There is a consensus in the literature that mathematical ability contributes to student success in tertiary education. More importantly, mathematical skills are necessary when successfully completing mathematics- and/...There is a consensus in the literature that mathematical ability contributes to student success in tertiary education. More importantly, mathematical skills are necessary when successfully completing mathematics- and/or science-based degrees. Social sciences such as psychology and economics require statistical skills which also require knowledge of mathematics. Even business students, such as marketing and accounting students need the necessary mathematical skills to successfully complete their degrees at university. This paper suggests that student success in a core business subject is dependent on their mathematical aptitude, attitude, and type of secondary schooling whether government or non-government schools. There is urgency for universities to recognize that high failure rates are due to insufficient mathematics exposure in secondary schooling and remedial classes might not be enough. Specifying a minimum （maths, e.g., two units） requirement for entry and/or providing bridging programs to ensure students have the necessary basic mathematical skills would increase student success in quantitative units.展开更多
The purpose of the present research was to investigate the predictors to Chinese college students seeking psychological help from professionals. By surveying 1,408 Chinese college students at five universities in Chin...The purpose of the present research was to investigate the predictors to Chinese college students seeking psychological help from professionals. By surveying 1,408 Chinese college students at five universities in China's Mainland, the results showed that among the factors examined, problem severity and help-seeking attitudes directly predicted help-seeking intention, while gender and subjective norms had a significant effect on college students＇ professional psychological help-seeking intention through help-seeking attitudes. Overall, the model explained 25% and 38.0% （for half-1 and half-2 data sets, respectively） of the variances of help-seeking intention. The results indicated that mainland Chinese college students rationally knew that they should choose to seek such professional help when the problem got severer enough, although they were emotionally reluctant to seek professional psychological help due to negative subjective norms around them. The implications and limitations were discussed.展开更多
This research is designed to investigate interlanguage fossilization in Chinese college students＇ written output. Twelve common linguistic errors from 20 Chinese EFL （English as a foreign language） learners＇ writi...This research is designed to investigate interlanguage fossilization in Chinese college students＇ written output. Twelve common linguistic errors from 20 Chinese EFL （English as a foreign language） learners＇ writing assignments are observed. Results show that among 12 typical errors, five types of errors are declining while the rest are increasing, indicating a tendency towards fossilization. Analysis shows that negative/corrective feedback has played a key role in reducing fossilization of some errors, but it does not work in every case. Some errors tend to be fossilized for several reasons. First, language items that do not have a direct form-function relationship are likely to be fossilized. Second, advanced learners create their own language system and neglect the basic rules of grammar. Third, task difficulty takes learners＇ attention away from form to meaning. Fourth, ingrained thinking patterns have a great impact on how learners organize their thoughts in writing. It is true that many Chinese EFL advanced learners reach a plateau in the process of acquiring English. However, attention, consciousness, and training of self-monitoring ability will help destabilize their interlanguage system.展开更多
The development of Higher Education has expanded greatly across the Arab world and this is certainly evident in Libya, where 24 new universities have been established in a four-year period. By 2025, there will be half...The development of Higher Education has expanded greatly across the Arab world and this is certainly evident in Libya, where 24 new universities have been established in a four-year period. By 2025, there will be half a million university students, double the current numbers. To cope with this rapid expansion, a huge building programme has been implemented, resulting in modern, purpose-built structures dominating the sky line and bringing a new dimension to the traditional environment. Interviews with students, staff, and management from two universities show that, apart from the impact this expansion has had on the physical landscape, there have also been cultural and political changes. Libyan university staff have been sent on scholarships to English speaking countries to improve their language skills as all teaching is carried out through the medium of English. There has consequently been an acute shortage of teaching staff resulting in foreign workers being recruited from Asia and the Middle East. The curriculum has been modified and traditional Libyan society is resistant to new methodology. None of this has been helped by political changes and developments. Possible solutions for the future of quality Higher Education provision in Libya include continuing professional development programmes for staff, quality assurance, improvement of resources, training in modern technology and an approach to education to help break down the barriers between generations展开更多
文摘There is a consensus in the literature that mathematical ability contributes to student success in tertiary education. More importantly, mathematical skills are necessary when successfully completing mathematics- and/or science-based degrees. Social sciences such as psychology and economics require statistical skills which also require knowledge of mathematics. Even business students, such as marketing and accounting students need the necessary mathematical skills to successfully complete their degrees at university. This paper suggests that student success in a core business subject is dependent on their mathematical aptitude, attitude, and type of secondary schooling whether government or non-government schools. There is urgency for universities to recognize that high failure rates are due to insufficient mathematics exposure in secondary schooling and remedial classes might not be enough. Specifying a minimum （maths, e.g., two units） requirement for entry and/or providing bridging programs to ensure students have the necessary basic mathematical skills would increase student success in quantitative units.
文摘The purpose of the present research was to investigate the predictors to Chinese college students seeking psychological help from professionals. By surveying 1,408 Chinese college students at five universities in China's Mainland, the results showed that among the factors examined, problem severity and help-seeking attitudes directly predicted help-seeking intention, while gender and subjective norms had a significant effect on college students＇ professional psychological help-seeking intention through help-seeking attitudes. Overall, the model explained 25% and 38.0% （for half-1 and half-2 data sets, respectively） of the variances of help-seeking intention. The results indicated that mainland Chinese college students rationally knew that they should choose to seek such professional help when the problem got severer enough, although they were emotionally reluctant to seek professional psychological help due to negative subjective norms around them. The implications and limitations were discussed.
文摘This research is designed to investigate interlanguage fossilization in Chinese college students＇ written output. Twelve common linguistic errors from 20 Chinese EFL （English as a foreign language） learners＇ writing assignments are observed. Results show that among 12 typical errors, five types of errors are declining while the rest are increasing, indicating a tendency towards fossilization. Analysis shows that negative/corrective feedback has played a key role in reducing fossilization of some errors, but it does not work in every case. Some errors tend to be fossilized for several reasons. First, language items that do not have a direct form-function relationship are likely to be fossilized. Second, advanced learners create their own language system and neglect the basic rules of grammar. Third, task difficulty takes learners＇ attention away from form to meaning. Fourth, ingrained thinking patterns have a great impact on how learners organize their thoughts in writing. It is true that many Chinese EFL advanced learners reach a plateau in the process of acquiring English. However, attention, consciousness, and training of self-monitoring ability will help destabilize their interlanguage system.
文摘The development of Higher Education has expanded greatly across the Arab world and this is certainly evident in Libya, where 24 new universities have been established in a four-year period. By 2025, there will be half a million university students, double the current numbers. To cope with this rapid expansion, a huge building programme has been implemented, resulting in modern, purpose-built structures dominating the sky line and bringing a new dimension to the traditional environment. Interviews with students, staff, and management from two universities show that, apart from the impact this expansion has had on the physical landscape, there have also been cultural and political changes. Libyan university staff have been sent on scholarships to English speaking countries to improve their language skills as all teaching is carried out through the medium of English. There has consequently been an acute shortage of teaching staff resulting in foreign workers being recruited from Asia and the Middle East. The curriculum has been modified and traditional Libyan society is resistant to new methodology. None of this has been helped by political changes and developments. Possible solutions for the future of quality Higher Education provision in Libya include continuing professional development programmes for staff, quality assurance, improvement of resources, training in modern technology and an approach to education to help break down the barriers between generations
