Emotion and Adaptation

Evaluating Model Fit

https://www.healio.com/psychiatry/journals/psycann/1976-12-6-12/{806b8887-c02e-40c8-a228-57f1cdb2bdba}/the-stress-of-life.pdf

The stress of life

/pdf/human-nature-and-the-social-order-3yqr9a7m4c.pdf

Human Nature and the Social Order.

在翟象俊主编的《大学英语》第2册第5单元中，有这样一个句子：“As a boy and then as an adult, I never lost my wonder at the personality that was Einstein.”教参中指出“the personality that was Einstein”应理解为“the personality which was the most striking characteristic of Einstein”，该句译为“作为一个孩子，到后来作为一个成人，我一直对爱因斯坦的个性惊叹不已”。很明显，在这里译者把“personality”理解为“个性，人格”，但本人认为应译为“人物，名人”更妥。“personality”可作“个性，人格”讲，但它还有另外一个重要意思。在陆谷孙主编的《英汉大词典》（1993年版）中，“personality”第3条释义为：“个人，人物，名人”：“appoint a personality to lead a campaign，派一个人去领导一场运动”。“a personality in the news，新闻人物”。在...

此处“personality”译法探析

This study used a specially designed questionnaire to explore undergraduate students' expectations of and preferences in teaching, learning and assessment. A convenience sample of 395 first-year university undergraduates at the start of their university life was used. They were enrolled on a Medical, Business Studies or Psychology degree course at one of three British universities. Overall, the similarities in expectations and preferences between the three groups were greater than the differences. Specifically, the students expected to be taught by formal and interactive lectures but preferred to be taught by interactive lectures and group-based activities. Their least favoured learning methods were formal lecture, role-play and student presentations. Coursework assessment preference was for essays, research projects and problems/exercises. Although there was an overall preference slightly in favour of coursework assessment rather than examinations, this was not consistent across all three centres. Studen...

University Students' Expectations of Teaching

Background:
Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement.

Aims:
To examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a predictor of academic achievement and emotions and to test reciprocal relations between academic emotions and achievement.

Sample:
Two hundred and six first-year undergraduate students.

Methods:
Academic self-efficacy was measured at the beginning of the first semester and learning-related emotions (LREs) at the beginning of the second semester. Academic performance was aggregated across assessments in semester one and semester two.

Results:
Self-efficacy in study-related skills and behaviours predicted: (1) better semester one academic performance and (2) more pleasant and fewer unpleasant LREs at the beginning of the second semester directly and (3) indirectly through semester one academic performance. Reciprocal relations between academic performance and emotions were supported, but only for pleasant emotions.

Conclusions:
Self-efficacy in study-related skills was the critical academic self-efficacy variable in this study. It may play an important role in maintaining challenge appraisals to maintain pleasant emotions and better academic performance. Accordingly, practitioners in higher education may wish to consider the value of assessing and developing students' self-efficacy in relation to their independent study skills.

Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success

29 © The British Psychological Society 2006 SELF-CONCEPTS are made up of beliefs and attitudes about the self. Self-concepts will differ as a result of different central and peripheral concepts and different hierachical structures arising from different experiences, many of which will be social. The self-concept that students bring to university will guide them in their studies as well as their non-academic lives and will be affected by their academic and social experiences at university. Students’ sense of their academic self will have a substantial bearing on how studies are approached. Closely linked to self-concept are selfesteem, self-confidence and self-efficacy, which come from self-evaluation of how people feel about themselves. It is likely that the university experience will affect self-esteem as academic challenges are faced and met (or not). This paper focuses primarily on the academic self and substantiates our attempts at understanding the academic self psychometrically through the Academic Behavioural Confidence scale (ABC; see Appendix 1 and Sander & Sanders, 2003). The ABC scale is discussed in the theoretical context of self-efficacy and academic self-concept upon which we have drawn to produce a psychometric scale that is beneficial to understanding the learner in higher education (HE). In doing this, a range of empirical studies are considered as well as theoretical material. Because of the diversity of the empirical studies, the key sampling characteristics of each is detailed in Appendix 2. We would not wish to suggest that the role played by national characteristics and different education systems should be ignored. However, there are common theoretical themes which are relevant to Western cultures, and therefore we believe that we are justified in citing work outside the UK. As many of the key empirical studies in this area come from the USA, those that do not will be so denoted in the text.

/pdf/understanding-academic-confidence-4879joq5w5.pdf

Understanding Academic Confidence.

/pdf/measuring-confidence-in-academic-study-a-summary-report-3r54xlg6pb.pdf

Measuring confidence in academic study: A summary report

The Academic Behavioural Confidence (ABC) scale has been shown to be valid and can be useful to teachers in understanding their students, enabling the design of more effective teaching sessions with large cohorts. However, some of the between‐group differences have been smaller than expected, leading to the hypothesis that the ABC scale many not be unidimensional and that inherent subscales may be behaving in different ways, reducing the size of anticipated ABC effects. This study aimed to analyse the factor structure of the ABC scale. Pre‐existing data sets were combined into a large composite data set (n = 865) of undergraduate student respondents to the ABC scale. Exploratory factor analyses using SPSS, and confirmatory factor analysis in AMOS, were carried out. A reduced, 17‐item ABC scale can be considered as having four factors, grades, verbalising, studying and attendance. From the data sets, the discriminative power of the factor structure has been confirmed, with the results providing further cri...

Paul Sander

Papers

University Students' Expectations of Teaching

Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success

Understanding Academic Confidence.

Measuring confidence in academic study: A summary report

Measuring Academic Behavioural Confidence: The ABC Scale Revisited.