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简介：心理学上有句名言：性格决定心理，心理决定命运。目前，中国大学生存在的心理问题呈现逐渐增多的趋势，众多诱因导致大学生成为心理上的弱势群体，让他们重新拥有阳光般明媚的健康心态将成为我们工作的重中之重。

简介：大学不仅要开设普通的心理学课程，而且还要在心理学课程里加入有关将来职业规划的课题，这是社会经济结构发展要求大学成为职业训练和准备基地的必然结果。美国的一些研究表明，开设此类课题的意义重大，有助于大学生储备与将来职业相关的知识，有助于大学生在毕业之后找到较好的工作……

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简介：Currentmedicalstudentsneedanongoingbasisofupdatedskillsandknowledgetobecompatiblewiththedevelopmentofhealthcaresystemsinthehospitals.Thestudentengagementinthinkingaboutthebetterwayforlearninganewinformationandskillswillcreatesafeandcomfortablelearningenvironment,whichactasagoldenkeytostartingpoint,leadingtohighestqualitylearningoutcomes.Themedicaleducationinstructorshouldrecognizethee-learningtechnologygadgetsuitedtherequiredlearningenvironmentandcompatiblewithintendedlearningobjectivesforeachlecture.Nodoubtthattheinstructorplaysavitalroleinthestudentsupport,whichneedsanintellectualeffortstoprovidethemwithappropriateneedsandguidestudentstobecomeactiveandcreativemembersintheuniversity,theirprofession,andcommunity.Thisresearchaimstofindoutwhatistheimpactofelectroniccourses(e-courses)ininstructionalsupport,toincreasemedicalstudents’enthusiasm.AcrosssectionaldescriptiveanalyticalstudyconductedinKingSaudUniversity,Riyadh,KingdomofSaudiArabia(KSA),thestudypopulationwasundergraduateradiologicalsciencesstudents.Awell-designedquestionnairewasdistributedtostudentsandthenreceivedtheirfeedback.Inthefirstpartofthecourse,theyexposedtotraditionalmethods,whileintheremainingpart,thee-learningandinteractivelectureswereintroduced.StatisticalanalyseswereperformedwithStatisticPackageforSocialScience(SPSSsoftwareversion20).Outof50students,31(62.0%)preferredtheinteractivepowerpointsfiles,33(66.0%)moreenthusiastictouselearningmanagementsystem(LMS)tofindouttheircoursecontents.Regardingthelevelofstudentssatisfactionindifferenttypesofpre-test,30(60.0%)studentswereunsatisfiedwhenusingpaperandpenstyle,while38(76.0%)weresatisfiedwhenperforminganelectronictests.Twenty-nine(58.50%)favouredaninteractivemindmapforeachlecturecontents.Majorityofstudentsdecidedthatbothclassicalandelectronicinst

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简介：Thepurposeofthisstudywastounderstandtheeffectofimplementingmultipleintelligence(MI)-basedinstructiononthesciencelearningmotivationandlearningachievementof7thgradejuniorhighstudents.Thisquasi-experimentalresearchstudyutilizedquestionnairesandtestsofsciencelearningmotivationandlearningachievement,andexaminedcollecteddatathroughuseofthestatisticalpackageforthesocialsciences(SPSS).Ananalysisofcovariance(ANCOVA)andat-testwereperformedinordertoexplorethedifferencesbetweenthesciencelearningmotivationsandlearningachievementsoftheexperimentalgroup(N=39),whoweresubjectedtoteachingbasedonMItheory,andthecontrolgroup(N=36),whoweresubjectedtotraditionallectures.Theresultsofthestudyshowthat,afterimplementingMI-basedinstruction,thestudentsintheexperimentalgroupsignificantlyoutperformedthoseinthecontrolgroupintermsofsciencelearningmotivation,sciencelearningvalue,andactivelearningstrategies,whilethestudentswithlowlearningachievementshowinganimprovementintheirlearningattitudethatallowedthemtodevelopapositivelearningattitudetowardbiologyclassesandraisedtheirclassparticipationandpreferenceforbiologyclasses.

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