Citation: | ZHANG Lei, WEN Wen. The Influencing Factors on Global Competency of Youth: Evidence from a Freshman Survey in a Research University[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(4): 44-52+162+163. doi: 10.16382/j.cnki.1000-5560.2018.04.004 |
[1] |
刘帆, 文雯. (2015). Pisa 2015科学素养测评框架新动向及其对我国科学教育的启示.外国教育研究, (10), 22-23. http://www.cqvip.com/QK/83760X/201506/667659582.html
|
[2] |
刘扬, 孙佳乐, 刘倍丽, 李名义. (2015).高等教育国际化:大学生国际能力测评及影响因素实证研究.复旦教育论坛, (3), 77-83. http://www.cnki.com.cn/Article/CJFDTotal-GWZX201503015.htm
|
[3] |
国家中长期教育改革和发展规划纲要工作小组办公室. (2010).国家中长期教育改革和发展规划纲要(2010-2020年).北京:人民出版社.
|
[4] |
温忠麟, 侯杰泰, 张雷. (2005).调节效应与中介效应的比较和应用.心理学报, 37(2), 268-274. http://www.cnki.com.cn/Article/CJFDTOTAL-XLXB20050200F.htm
|
[5] |
文雯, 管浏斯. (2011).大学自主招生学生学习性投入初探——以九所"985""211"高校自主招生群体为例的实证研究.复旦教育论坛, 09(6), 19-25. http://www.cnki.com.cn/Article/CJFDTotal-QHDJ201203016.htm
|
[6] |
文雯, 初静, 史静寰. (2014). "985"高校高影响力教育活动初探.高等教育研究, (8), 92-98. http://mall.cnki.net/magazine/Article/HIGH201408009.htm
|
[7] |
文雯, 连志鑫, 杨帆. (2018).招生倾斜政策下的弱势学生群体:入学机会和教育公平——基于某重点大学入学数据的实证研究.清华大学教育研究, 39(2), 115-124. http://www.cqvip.com/qk/96571X/index.shtml
|
[8] |
文雯, 罗燕, 董华星, 马迪. (2015).精英的特质与选拔——"清华大学本科新生入学调查"报告.清华大学教育研究, 36(4), 62-70. http://industry.wanfangdata.com.cn/dl/Detail/Periodical?id=Periodical_qhdxjyyj201501009
|
[9] |
文雯, 史静寰, 周子矜. (2014).大四现象:一种学习方式的转型——清华大学本科教育学情调查报告2013.清华大学教育研究, (3), 45-54. http://www.cnki.com.cn/Article/CJFDTotal-QHDJ201403006.htm
|
[10] |
薛品, 赵延东. (2015).青少年职业期望及影响因素研究.教育学术月刊, (11), 76-83. http://www.cnki.com.cn/Article/CJFDTOTAL-SHGJ200513014.htm
|
[11] |
于玙. (2016).中国学生发展核心素养.中国教育学刊, (10), 1-1. http://www.cnki.com.cn/Article/CJFDTotal-ZJYX201610003.htm
|
[12] |
张琪, 王世贵. (2006).基于假设检验的研究生就业取向分析.中国高等教育评估, (2), 56-60. http://www.cnki.com.cn/Article/CJFDTOTAL-HSKX201409040.htm
|
[13] |
张义博. (2012).公共部门与非公共部门收入差异的变迁.经济研究, (4), 77-88. http://www.cnki.com.cn/Article/CJFDTOTAL-ZJJW201402004.htm
|
[14] |
Andreotti, V. D. O. (2011). (Towards) Decoloniality and diversality in global citizenship education. Globalisation Societies & Education, 9(3-4), 381-397. http://cn.bing.com/academic/profile?id=3b9316ccba480579a242c682cfb82c33&encoded=0&v=paper_preview&mkt=zh-cn
|
[15] |
Baron, R. M., Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research:conceptual, strategic, and statistical considerations. Journal of Personalityand Social Psychology, 51(6), 1173-1182. doi: 10.1037/0022-3514.51.6.1173
|
[16] |
Bernstein, B. (1971). Class, codes and control. volume 1:Theoretical studies towards a sociology of language. British Journal of Sociology, 24(1), 120. http://cn.bing.com/academic/profile?id=1eb8af8a72de3bc0be8d979cf055338a&encoded=0&v=paper_preview&mkt=zh-cn
|
[17] |
Berry, J. W., Kim, U., Power, S., Young, M., & Bujaki, M. (1989). Acculturation attitudes in plural societies. Applied Psychology, 38, 185-206. doi: 10.1111/apps.1989.38.issue-2
|
[18] |
Blau, P. M., Duncan, O. D., & Tyree, A. (1978). The American occupational structure. New York:Free Press.
|
[19] |
Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture. sage studies in social and educational change, volume 5. British Journal of Sociology, 30(1), 75-82. http://cn.bing.com/academic/profile?id=7763daa5efa239c907a4779997e58492&encoded=0&v=paper_preview&mkt=zh-cn
|
[20] |
Burstall, C. (1975). French in the primary school:the British experiment. Canadian Modern Language Review, 31(5), 388-402 http://cn.bing.com/academic/profile?id=171e4a1fd9858318b5b96f0a76e29fc0&encoded=0&v=paper_preview&mkt=zh-cn
|
[21] |
Coleman, J. (1988). Social Capital in the Creation of Human Capital. American Journal of Sociology, 94, 95-120. doi: 10.1086/228943
|
[22] |
Crowne, D. P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24(4), 349-354. doi: 10.1037/h0047358
|
[23] |
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. doi: 10.1177/1028315306287002
|
[24] |
Dejaeghere, J. G., & Cao, Y. (2009). Developing U.S. teachers' intercultural competence:does professional development matter?.International Journal of Intercultural Relations, 33(5), 437-447. https://www.sciencedirect.com/science/article/abs/pii/S0147176709000625
|
[25] |
Dejaeghere, J. G., & Zhang, Y. (2008). Development of intercultural competence among us american teachers:professional development factors that enhance competence. Intercultural Education, 19(3), 255-268. doi: 10.1080/14675980802078624
|
[26] |
Fischer, R. (2011). Cross-cultural training effects on cultural essentialism beliefs and cultural intelligence. International Journal of Intercultural Relations, 35(6), 767-775. doi: 10.1016/j.ijintrel.2011.08.005
|
[27] |
Gallois, C., Franklyn-Stokes, A., Giles, H., & Coupland, N. (1988). Communication accommodation in intercultural encounters. In Y. Y. Kim & W. B. Gudykunst (Eds. ). Theories in intercultural communication (pp. 157-158). Newbury Park, CA: Sage.
|
[28] |
Hallinan, M. T. (1988). Equality of educational opportunity. Annual Review of Sociology, 14(14), 249-268. http://cn.bing.com/academic/profile?id=09d60b2e47c03dfee5a9349e9ee072c9&encoded=0&v=paper_preview&mkt=zh-cn
|
[29] |
Hao, R. N. (2012). A critical review of intercultural communication research. In N. Bardhan & M. P. Orbe (Eds. ), Identity research and communication: Intercultural reflections and future directions (pp. 71-86). Lanham, MD: Lexington Books.
|
[30] |
Hovland, K. (2014). Global learning:Defining, designing, demonstrating. Nafsa Association of International Educators & Association of American Colleges & Universities. https://www.aacu.org/globallearning
|
[31] |
Hunter, W. D. (2004). Knowledge, skills, attitudes, and experiences necessary to become globally competent.Bethlehem, PA:Lehigh University.
|
[32] |
Jauregui, M. (2013). Cross-cultural training of expatriate faculty teaching in international branch campuses(Unpublished doctoral dissertation). Los Angeles:University of Southern California. https://eric.ed.gov/?id=ED565960
|
[33] |
Wen, W., Hu, D & Hao, J., (2017). International students' experience in China: does the planned reverse mobility work?, International Journal of Educational Development. Retrieved from: http://dx.doi.org/10.1016/j.ijedudev.2017.03.004.
|
[34] |
Wen, W., Luo, Y., & Hu, D., (2014). Bridging the gap between Western and Chinese evidence in the international education market, China and World Economy, 22(6), 87-102. doi: 10.1111/cwe.2014.22.issue-6
|
[35] |
OECD. (2016). Global competence for an inclusive world. Retrieved from: https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf.
|
[36] |
Paige, R. M., & Goode, M. L. (2009). Intercultural competence in international education administration. Cultural mentoring: International education professionals and the development of intercultural competence. In D. K. Deardorff (Ed. ). The SAGE handbook of intercultural competence (pp. 333-349). Thousand Oaks, CA: SAGE.
|
[37] |
Sewell, W. H., Haller, A. O., & Portes, A. (1970). The educational and early occupational attainment process. American Sociological Review, 35(6), 1014-1027. doi: 10.2307/2093379
|
[38] |
Skehan, P. (1986). The role of foreign language aptitude in a model of school learning. Language Testing, 3(2), 188-221 doi: 10.1177/026553228600300207
|
[39] |
Teräs, M., & Lasonen, J. (2013). The development of teachers' intercultural competence using a change laboratory method. Vocations and Learning, 6(1), 107-134. doi: 10.1007/s12186-012-9087-8
|
[40] |
Zhang, Y. (2012). Expatriate development for cross-cultural adjustment:Effects of cultural distance and cultural intelligence. Human Resource Development Review, 12(2), 177-199. http://cn.bing.com/academic/profile?id=69915106afb27b575c4c50b5a0a9e0bd&encoded=0&v=paper_preview&mkt=zh-cn
|