東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Promoting mindfulness and readiness ...

Krupski, Laurie A.

FindBook

Google Book

Amazon

博客來

Promoting mindfulness and readiness to change: A comparison of teaching strategies for college students mandated to alcohol and drug education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Promoting mindfulness and readiness to change: A comparison of teaching strategies for college students mandated to alcohol and drug education./
作者:	Krupski, Laurie A.
面頁冊數:	100 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4474.
Contained By:	Dissertation Abstracts International65-12A.
標題:	Education, Guidance and Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3156956
ISBN:	9780496894840

Promoting mindfulness and readiness to change: A comparison of teaching strategies for college students mandated to alcohol and drug education.
Krupski, Laurie A.

Promoting mindfulness and readiness to change: A comparison of teaching strategies for college students mandated to alcohol and drug education. - 100 p.

Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4474.

Thesis (Ph.D.)--State University of New York at Buffalo, 2005.

College substance use is a serious problem, partly because many students do not view their use as problematic. Designing effective prevention programs that enhance awareness and life-skills can pose a tremendous challenge on college campuses. This may be especially true in the field of alcohol and drug education where student interest and motivation to learn about associated consequences and risks may not match the need perceived by educators. In addition, the effectiveness of traditional classroom teaching and learning strategies may not generalize to this arena. Therefore, the present study was designed to examine the value of student-centered teaching strategies that were compared with traditional methods. The dependent variables for the study were derived from theories of learning and behavior change, including mindfulness, readiness to change, and attitudes related to alcohol and drug use.

ISBN: 9780496894840Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

Promoting mindfulness and readiness to change: A comparison of teaching strategies for college students mandated to alcohol and drug education.
LDR:02794nmm 2200325 4500 001 1821051
005 20061110072505.5
008 130610s2005 eng d
020 $a 9780496894840
035 $a (UnM)AAI3156956
035 $a AAI3156956
040 $a UnM $c UnM
100 1 $a Krupski, Laurie A. $3 1910245
245 1 0 $a Promoting mindfulness and readiness to change: A comparison of teaching strategies for college students mandated to alcohol and drug education.
300 $a 100 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4474.
500 $a Major Professor: James Donnelly.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2005.
520 $a College substance use is a serious problem, partly because many students do not view their use as problematic. Designing effective prevention programs that enhance awareness and life-skills can pose a tremendous challenge on college campuses. This may be especially true in the field of alcohol and drug education where student interest and motivation to learn about associated consequences and risks may not match the need perceived by educators. In addition, the effectiveness of traditional classroom teaching and learning strategies may not generalize to this arena. Therefore, the present study was designed to examine the value of student-centered teaching strategies that were compared with traditional methods. The dependent variables for the study were derived from theories of learning and behavior change, including mindfulness, readiness to change, and attitudes related to alcohol and drug use.
520 $a The sample consisted of 64 traditional college-aged students who were referred to the program as a result of violation of campus alcohol or drug policy. Participants were randomly assigned to either a traditional or student-centered group.
520 $a Repeated measures analyses of variance produced evidence of significant changes in the traditionally taught group for mindfulness, readiness to change and attitudes about alcohol and drug use. Reported satisfaction levels were more positive among the student-centered instruction group.
520 $a The results suggest that a staged model of instruction structured around first emphasizing awareness and knowledge through traditional forms of instruction prior to incorporating student-centered techniques may provide an effective synthesis of the two teaching methods and should be tested in future research.
590 $a School code: 0656.
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Health Sciences, Rehabilitation and Therapy. $3 1017926
650 4 $a Education, Health. $3 1017668
690 $a 0519
690 $a 0382
690 $a 0680
710 2 0 $a State University of New York at Buffalo. $3 1017814
773 0 $t Dissertation Abstracts International $g 65-12A.
790 1 0 $a Donnelly, James, $e advisor
790 $a 0656
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3156956