论制约大学生英语学习动机形成的因素

在大学英语学习中,影响学习动机形成的因素主要有学生素质、教师素质、教学环境、教学模式、教学大纲、四级考试、社会因素七大方面。     

大学生学习动机研究

影响大学生学习动机的知识、技能和经验因素随性别、年级、专业的变化而变化。知识因素中认知与个人知识背景、学习方法、专业应用存在显著差异;技能方面,三年级最低;经验因素里,在年级、专业和职业经历方面存在差异。     

歧义容忍度对外语语言水平和外语阅读成绩的影响

为探讨歧义容忍度对外语语言水平和外语阅读成绩的影响,对高、低歧义容忍度组在外语语言水平和外语阅读成绩上的差异进行了比较。结果表明：歧义容忍度直接影响外语语言水平和外语阅读成绩,还通过外语语言水平间接影响外语阅读成绩;高、低歧义容忍度纽的学生在外语语言水平和外语阅读成绩上均有显著性差异。     

Improving Flood Risk Communication by Focusing on Prevention‐Focused Motivation

This article proposes an approach to flood risk communication that gives particular emphasis to the distinction between prevention and promotion motivation. According to E. Tory Higgins, the promotion system and the prevention system are assumed to coexist in every person, but one or the other may be temporarily or chronically more accessible. These insights have far‐reaching implications for our understanding of people's reasoning about risks. Flood risk communication framed in terms of prevention involves the notions of chance and harm, woven into a story about particular events that necessitate decisions to be more careful about safety issues and protect one's family and oneself from danger. The article describes how the insights worked out in practice, using a flood risk communication experiment among a sample from the general population in a highly populated river delta of the Netherlands. It had a posttest‐only control group design (n = 2,302). The results showed that risk communication had a large effect on the participants’ responses and that this effect was higher among chronic prevention‐focused people than among others. Any information that increased the fit between a prevention‐framed message and a person's chronic prevention motivation produced stronger situationally induced, prevention‐focused responses. This may significantly improve communication about risks. In contrast, the notion of water city projects, featuring waterside living, had more appeal to promotion‐focused people.     

The Impact of Parental Remarriage on Children

Abstract

A meta-analysis of 61 studies was undertaken to determine the impact of parental remarriage on the academic achievement and psychological well-being of children, of which the vast majority were adolescents. Separate analyses were done on studies that did and did not use sophisticated controls in their analyses. Comparisons were made between children from remarried versus intact families as well as children from remarried and divorced or widowed single-parent families. Children from remarried family structures achieved academic levels that were generally more than two-tenths of a standard deviation lower than children from intact families. Children from remarried families also achieved somewhat lower levels than children from corresponding single-parent family structures. The difference between children from remarried families and children from intact families was nearly two- tenths of a standard deviation for measures of psychological well-being, for studies that did not use sophisticated controls and was somewhat less for studies that did use sophisticated controls. The significance of these results is discussed, doi: 10.1300/J002v40n04_05     

学分制下教学团队建设研究：一个文献综述

随着高等教育制度的不断改革和进一步完善，学分制建设和优化问题成为高等教育理论和实践的热点，其中教学团队的建设则是学分制建设的焦点问题，许多学者和专家对学分制下教学团队的建设问题进行了大量研究，取得了许多有价值的研究成果。通过对现有学分制下的教学团队建设的研究成果进行梳理和综述，总结学者们的研究成果，分析现有研究不足，提出研究展望。     

企业环境管理动因分析

针对企业环境管理问题,采用定性分析和定量分析结合的方法,分析了环境管理的目标和环境管理动因,指出环境管理目标取决于企业的目标,企业环境管理的动因主要是利益驱动和社会责任。环境管理利益驱动目标和社会责任目标在许多方面是一致的,对于不一致地方,可以通过法律调节的同时,要求企业勇于承担社会责任。研究结果对企业环境管理有指导意义。     

英语网络语言理据刍议

英语网语成因复杂,既受社会因素、心理因素、黑客因素影响,又同人类认知及语言自身发展规律密不可分。深层次探析该语言现象的理据,为研究汉语网语及未来语言的发展趋势提供参考。     

国内外企业环境责任动机研究新进展

对国外有关企业环境责任动机研究的新进展进行了较为细致的梳理。在厘清企业环境责任相关概念的同时,指出实现自我利益是CER的内在驱动力,市场、政治、科学和社会体系是CER的宏观影响因素,地域和企业文化因素是CER行动的催化剂,企业管理者特征对CER也有不容忽视的影响作用。除此之外,还对国内学者现有研究状况进行了总结,并就国内外研究现状对未来关于CER的研究进行了展望。     

Life-course changes in the mediation of cognitive and non-cognitive skills for parental effects on children’s academic achievement

We assess life-course changes in how cognitive and noncognitive skills mediate the effect of parental SES on children's academic achievement using data from the Early Childhood Longitudinal Study-Kindergarten Cohort. Our results show: (1) the direct effect of parental SES declines while the mediating effect of skills increases over time; (2) cognitive and non-cognitive skills differ in their temporal sensitivities to parental origin; and (3) in contrast to the effect of cognitive skills, the mediating effect of non-cognitive skills increases over time because non-cognitive skills are more sensitive to changes in parental SES. Our results offer insights into the dynamic role skill formation play in status attainment.