业化和学者化是保证期刊学术质量的关键

一般科技期刊刊载的论文内容都具有很强的专业性,这就要求科技期刊编辑必须具有丰富的专业知识和较高的学术水平才能胜任编辑工作.从编辑过程的选题组稿、论文初审、选择审稿专家和编辑加工四个方面对此进行了阐述,指出了提高科技期刊编辑的相关专业知识和学术水平的措施.     

Big-Fish--Little-Pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools.

Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish--little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural study of the BFLPE ever undertaken, tested theoretical predictions for nationally representative samples of approximately 4,000 15-year-olds from each of 26 countries (N=103,558) who completed the same self-concept instrument and achievement tests. Consistent with the BFLPE, the effects of school-average achievement were negative in all 26 countries (M beta=-.20, SD=.08), demonstrating the BFLPE's cross-cultural generalizability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)