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231.
杨海娟 《齐齐哈尔大学学报(哲学社会科学版)》2007,(6):149-150
外语教学和习得的成功取决于许多因素,其中情感因素对二语习得有重要影响。本文就影响第二语言习得的五个主要情感因素进行界定,并就其对外语教学的一些启发作扼要评述与分析。 相似文献
232.
谢智红 《渝西学院学报(社会科学版)》2009,(6)
从组织承诺的界定、结构、前因变量与结果变量、形成过程与测量工具等方面对已有研究进行回顾和分析,发现因为研究对象、研究方法及文化背景等方面的差异,其研究结论并非完全一致,对组织承诺的研究有待进一步深入。 相似文献
233.
Cheyenne Luzynski Martina Angela Caretta Emily Tanner 《Gender, Work and Organization》2024,31(3):1072-1091
234.
The current study aimed to (i) examine associations across features of affective and cognitive empathy, and (ii) explore their independent role for children's peer relationships at the transition to school. Affective empathy was measured using both observations of children's facial affect during an empathy-eliciting event and dispositional affective empathy to peer distress via teacher report. Cognitive empathy was measured using an index of children's proclivity to engage in perspective taking when witnessing the distress of another. Children's theory of mind was also assessed given close links with cognitive empathy. Participants were 114 Australian children (Mage = 67 months, SD = 5 months) assessed across two sessions during their first year of formal schooling. Findings showed that features of children's affective and cognitive empathy were unrelated, but both showed independent associations with children's positive peer relationships (assessed via peer-reported social preference and teacher-rated peer social maturity). The current study provides support for the delineation between features of affective and cognitive empathy in early school-age children, and the importance of understanding both affective and cognitive empathy for children's peer relationships at the transition to school. These findings have implications how we understand both the nature of empathy in childhood and the role it plays in supporting children's positive peer relationships. 相似文献