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RISS 인기검색어
- 검색키워드
- 저자 : Sabee, Christina Michelle (검색결과 2 건)
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Sabee, Christina Michelle Northwestern University 2001 해외박사(DDOD)
This research project investigates the process of student-teacher grade conflicts by applying Weiner's (1986) attribution theory, Dweck's (1998) implicit theories of intelligence, Dillard's (1990) primary/secondary model of interaction goals, and Goulden and Griffin's (1997) Meaning of Grades Scale. A total of 234 usable questionnaires were collected from Communication Studies students at Northwestern University. Participants were asked to rate themselves on a Meaning of Grades scale demonstrating the meanings that they held for grades and an Implicit Theories of Intelligence scale demonstrating whether they held an entity (intelligence is a fixed trait) or incremental (intelligence is malleable) theory of intelligence. They subsequently completed an Attribution measure showing where their causal attribution for a recalled negative grade fell in the locus, stability and controllability dimensions offered by Weiner's theory, and a Goals measure designed to estimate what types of primary and secondary goals the respondents had for a recalled conversation about a negative grade with an instructor. Participants were also asked to write out as much of a recalled conversation as they could remember in which they discussed a low grade with an instructor, and to write out as many of the goals as they could remember having in that conversation. The Meaning of Grades scale was significantly correlated with the Implicit Theories of Intelligence scale suggesting that students who hold positive views of grades are more likely to view their intelligence as malleable rather than a fixed trait. The Meaning of Grades was also associated with the locus dimension of the attribution measure suggesting that students who hold a positive view of grades are more likely to attribute a negative grade internally. The degree to which students attributed negative grades internally was associated with the primary goals that they held in a conversation with an instructor about that grade. This association was also demonstrated for the degree to which students attributed a negative grade stably. Based on the results of this study, a linear process of grade conflicts is suggested. Implications for both further communication research in this area and teacher training for the management of grade conflicts are explained.
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Determinants of savings in ASEAN countries
SABE, Nyein KDI School of Public Policy and Management 2017 국내석사
This paper investigates the trends of domestic saving in Indonesia, Malaysia, Singapore, Thailand, Vietnam and Philippines. These countries have shown steady rises in their domestic saving rate in the ASEAN community. With the use of fixed effect models, this paper empirically examines the economic determinants underlying the saving trends in this group during the period from 2000 to 2015. The findings reveal that GDP per capita and inflation contribute the most to the rise of saving rate. Another remarkable evidence found is that decreasing dependency young ratio increases the saving rate during the observed period. Other factors, dependency old ratio, real interest rate and unemployment rate show no signals of having a significant impact on the domestic saving rate in the selected countries.
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