论激励教育

分析了高职学生的心理、惩罚教育的弊端,并从理论、心理、现实论述的基础上提出应大力提倡激励教育.     

教育要有针对性管理要有强制性

分析高职学生思想状态的多层次性,提出以正面的思想教育和启发引导为主,同时加强规章制度的制约性,以提高教育管理工作的效果.     

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)     

Individual and structural origins of friendship and social position among professionals.

Friendship affects individual and organizational well-being through direct relations, social positions, and complex network structures. In this study, the authors use longitudinal data from 2 groups of master's of business administration students to increase understanding of how friendship networks develop. The authors propose and test a dynamic model in which attribute similarity facilitates dyadic friendship ties, as well as similar network centrality and social position; early friendship increases later similarity in structural position and centrality; and early structural similarity enhances the likelihood of future friendship. Findings largely supported the model, demonstrating how homophily and early social contacts can jointly shape maturing friendship networks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social environmental selection as a mediator of gender, ethnic, and personality effects on college student drinking.

Structural equation modeling was used to test the mediational role of social environmental selection on alcohol use in cross-sectional samples of 447 students from a rural state university and 421 students from an urban private university. Results showed that male gender, White ethnicity, and sensation seeking were uniquely associated with greater alcohol use. Mediational analyses indicated that socioenvironmental factors (i.e., Greek involvement, friends' approval of drinking/getting drunk) were positively associated with alcohol use and significantly accounted for parts of the effects of ethnicity and sensation seeking, but not gender, on alcohol use. Results suggest that White students and those high on sensation seeking may drink more heavily in college, in part because they select social environments in which alcohol use is encouraged. (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)     

对中、美两国高校高水平运动队管理体制的探讨

通过调查和查阅了大量的资料，对中、美两国的高校高水平运动队的管理体制进行了比较，旨在通过学习和借鉴将我国高校的高水平运动队管理体制不断的完善，提供一定的参考。     

A motivational model of rural students' intentions to persist in, versus drop out of, high school.

Using self-determination theory, the authors tested a motivational model to explain the conditions under which rural students formulate their intentions to persist in, versus drop out of, high school. The model argues that motivational variables underlie students' intentions to drop out and that students' motivation can be either supported in the classroom by autonomy-supportive teachers or frustrated by controlling teachers. LISREL analyses of questionnaire data from 483 rural high school students showed that the provision of autonomy support within classrooms predicted students' self-determined motivation and perceived competence. These motivational resources, in turn, predicted students' intentions to persist, versus drop out, and they did so even after controlling for the effect of achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning: Effects on Expository Reading Comprehension Among Struggling Readers.

The effects of 2 rigorous strategic approaches to reading comprehension for 32 5th-grade students who struggle with reading were investigated. The first approach, TWA (Think before reading, think While reading, think After reading), was taught following explicit self-regulated strategy development instructional procedures (K. R. Harris & S. Graham. 1999). The second approach, reciprocal questioning (RQ), was taught following Cooperative ReQuest procedures developed by A. V. Manzo. U. C. Manzo, and T. H. Estes (2001). Compared with RQ students, TWA students improved significantly (with medium to large effect sizes) on 5 oral reading comprehension measures. There were no significant differences, however, between groups on 3 written comprehension measures, self-efficacy, or motivation. Students were positive about each intervention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)