北美留学生代写:自我概念

2018-12-13 23:54

师生关系有效地影响学生的自尊，提高他们的技能。师生互动对于学生学术自我概念的发展、提高学生的学习热情和学习成绩具有十分重要的作用。积极促进学生和教师之间密切和频繁接触的学院和大学更有可能从这些举措中获得大量好处。教师对学生的学业进步感兴趣，可能会对提高学生的智力和专业发展做出重大贡献(Anaya & Cole, 2001;Chickering, 1969;Chickering & Reisser, 1993;Cokley, 2000;Terenzini & Pascarella, 1980)。有证据表明，成功地了解哪怕是一位教员的学生，可能会对自己的大学生活感到更满意，并渴望在职业生涯中走得更远(Rosenthal et al.， 2000)。尽管大多数与教师的互动往往发生在正式的课堂环境中，但经历过非正式互动的学生在学习过程中往往更积极、更投入、更积极(Thompson, 2001;Woodside, Wong， & Weist, 1999)。师生之间的非正式互动被认为是大学文化的主要动因，对大学生的态度、兴趣和价值观有重要影响(Chickering & Reisser, 1993;Lambert, Terinzini， & Lattuca, 2007;Pascarella, 1980 b;Pascarella & Terenzini, 1991, 2005;汤普森,2001)。然而,尽管先前的研究已经证实,师生互动是很重要的,我们还需要确定哪些方面的师生互动是有帮助的,这些可以显著影响学生留在大学,增加他们的希望努力工作,刺激他们喜欢学习,并鼓励他们努力追求高成绩标准(Bean, 1985)。本研究以美国中西部一所中等规模公立大学的学生为样本，研究了八种特定类型的师生互动，作为学术自我概念的预测因子，三种类型的学术动机，以及学术成就。
北美留学生代写:自我概念
The teacher-student relationships impact productively on a student’s self-esteem and enhance their skills. Student-Teacher interactions are very important for the development of the students’ academic self-concept and enhancing their enthusiasm and success. Colleges and universities that actively promote close and frequent contact between their students and faculty members are more likely to reap a host of benefits from such initiatives. Faculty members taking an interest in their students’ academic progress could potentially make significant contributions in increasing their intellectual and professional development (Anaya & Cole, 2001; Chickering, 1969; Chickering & Reisser, 1993; Cokley, 2000; Terenzini & Pascarella, 1980). There is evidence that students successful in knowing even one faculty member closely are likely to feel more satisfied with their college life and aspire to go further in their careers (Rosenthal et al., 2000). Although most interactions with faculty tend to occur within the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning process (Thompson, 2001; Woodside, Wong, & Weist, 1999). Informal interaction between students and faculty has been identified as a primary agent of college culture, and has an important influence on the attitudes, interests, and values of college students (Chickering & Reisser, 1993; Lambert, Terinzini, & Lattuca, 2007; Pascarella, 1980b; Pascarella & Terenzini, 1991, 2005; Thompson, 2001). However, although previous research has established that student-faculty interactions are important, we still need to identify which aspects of student-faculty interactions are helpful and how these could significantly influence students to stay in college, increase their desire to work hard, stimulate them to enjoy learning, and encourage them to strive toward high achievement standards (Bean,1985). The current study addresses this gap in the literature by examining eight specific types of student-faculty interactions as predictors of academic self-concept and three types of academic motivation, as well as academic achievement in a sample of college students from a medium-sized, public university located in the Midwestern United States.

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