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Student perceptions of achievement r...

Morris, A. J., Jr.

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Student perceptions of achievement resulting from informal student-faculty relations at Liaoning Normal College of Foreign Language, Liaoyang, People's Republic of China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Student perceptions of achievement resulting from informal student-faculty relations at Liaoning Normal College of Foreign Language, Liaoyang, People's Republic of China./
作者:	Morris, A. J., Jr.
面頁冊數:	134 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-03, Section: A, page: 6770.
Contained By:	Dissertation Abstracts International58-03A.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9727794
ISBN:	9780591369564

Student perceptions of achievement resulting from informal student-faculty relations at Liaoning Normal College of Foreign Language, Liaoyang, People's Republic of China.
Morris, A. J., Jr.

Student perceptions of achievement resulting from informal student-faculty relations at Liaoning Normal College of Foreign Language, Liaoyang, People's Republic of China. - 134 p.

Source: Dissertation Abstracts International, Volume: 58-03, Section: A, page: 6770.

Thesis (Ph.D.)--University of North Texas, 1997.

Chinese college students' 1993 perceptions of gains in achievement as a result of informal student-faculty relations outside the classroom were investigated at Liaoning Normal College of Foreign Language in Liaoyang, China. This study included assessment of preenrollment demographics and analyzed perceived gains due to student-faculty informal contact in the areas of academic achievement, intellectual achievement, and personal development.

ISBN: 9780591369564Subjects--Topical Terms:

2122799
Educational administration.

Student perceptions of achievement resulting from informal student-faculty relations at Liaoning Normal College of Foreign Language, Liaoyang, People's Republic of China.
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245 1 0 $a Student perceptions of achievement resulting from informal student-faculty relations at Liaoning Normal College of Foreign Language, Liaoyang, People's Republic of China.
300 $a 134 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-03, Section: A, page: 6770.
500 $a Major Professor: John P. Eddy.
502 $a Thesis (Ph.D.)--University of North Texas, 1997.
520 $a Chinese college students' 1993 perceptions of gains in achievement as a result of informal student-faculty relations outside the classroom were investigated at Liaoning Normal College of Foreign Language in Liaoyang, China. This study included assessment of preenrollment demographics and analyzed perceived gains due to student-faculty informal contact in the areas of academic achievement, intellectual achievement, and personal development.
520 $a The study extended the base of student-faculty contact research to China's Planned Economy and found that only 5% of the Perceived Gains correlations had a strong linear association. Through use of computer analysis on 20% of the 2nd-year class, with.05 alpha testing, it was found that student-faculty contact had no significant influence on the student's academic achievement of gaining of knowledge, intellectual development, or academic achievement, with 3 exceptions in the third category. Student-faculty contact about the student's future career about intellectual or course matters, and for socializing had a strong influence on the student's gains in relating to others. Preenrollment demographic findings had no significant association to any of the Perceived Gains in Academic Achievement. Items affecting the correlations included (a) a strong student sense of personal responsibility, which was attributed to the influence of the Party Record; (b) a sense of academic noncompetition and confidence of graduation, attributed to the "back door" agreement influence; and (c) an expectation for employment and a career planned by the Party.
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650 4 $a Bilingual education. $3 2122778
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