高校学生党建工作面临的问题及对策

从高校学生党建工作面临的问题出发,探讨如何进一步加强高校学生党建工作,增强高校学生党建工作的针对性、主动性、实效性,以期更好地推进高校学生党建工作健康发展.     

英语专业学生学习动机的调查与分析

以Garddener、Williams和Burden等人提出的动机模式为基础,从内在动机、外在动机、采取行动的有意识的决定、环境因素以及一定时期内持续的脑力或体力的付出等方面对英语专业四个年级学生的学习动机展开调查,探讨了激发和保持英语专业学生学习动机的方法.     

大学生性知识调查及其分析

问卷调查结果表明,大学生的性健康教育状况不容乐观。受调查者均为大学二年级学生,平均得分仅38.33±20.36,性知识普遍欠缺。医学类学生性知识及格率为32.84%,艺术类学生性知识贫乏者占59.05%;男生性知识贫乏者为32.78%,女生达41.96%。大学生的性知识,与所学专业有关,但并非来自大学阶段的性教育。加强大学生性知识教育刻不容缓。     

论21世纪大学生理想信念体系的建构

大学生的思想政治教育以理想信念教育为核心.理想信念体系可划分为个人的理想信念,社会共同的理想信念,以及世界或人类的理想信念.个人的理想信念一般包括生活理想信念、道德理想信念、职业理想信念三个主要方面.理想信念教育要贴近大学生个人的理想信念,围绕社会共同的理想信念,导向世界共同的理想信念.     

情感管理在高校学生干部队伍建设中的应用研究

情感管理是以人本管理为基础,管理者通过对被管理者感情的交流,从而激发被管理者内驱力而达到管理目的的一种管理方式.高校学生干部是高校宝贵的人才资源,学生干部队伍建设的好坏将直接影响到高校学生工作的成效.根据高校学生干部群体的特点,采取情感管理,这是高校学生干部队伍建设与管理的新的思路.     

论大学生思想政治教育效果的评估

大学生思想政治教育效果评估是大学生思想教育评估的一个重要方面和重点内容,深刻认识其评估的必要性和可行性,准确把握其评估的范围和原则以及评估的标准和指标体系,对于揭示大学生思想政治教育的客观规律,促进教育活动的深入开展,提高思想政治教育的针对性和有效性,具有重要意义。     

新形势下提高大学生党员思想素质初探

本文分析新形势下大学生党员的思想素质现状 ,探讨提高大学生党员思想素质的新路子。     

新形势下高师生就业教育探索

本文针对新形势下高师生就业的实际情况 ,分析了高师生就业思想的特点和原因以及当前高师生就业教育现状 ,认为高师生就业教育应成为学生素质教育的一个新课题 ,也是现代人才培养系统工程的组成部分。     

Impact of mindful self-care and perceived stress on the health related quality of life among young-adult students in West Virginia

ABSTRACT

There are substantial gaps in research on Health Related Quality of Life (HRQoL) in students aged 18 and above in West Virginia. The purpose of this study is to explore the associations between mindful self-care, perceived stress, and the HRQoL in this population. We conducted a cross-sectional study between March and April 2017. We included participants who were students, aged 18 years and above, living in West Virginia and were able to answer online questions in English. Data was obtained from an online survey using a structured questionnaire, including the SF12v2®, mindful self-care scale- SHORT, and Perceived Stress Scale (PSS)-10. We applied linear regressions to determine the predictors of HRQoL (physical health and mental health) using SF12v2®. 194 participants met the inclusion criteria of the study. Mindful self-care was negatively associated with perceived stress. Better mindful self-care mediated the relationship between perceived stress and psychological well-being, controlling for gender, age, race, marital status, education level, annual household income, and chronic disease status. Perceived stress and mindful self-care were not related to the physical well-being. Better mindful self-care may safeguard against perceived stress among students aged 18 years and above. Our findings in this study recommend more mindfulness-based interventions targeted to this subpopulation to improve psychological well-being.     

Stakeholder perceptions of contextual factors related to PBIS implementation in high need schools

Positive behavior intervention and supports (PBIS) is a thoroughly researched three-tiered framework for preventing and treating challenging behavior in schools. While more than 20 years of research contribute to the literature base, less is known about PBIS implementation in high-needs school settings, particularly those that serve students predominantly from low-income families and majority minority student populations across urban and rural districts. This study investigated the critical contextual factors of PBIS implementation from the stakeholder perspective. Specifically, we surveyed 161 participants including teachers, school staff members, and administrators who were PBIS team members and had received technical assistance in PBIS implementation. The completed surveys were analyzed with participants and their schools coded for district type, Title I funding, and position in order to determine how the perceptions of issues such as buy-in, administrator support, PBIS in secondary school settings, and poverty affect PBIS implementation and team needs. The factor analysis and resulting structure along with statistically significant results for each factor are presented along with implications.