大学生学业效能感及其与学习倦怠的关系研究

本研究采用问卷法对四所高校636名大学生的学业效能感和学习倦怠状况进行了研究.结果表明：大学生学业效能感存在显著的性别、年级、学校类型差异;大学生学业效能感与学习倦怠呈显著的负相关;大学生学业效能感对学习倦怠具有显著的预测作用.可以通过提高大学生的自我期望、设置一定难度的学业任务、提供榜样示范以及加强课程改革的方式,来提高学业效能感,减少学习倦怠问题.     

大学生网络成瘾者心理状况的调查研究

本文在国内外已有的网络成瘾研究的基础上,采用问卷法考查了大学生网络成瘾的一般状况,并初步探讨了网络成瘾与心理健康水平的关系.研究发现:(1)大学生网络人际关系成瘾存在显著性别差异和年级差异,男生高于女生,大一学生显著高于其他年级学生.(2)大学生网络成瘾者与非成瘾者存在心理健康水平的差异.网络信忠成瘾者与非成瘾者在强迫、人际关系敏感和妄想等因子上存在显著差异;网络人际关系成瘾者与非成瘾者在人际关系敏摩、抑郁和精神病性等因子上存在显著差异.(3)网络成瘾与心理健康水平存在相关关系.不同类型的网络成瘾与SCL-90中的不同因子存在相关关系.     

关于内蒙古大学生心理健康状况的调查研究

当今社会,随着生活节奏的加快、社会竞争的加剧以及多元文化和价值冲突的加深,心理健康的观念已经深入人心。与此同时,大学生的心理健康及其教育问题正受到学校、家庭、国家和社会等各方面的重视。本文采用问卷调查法对内蒙古地区大学生的心理健康状况做了一次实证研究,并且从性别、民族、年级、专业等角度进行差异分析,进而对内蒙古地区大学生目前的心理健康状况有一个比较客观、科学的认识。     

福州市676名大学生孤独感状况调查与分析

采用情绪社交孤独问卷(ESLI)对大学生的孤独感状况进行调查分析。结果显示:男生的孤独体验程度高于女生;大学生的情绪孤独体验程度较社交孤独体验程度更高;是否学生干部对大学生的社交孤独的影响较对情绪孤独的影响显著。     

某综合大学师范学院大学生心理健康状况调查研究

目的：了解某综合大学师范学院大学生心理健康状况。方法：选取某综合大学师范学院在校生为调查对象,采用《SCL-90症状自评量表》进行问卷调查,发放300份。结果：某综合大学师范学院大学生心理健康问题检出率为28.1%,各因子检出率中,强迫症状突出。不同性别、不同年级、不同专业大学生心理健康状况不同。结论：当前大学生存在一定的心理健康问题,应引起高度关注并采取干预措施,提高在校生的整体心理健康水平。     

大学生心理和谐研究

本研究以《自我和谐量表》为测量工具,分析了大学生自我和谐的特点,得出结论如下:大学生的自我和谐水平在性别、是否为独生子女和不同生源地方面无显著性差异。理科学生的自我概念的灵活性显著高于文科学生。不同年级的大学生自我经验和谐水平有显著差异等结论。     

内蒙古地区高校贫困大学生救助政策的探析

随着少数民族地区高等教育事业的快速发展,救助政策能否与快速发展的教育事业步伐一致是面临的新考验.本文就内蒙古地区高校贫困大学生的救助状况和存在的问题进行探析,并在此基础上提出了内蒙古地区高校贫困大学生救助的建议.     

“两课”教学必须加强对大学生民族精神的培育

培育大学生的民族精神是当前“两课”教学的一项主要任务。结合近几年教育部社政司组织的高校大学生思想状况调查和有关高校就大学生民族精神教育情况的专题问卷调查,就“两课”已有教学内容体系及开展教学的过程和效果进行了分析与反思,指出现有“两课”教学目的、内容、方法、环节、环境中存在着问题和不足,两课教学应以培育大学生民族精神为目标,创新教学方法,完善管理机制,主动适应培育大学生民族精神工作的要求。     

论民族地区经济社会发展与民族区域自治制度的完善——以完善民族自治法规立法程序为视角

民族区域自治制度实行二十多年来,我国民族地区经济社会状况得到了很大的改善,但是还存在许多问题,需要进一步发挥民族区域自治制度的作用,促进民族地区的发展。本文首先介绍了在民族区域自治制度保障下的民族地区经济社会发展状况,然后论述了完善民族地区立法程序,促进民族地区经济社会发展的迫切性,最后从完善民族地区立法程序,促进民族地区经济社会发展的角度提出了几点建议。     

蒙古族大学生人格特征与健康人格培养

人格的发展是不断整合的过程,是在个体社会化的过程中完成的。为了解蒙古族大学生的人格特征以及探索蒙古族大学生人格培养途径,研究采用中国大学生人格量表对蒙古族大学生的人格特征进行调查分析,结果发现蒙古族大学生在爽直、坚韧和处世态度三个因子得分显著高于汉族大学生;蒙古族男生在活跃因子上得分显著高于女生,在严谨因子上得分显著低于女生;预科转普通班在活跃因子和处世态度因子上得分显著低于整班建制班;蒙古族大学生只在处世态度上存在显著的年级差异。针对以上特征,本文从心理和社会行为的层面探索了蒙古族大学生健康人格培养的对策。     

Gender differences in the first course in accounting: An achievement goal approach

We examine whether gendered patterns can be observed in first-year students' achievement goals in an introductory accounting course; a question largely overlooked by prior literature. This investigation is motivated by perceptions of accounting as a masculine field involving gender role stereotypes and business schools as competitive and performance-oriented environments. Our findings suggest that male students tend to adopt performance-approach goal, implying that they are more competitive than female students, and that their performance is thus driven by a desire to outperform others. Our findings further suggest that male students' expectations of learning accounting are higher than those of female students. The expectations explain the gender differences in the performance-approach goal. Finally, we find that this performance-approach goal mediates gender differences in course performance depending on the mode of assessment; male students received higher grades for exams but not for teamwork. Overall, our study highlights the importance of considering contextual aspects related to competitiveness, masculinity, and the mode of assessment on an accounting course when addressing students’ achievement goals and expectations of learning accounting. We thus contribute to the understanding of how learning environment, accounting pedagogy, and the broader field of professional accounting intersects with individual student attributes, creating differential learning outcomes.     

Factors affecting classroom participation and how participation leads to a better learning

The purpose of this paper is twofold. First, we analyze various course- and student-related factors that affect participation grades within several college accounting classes. The second purpose is to determine whether in-class participation grades have an effect on exam performance in these classes. We find that, unlike in liberal arts and sciences courses, in accounting courses, participation grades for female students do not differ from participation grades for their male counterparts, regardless of class level. Overall, course level and student major have no direct effect on participation grades; however, the accounting majors and students in the lower level courses have better attendance than do non-accounting majors and students in more advanced courses. We observe that class schedule, in particular class duration and semester, affects students’ participation performance. Lastly, we find that students who participate more in classroom discussions perform 25% better on exams than do those with lower participation grades. This relationship holds for the three elements of participation grading: frequency of participation, consistency of participation, and attendance.     

The relationship between motivation,learning approaches,academic performance and time spent

Previous literature calls for further investigation in terms of precedents and consequences of learning approaches (deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the accounting students have a slightly higher score for deep learning compared to surface learning. Moreover, high intrinsic motivation and extrinsic motivation have a significant positive influence on deep learning. Next, deep learning leads to higher academic performance; surface learning on the other hand leads to lower academic performance. The effect of deep learning on performance still holds, when we control for time spent, gender and ability. Consequently we can conclude that a deep learning approach is much more than ‘simply’ spending a lot of time on studying.     

An Empirical Analysis of the Effect of Financial Education on Graduating Business Students’ Perceptions of Their Retirement Planning Familiarity,Motivation, and Preparedness

Today's multifaceted and dynamic financial environment requires a high level of individual financial literacy to ensure that sound financial behaviors are the norm. Unfortunately, many individuals have limited knowledge regarding financial issues and are ill prepared to make sound financial choices. The purpose of this article was to benchmark and then determine if graduating business students’ perception of their retirement planning familiarity, motivation, and preparedness improved after taking a semester‐long course in Personal Risk Management and Insurance (PRMI). We discovered that business students were more financially literate than nonbusiness students and that business students’ familiarity with retirement plans and personal level of readiness to make retirement planning decisions improved significantly after taking the principles class. Specifically, we showed that only 15.8 percent and 42.3 percent of the nonbusiness and business control students, respectively, felt adequately prepared to make retirement decisions, while 82 percent of the business students who completed the PRMI class felt prepared. Ex post, graduating seniors who were exposed to coursework covering life‐cycle risks and options to treat those risks perceived that they are leaving college with a better ability to meet the financial challenges that await them. Last, we showed that significant differences existed in retirement plan and investment familiarity based on gender. Our findings provide support for including financial literacy as a general education requirement at colleges and universities.     

浅谈高职院校学生的日常管理

大学生日常管理工作在高职院校中占有非常重要的地位,它是学校养成学生良好的学习、生活和行为习惯,使其成为高素质技能型人才的重要保障。笔者就目前大学生日常管理的现状和加强大学生日常管理的重要性、必要性,进行了分析,并就如何加强大学生日常管理的途径与方法进行了探讨。     

关于当前大学生英语学习兴趣的发现和思考

大学英语教学在素质教育浪潮的冲击下正经历着翻天覆地的变革,然而学生的学习兴趣不被重视仍是大学英语教学中一个突出问题。本文基于这一大学英语教学中的普遍存在的现象展开讨论,以问卷调查和采访等一系列教育调查数据为基础,浅析大学生英语学习现状及大学英语教师对学生学习兴趣的重视程度,并进一步讨论学生学习兴趣在大学英语课堂上的重要性。最后,对在大学英语课堂上激发学生的学习兴趣提出几点建议。     

促进大学生被动学习向自主学习转化的路径分析与探索

如何提高大学生的学习质量是高校人才培养改革中的首要问题。实践证明,主动学习是确保大学生学习高效性的重要途径。本文将以分析当代大学生学习特点为基础,探究导致其学习局限性的现实原因,进而从教师主体意识、教学方式创新、教育制度完善等方面提出促进大学生被动学习向自主学习转化的基本对策。     

高职非英语专业新生课堂学习策略的使用情况调查

基于Oxford提出外语学习策略分类,本文采用问卷调查和访谈的方式对高职非英语专业新生的课堂学习策略使用情况进行调查和分析。通过数据分析,研究结果表明:受试学习策略的使用频率不高,最常使用的学习策略是补偿策略,最不常使用的是记忆策略等。