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相关概念视频

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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
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In an experiment conducted during a Mars mission, a rover propels a projectile with an initial velocity, and the projectile rebounds after colliding with the Martian surface. To ascertain the maximum height attained by the projectile after this collision, the known restitution coefficient and acceleration due to gravity are employed.
By designating the launch point as the origin and utilizing kinematic equations, the vertical component of the projectile's velocity at the point of impact is...
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During the 1950s, the landmark Robbers Cave experiment demonstrated that when groups must compete with one another, intergroup conflict, hostility, and even violence may result. At the Oklahoman summer camp, two troops of boys—termed the Rattlers and the Eagles—took part in a week-long tournament. During this time, their negativity culminated in derogatory name-calling, fistfights, and even vandalism and destruction of property. However, this work also revealed that such tension...
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Researchers have tested many persuasion strategies, including the foot-in-the door and the door-in-the-face techniques, in a variety of contexts. Ultimately, the principles are effective in selling products and changing people’s attitude, ideas, and behaviors (Cialdini & Goldstein, 2004).
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相关实验视频

Updated: Jul 14, 2025

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在入口STEM课程中进行亲社会价值干预.

Judith M Harackiewicz1, Cameron A Hecht2, Michael W Asher1

  • 1Department of Psychology, University of Wisconsin-Madison.

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|October 5, 2023
PubMed
概括

在科学课程中引入亲社会相关性可以提高动机和绩效,特别是在第一代学生中. 这种实用价值干预 (UVI) 鼓励人们反思科学如何帮助社会,改善STEM公平.

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科学领域:

  • 教育心理学教育心理学
  • 在STEM教育方面.
  • 教育社会学教育的社会学

背景情况:

  • 许多大学生,特别是第一代和代表性不足的少数民族,寻求具有社会影响力的职业.
  • 介绍性科学,技术,工程和数学 (STEM) 课程往往缺乏与社会价值观的明确联系.
  • 现有的干预措施可能无法完全满足STEM中不同学生群体的独特动机需求.

研究的目的:

  • 调查强调STEM课程材料的亲社会相关性是否可以增强学生的动机,表现和公平.
  • 评估一项旨在减少入门STEM课程绩效差距的亲社会实用价值干预 (UVI).
  • 具体研究干预措施对第一代大学生的影响.

主要方法:

  • 开发并实施了一项亲社会的UVI作业,要求学生反思生物学或化学内容的社会益处.
  • 在入门生物学和化学课程中进行了试点研究 (研究1a和1b),以完善干预.
  • 在化学和生物学入门课程中利用随机对照试验 (研究2和3) 将亲社会性UVI与以个人价值为重点的标准UVI进行比较.

主要成果:

  • 亲社会型UVI显示出提高动机和绩效的潜力,特别是在第一代大学生中.
  • 干预的有效性与学生对成功的预期有关,这表明了预期与价值的相互作用.
  • 调解分析表明,干预措施增强了学生对化学的兴趣.

结论:

  • 强调STEM课程的亲社会价值可以是一个有效的策略,以改善不同学生群体的参与和成果.
  • 亲社会性UVI可能是一个有价值的工具,通过将课程内容与学生帮助他人的愿望联系起来,促进STEM中的公平.
  • 未来的研究应该探讨STEM教育中的社会效用价值干预措施的长期影响和更广泛的适用性.