中学生学习自我效能感、学习策略与学业成就的关系

以学习自我效能感和学习策略量表为工具,通过方差分析、相关分析和路径分析等方法,重点考察了学习自我效能感和学习策略这两个因素对学业成就的影响路径以及相互间的关系.发现中学生的学习自我效能感与学习策略间存在着显著的相关关系;学习自我效能感和学习策略对初中生的学业成就有显著回归效应,而学习策略对高中生的学业成就有显著回归效应;学习自我效能感可通过影响学习策略来间接影响学业成就.     

电气工程及其自动化常见问题分析及应对方法

伴随着我国现代化科技水平不断的提高与完善,电气工程自动化也越来越被人们所重视.但在取得了一定程度发展的同时,也存在着大量的问题隐患,因此要结合目前所存在着的问题采取适当的科学化方法策略来予以处理,以便能够实现对电气工程以及相关自动化技术的创新发展.本文将重点针对电气工程及其自动化的常见问题展开具体分析,并提出了一些针对性的应对方法.     

Enhancement of coping through blurring

When problem situations are imprecise, people use mental processes closer to coping than to exact, logical-deductive reasoning. We sketch new ways of explicating the process of coping. This leads to a broader definition of complexity than is generally used in computer science. We present at the essence of coping a normative model for shifting and changing focus of attention. To cope is to transform a complex situation into blurred representations that are simpler and less worrisome. The process of “thinking of” such shifts in problem-representation is also improved when the level of specificity and precision in the focus of attention varies.     

基于创新性过程投入的员工创造力影响因素研究

创新性过程投入是近年来在管理领域出现的新概念,虽然从理论上能够推导出这一概念有助于员工创造力的提升,但其在知识工作者的内生动机与创造力之间是否以及扮演什么角色,理论界触及不深、缺乏系统的探索和阐释。论文基于自主理论建构了一个被调节的中介效应模型,旨在探索内生动机是如何影响员工创造力的。实证结果表明:(1)知识工作者的内生动机显著影响创造力;(2)创新性过程投入在知识工作者内生动机与创造力之间起部分中介作用;(3)创造力自我效能感调节了创新性过程投入对创造力的影响;进一步,(4)创新性过程投入的中介作用受到了创造力自我效能感的调节,创造力自我效能感程度越高,知识工作者内生动机通过创新性过程投入对创造力的间接作用越强。研究发现创新性过程投入在主效应中的特殊解释力,丰富内生动机效力的相关研究,对员工创造性实践提供了有益的启示。     

On a result for finite Markov chains

In an undergraduate course on stochastic processes, Markov chains are discussed in great detail. Textbooks on stochastic processes provide interesting properties of finite Markov chains. This note discusses one such property regarding the number of steps in which a state is reachable or accessible from another state in a finite Markov chain with M (≥ 2) states.     

Students’ ratings of teacher practices

In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers’ employment of strategies used in the classroom to foster the mathematical habits of mind and mathematical self-efficacy of their students. We describe the creation and testing of a student survey designed to assess teacher classroom practice based primarily on students’ ratings of teacher practices.     

Promoting or prohibiting: Understanding the influence of social media on international students’ acculturation process,coping strategies,and psychological consequences

Although the unprecedented prevalence of social media has infiltrated into international students’ daily trajectories and become an indispensable component of their intercultural communication, yet surprisingly few attempts have been implemented to systematically unpack how the innovative technology could play a role in these sojourners’ acculturation experiences and the consequences of migration and cross-cultural adaption. In order to address such research gap, the objective of this present article is to provide a review of academic, peer-reviewed journal studies that examined the potential effect of social media engagement on international university students’ acculturation process, coping strategies, and psychological adjustments during the period from 2010 to 2019. Moreover, building upon conceptualizations from new media and transcultural research literature, a conceptual framework was developed to classify the relevant studies for further analysis. Overall, these theories and studies synthesized in this paper emphasize the vital role of social media in the acculturation, coping behaviors and mental health for ethnic minorities in the host country. Additionally, certain dimensions of attitudes and behaviors through social media could exert the important influence on the psychological adaption. Therefore, conclusions of the research may assist to further inform practitioners who may encounter newcomers’ experiencing intercultural adjustments and psychological issues in the digital media age. Furthermore, this current review may also help educators determine certain barriers that have not been resolved in campus tactics which may influence the acculturation of sojourning populations.     

Exchanging social support on online teacher groups: Relation to teacher self-efficacy

The present study explored the relation between exchanging social support on online teacher groups and teacher self-efficacy. An online survey was conducted inside a massive Facebook teacher group, and 584 elementary school teachers provided information regarding Facebook use, self-efficacy for creative teaching, and the extent to which they provided and received support on the online teacher group. Results showed that teacher self-efficacy varied as a function of years of teaching experience, length of group membership, and the extent to which teachers provided and received social support on the online teacher group. Furthermore, the providing of online support predicted teacher self-efficacy after taking into account the effects of teaching experience and group membership. The findings are discussed in terms of the features and importance of social support exchange on online teacher support groups.     

Measuring pre-service teachers’ self-efficacy in tutoring children in primary mathematics: an instrument

This article reports on the use of Rasch modelling to develop and validate an instrument measuring self-efficacy in tutoring children in primary mathematics (SETcPM). In response to the literature on teacher efficacy, the 20-item instrument aims to inform teacher educators, and is designed for novice pre-service teachers (nPSTs) preparing to teach mathematics in primary school (grades 1–7, ages 6–13). To ensure that the tasks of teaching are imaginable for nPSTs, the instrument targets the core activity of teaching mathematics: helping a generic child with mathematics tasks. We propose that SETcPM is measurable for the intended population and represents a central part of self-efficacy in teaching mathematics (SETM). Understanding the initial SETcPM of novices and mapping its development over the course of their training programme can contribute to a better understanding of SETM, and allow teacher educators to tailor their support.     

Coping strategies, personality, and voice quality in patients with vocal fold nodules and polyps

Emotional state affects the physiological mechanism involved inphonation. Differences in acoustical parameters of the voice under stress have been attributed to the coping mechanism used, which is based on the individual's perception of the situation. This study examines the relationship between coping strategies, personality, and voice in female subjects, ranging in age from 19.3–55.7 years, diagnosed with vocal nodules or polyps. The differences between coping strategies and personality are examined and compared with another group with no history of voice pathology. The relationship of personality and coping strategies to voice quality variables is reported. Results show that patients use emotional coping strategies more and cognitive coping strategies less than the comparison group. Type of voice pathology was found to be related to dominance, and a number of coping and personality variables were found to correlate significantly with voice quality.