Major diversion is an important part of the large-category student enrollment and training model.The degree to which undergraduates recognize the logic of the major diversion system,their satisfaction with the diverte...Major diversion is an important part of the large-category student enrollment and training model.The degree to which undergraduates recognize the logic of the major diversion system,their satisfaction with the diverted major,and their major identity after diversion all influence their subsequent learning process and outcomes.The questionnaire survey of undergraduates in this study discovered that major diversion attitude has a significant positive effect on undergraduates'learning gains;the mediating effect test discovered that course perception plays a partially mediating role between major diversion attitude and learning gains.Therefore,under the large-category student enrollment and training model,it is necessary to improve the major diversion system in terms of formulation,major selection guidance,and major identity promotion.Furthermore,strengthening the logical connection and content coupling of different types of courses,dealing with the proportion,priority,and sequence of courses,optimizing the allocation of course resources,and reasonably planning and setting courses all play an important role in improving undergraduate learning gains.展开更多
The concept of empowerment was introduced into the accounting education research by Zraa, Imran, Kavanagh, and Morgan （2011）. The authors＇ purpose is to compare Libyan and Australian students＇ perceptions of empow...The concept of empowerment was introduced into the accounting education research by Zraa, Imran, Kavanagh, and Morgan （2011）. The authors＇ purpose is to compare Libyan and Australian students＇ perceptions of empowerment in accounting courses and to investigate their relationships with classroom instruction. This study involves a survey of 409 students, who are studying the first-year business degree at institutions in Libya and Australia. Observations and interviews are also conducted. Data are analyzed using reliability tests, factor analysis, t-tests, and correlations. The results indicate that Australian students are more empowered than Libyan students. In addition, the result reveals that classroom instruction methods influence students＇ empowerment.展开更多
文摘Major diversion is an important part of the large-category student enrollment and training model.The degree to which undergraduates recognize the logic of the major diversion system,their satisfaction with the diverted major,and their major identity after diversion all influence their subsequent learning process and outcomes.The questionnaire survey of undergraduates in this study discovered that major diversion attitude has a significant positive effect on undergraduates'learning gains;the mediating effect test discovered that course perception plays a partially mediating role between major diversion attitude and learning gains.Therefore,under the large-category student enrollment and training model,it is necessary to improve the major diversion system in terms of formulation,major selection guidance,and major identity promotion.Furthermore,strengthening the logical connection and content coupling of different types of courses,dealing with the proportion,priority,and sequence of courses,optimizing the allocation of course resources,and reasonably planning and setting courses all play an important role in improving undergraduate learning gains.
文摘The concept of empowerment was introduced into the accounting education research by Zraa, Imran, Kavanagh, and Morgan （2011）. The authors＇ purpose is to compare Libyan and Australian students＇ perceptions of empowerment in accounting courses and to investigate their relationships with classroom instruction. This study involves a survey of 409 students, who are studying the first-year business degree at institutions in Libya and Australia. Observations and interviews are also conducted. Data are analyzed using reliability tests, factor analysis, t-tests, and correlations. The results indicate that Australian students are more empowered than Libyan students. In addition, the result reveals that classroom instruction methods influence students＇ empowerment.
