焦点解决取向团体辅导对改善大学生学业拖延的影响

目的探讨焦点解决取向的团体辅导对降低学业拖延,提升学业自我效能感的影响效果。方法对10名大学生进行6次团体辅导,采用学业拖延量表和学业自我效能问卷对实验组和对照组进行前后测,并对团体成员填写自编的自我评估表。结果经过团体辅导后,实验组在学业拖延和学业自我效能感上存在显著差异(t=9.181,-4.250;P0.001);干预后,实验组与对照组在学业拖延和学业自我效能感上存在显著差异(t=-8.946,6.409;P0.001)。结论团体辅导能有效提升大学生的学业自我效能感,减少学业拖延行为的产生。     

基于医学学术英语语料库的高频医学英语语块研究和应用

基于医学学术英语语料库，筛选了医学英文学术期刊中由医学英语核心词汇及其搭配词组成的高频医学英语语块，分析了其医学学科特点和文本特征。结合《医学英文文献摘要写作》课程实践，验证了高频医学英语语块在提升医学生学术论文阅读理解能力和写作语言准确性等方面的作用及良好效果，可为医学生和医学工作者写好医学英文论文提供语言帮助，也可为医学院校医学英文论文阅读与写作课程教学提供参考。     

中学生学业拖延与班级环境的关系

目的 从个体和班级两个层面考察班级环境对中学生学业拖延的影响.方法 选取1972名中学生进行问卷调查,使用HLM进行分析,同时对学生进行个别访谈.结果 问题型、中间型、良好型班级在复习、作业和自我任务上的拖延得分存在显著差异(F=16.927,5.832,5.504;P＜0.01);从个体层面来看,师生关系、同学关系能显著地负向预测复习拖延(t=-3.206,-3.765；P＜0.01)和作业拖延(t=-3.822,-3.797;P＜0.001),竞争能显著负向预测作业拖延(t=-2.323,P＜0.05)；从班级层面来看,竞争能量著地负向预测复习和自我任务拖延(t=-2.542,-3.074;P＜0.05).结论 班级环境是影响学业拖延的重要因素.     

中国地理资源期刊集群平台期刊特约专栏实施成效分析与启示

【目的】 依据中国地理资源期刊集群平台期刊特约专栏出版实践,分析实施成效,总结出版经验,为同行组织特约专栏提供借鉴。【方法】 采用中国知网的统计数据,分析中国地理资源期刊集群7种平台期刊在2016—2017年刊发的特约专栏的表现。【结果】 特约专栏整体上能够提高期刊影响力,推广学术传播,但不同类型的特约专栏的表现存在差别。【结论】 内容型专栏是提升期刊影响力的有效措施,双盲评审、相似主题的间隔时间及同一作者的出现频次是特约专栏成效的重要影响因素。特约专栏的组织需要与科技创新一致,落实“四个面向”的战略部署。     

中国学术期刊网络首发论文撤回状况的调查分析——以中国知网2017—2019年数据为例

【目的】 了解我国学术期刊网络首发论文出版后的撤稿及更正状况,以及问题论文撤回过程中《中国知网网络出版文献出版状态变更与内容更正规范》(以下简称《规范》)的执行情况。 【方法】 首先,检索CNKI平台2017—2019年带有“撤回”标记的网络首发论文的撤回声明;其次,下载撤回声明并编码保存,将撤回论文的目录导出至参考文献管理软件Endnote X9进行相关统计,将撤稿声明的文本导入到质性研究数据分析软件NVivo 12 Plus进行原因分类;最后,对网络首发撤稿论文的学科分布、来源期刊、撤回原因等进行分析。 【结果】 2017—2019年CNKI共撤回网络首发论文389篇,其中“撤回”论文310篇,“撤稿”论文74篇,“勘误”论文5篇;有明确撤回原因的论文有278篇,占比为71.47%,111篇没有说明撤回原因,占比为28.53%;因学术不端、署名问题、出版管理、质量控制、其他等原因撤回的论文分别为32、25、82、118、21篇。 【结论】 网络首发论文撤回率偏高(389/182654,0.21%),《规范》执行率偏低(6/389,1.54%);撤稿原因不明确、不具体,且存在故意遮掩学术不端事实的现象。学术期刊编辑出版单位和数字化出版平台应进一步规范网络首发论文的流程管理和内容审核,增强撤回原因的透明性、撤回声明的易见性和撤回过程的可回溯性。     

Prospective study with specific Re-Assessment time points to determine time to recovery following a Sports-Related Concussion in university-aged student-athletes

BackgroundTime to recovery for symptom burden and neurocognition following a Sports-Related Concussion (SRC) has previously been determined by consolidating varying re-assessment time points into a singular point, and has not been established for Vestibular-Ocular-Motor (VOM) function or academic ability.ObjectivesEstablish when recovery of symptom burden, neurocognition, VOM function, and academic ability occurs in university-aged student-athletes.MethodsStudent-athletes completed an assessment battery (Post-Concussion Symptom Scale (PCSS), Immediate Post-Concussion Assessment and Cognitive Test (ImPACT), Vestibular Ocular-Motor Screening (VOMS), Perceived Academic Impairment Tool (PAIT)) during pre-season (n = 140), within 48 hours, 4, 8 and 14 days post-SRC and prior to Return To Play (RTP) and were managed according to the Rugby Football Union’ community pathway (n = 42). Student-athletes were deemed recovered or impaired according to Reliable Change Index’ (RCI) or compared to their individual baseline.ResultsSymptom burden recovers by four days post-SRC on RCI and to baseline by eight days. VOM function and academic ability recovers by 8 days. Some student-athletes demonstrated worse performance at RTP on all tests by RCI and to baseline, except for on VOMS score and near point convergence by RCI change.ConclusionsVariation in individual university-aged student-athletes requires a multi-faceted approach to establish what dysfunctions post-SRC exist and when recovery occurs.     

Video gaming and gender differences in digital and printed reading performance among 15-year-olds students in 26 countries

Video games are a favorite leisure-time activity among teenagers worldwide. This study examines cross-national gender differences in reading achievement and video gaming and whether video gaming explains gender differences in reading achievement and differences in performance between paper-based and computer-based reading. We use data from a representative sample of 145,953 students from 26 countries who sat the PISA 2012 assessments and provided self-reports on use of video games. Although boys tend to have poorer results in both the computer-based and the paper-based reading assessments, boys' under achievement is smaller when the assessment is delivered on computer than when it is delivered on paper. Boys underperformance compared to girls in the two reading assessments is particularly pronounced among low-achieving students. Among both boys and girls moderate use of single-player games is associated with a performance advantage. However, frequent engagement with collaborative online games is generally associated with a steep reduction in achievement, particularly in the paper-based test and particularly among low-achieving students. Excessive gaming may hinder academic achievement, but moderate gaming can promote positive student outcomes. In many countries video gaming explains the difference in the gender gap in reading between the paper-based and the computer-based assessments.     

Nursing leadership in academic nursing: The wisdom of development and the development of wisdom

The purpose of this article is to discuss insights derived from adult cognitive developmental theories and relate the insights to vertical leadership development in academic nursing contexts. Equipped with developmental understanding, academic leaders are in a better position to support the vertical leadership development of one's self, faculty, peers, and colleagues. From a cognitive developmental perspective, the authors' reason as leaders develop, grow, and evolve, sense making becomes more sophisticated and nuanced resulting in the development of wisdom. Leadership wisdom is a function of horizontal (acquisition of information, skills, and competencies) and vertical development (the development of more complex and sophisticated ways of thinking). Ways to enhance vertical development, and sense making to cultivate wisdom are discussed. Principles and practices that promote vertical development in self and others deepens performance expectations of those in the academy and supports personal professional development and organizational success.     

Parental influence on academic achievement among the primary school students in Trinidad

The present study examined the level of parental influence on academic achievement in primary school students who prepare for the National-level test at standard five (grade 6), Secondary Entrance Examinations in Trinidad. A sample of 128 students studying standard five from primary schools was randomly selected. The data were analysed using SPSS. The findings of the study revealed that regardless of parental educational status, all parents try to influence their children to study well. The results showed that there was a positive influence on academic achievement in students. The findings of the study were discussed and implications for future research have been proposed. The study highlighted several recommendations to mitigate the effects of academic anxiety and suggested some measures to be taken by the parents, teachers, peers and social workers to successfully navigate this phase of life marked by transition and search for identity.