澳洲阿德莱德代写assignment:特别重要的作用

2018-08-23 23:13

以老师而不是朋友为榜样的青少年，其适应学校的程度更高(Ryan et al.， 1994)。非正式的教员-学生接触在大学的第一年起着特别重要的作用，因为他们允许学生整合他们的学术和课外经历(Goodman & Pascarella, 2006;Pascarell & Terenzini,1977;Pascarella & Terenzini,2005)。此外，报告称与教师互动程度高和中等(相对于低互动)的学生认为他们的学术课程更有趣、更令人兴奋、更令人愉快，而且对他们的职业更有相关性和必要。最后，发现师生间的实质性互动对学生的职业准备和智力发展有积极影响(Kuh & Hu, 2001)。这些发现表明，师生互动对学生的认知和情感需求具有多维度的影响，从而验证了教师作为行为榜样的重要性。一些研究人员发现，那些经常在课外与教师交流，并就他们的教育计划获得建议的学生，他们的学术自信心明显增强(Plecha, 2002)。这一发现与Endo和Harpel(1982)以及Astin(1999)的研究相一致，他们的研究表明，频繁地与教师互动是学术参与的一部分，而参与越多的学生在大学表现得越好。同样地，Bjorkland, Parente和Sathiyanathan(2002)指出，那些与教师联系更频繁，并从他们的表现中得到更多反馈的学生，在团队交流、特定领域的能力、对未来职业的认识以及解决问题的能力方面都有了显著的提高。据报道，这种师生关系的其他好处还包括对学术生活的满意度更高，辍学的可能性更小，并且感觉更受智力驱使(Hazler & Carney, 1993)。为了支持Chickering(1969)模型，最近的数据表明，参与有意义的教师互动的学生更有可能拥有在大学中获得成功的使命感和竞争力(Martin, 2000)。此外，那些认为自己的教员关心他人并与他们进行积极的非正式互动的学生，通常报告他们有更大的学习(Teven & McCroskey, 1997)，以及对大学的满意度以及智力和个人发展的提升.
澳洲阿德莱德代写assignment:特别重要的作用
Adolescents who model themselves after their teachers rather than their friends report higher levels of school adjustment (Ryan et al., 1994). Informal faculty-student contacts play a particularly crucial role during the first year in college because they allow students to integrate their academic and extracurricular experiences (Goodman & Pascarella, 2006; Pascarell & Terenzini, 1977; Pascarella & Terenzini, 2005). Further, students reporting high and moderate levels of interactions with faculty members (relative to low interactions) rate their academic program as being more interesting, exciting, and enjoyable, as well as more relevant and necessary for their career. Finally, substantive student-faculty interactions have been found to have a positive impact on students' vocational preparation and intellectual development (Kuh & Hu, 2001).These findings suggest that student-facultyinteractions have a multidimensional influence on the cognitive and emotional needs of students, thus validating the importance of faculty members as role models. Some researchers have found that students who spoke more frequently with faculty outside class and received advice about their educational program reported significantly higher academic self-confidence (Plecha, 2002). This finding is congruent with Endo and Harpel (1982) and Astin (1999)'s work showing that interacting frequently with faculty members is part of being academically engaged and students who are more involved do better in college. Similarly, Bjorkland, Parente, and Sathiyanathan (2002) note that students who are in more frequent contact with faculty members and receive more feedback on their performance show remarkable improvement in communicating in a group, competence in their specific field, awareness about their future occupation, and general problem-solving skills. Other reported benefits of such student-faculty relationships include greater satisfaction with academic life, lesser likelihood of dropping out, and feeling more intellectually driven (Hazler & Carney, 1993). In support of Chickering's (1969) model, recent data suggest that students engaging in meaningful interactions with faculty members are more likely to have a sense of purpose and competence for succeeding in college (Martin, 2000). Further, students who perceive their faculty members to be caring and have positive informal interactions with them often report greater learning (Teven & McCroskey, 1997) as well as satisfaction with college and enhanced intellectual and personal development

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