不同类型数学任务的PASS认知加工发展特点

PASS理论是由Das和Naglieri提出的关于智力理论的一种认知过程理论。研究采用以PASS理论为基础编制而成的认知评估系统（第二版简版,CAS-2B）为研究工具,选取226名二年级、四年级以及七年级的学生,探讨PASS过程在数学计算流畅性,数学问题解决及数学推理等不同数学任务中的作用。研究结果显示：PASS模型各过程在三个年级的不同数学任务上各有侧重。在数学推理任务中,同时性加工对三个年级的数学推理任务预测显著,解释率为15%~17%,注意过程只在二年级对学生的数学推理任务预测;在数学计算流畅性任务中,注意过程随着年级的升高,其预测作用逐渐减退,解释率为5%~24%,计划功能的作用随年级的升高而逐渐突显;在数学问题解决任务中,继时性加工与注意功能对二年级预测显著,四年级时突显了计划和同时性加工的作用。不同复杂性的数学任务具有不同的认知特点,编码加工过程对于较复杂数学任务作用明显;计划与注意过程对简单数学任务作用明显。研究结果为今后不同年级学生开展有针对性的数学学习训练提供了理论基础。     

家师关系与小学生学校态度：师生关系的中介作用及父母差异

良好的家师关系是家校合作的基础,有利于形成教育合力、促进学生全面发展。研究对北京1366名小学四年级学生及其父母进行连续两年的测查,旨在探讨师生关系在家师关系对小学生学校态度影响间的中介作用,并分析父母差异。结果发现：(1)父亲和母亲报告的家师关系质量均能负向预测学校回避,家师联系频率均能负向预测学校喜欢;(2)母亲报告的家师关系质量能正向预测学校喜欢、家师联系频率能正向预测学校回避,而父亲报告的这两条路径均不显著,存在父母差异;(3)师生关系在父亲和母亲报告的家师关系质量对学校喜欢和学校回避的影响中均起中介作用。     

父母教育期望对四年级学生数学成就的影响:多重中介效应分析

以我国西部2745名四年级学生为被试,探究父母教育期望与学生数学成就的关系。结果如下:(1)父母教育期望正向预测学生的数学成就;(2)学生的自我期望、数学学习动机和数学焦虑起积极的中介作用,学习动机—数学焦虑起消极的链式中介作用;(3)父母教育期望对学生数学成就的影响存在民族差异,汉族群体父母教育期望对学生自我期望的预测作用小于少数民族群体,但对学生学习动机的预测作用大于在少数民族群体。     

家校合作对青少年学业成绩的影响：一个有调节的中介模型

本研究基于广州市基础教育质量监测项目,以2380名初中生及其家长为被试,构建一个有调节的中介模型,考察了家校合作对青少年学业成绩的影响机制。研究发现：（1）家校合作对青少年学业成绩具有显著的正向预测作用;（2）在家校合作对青少年学业成绩的影响中,亲子沟通发挥了部分中介作用;（3）独生状况调节了家校合作→亲子沟通→学业成绩的后半段,即相对于非独生子女而言,独生子女亲子沟通对学业成绩的促进作用更为显著。     

家校合作对青少年学业成绩的影响：一个有调节的中介模型

本研究基于广州市基础教育质量监测项目,以2380名初中生及其家长为被试,构建一个有调节的中介模型,考察了家校合作对青少年学业成绩的影响机制。研究发现：（1）家校合作对青少年学业成绩具有显著的正向预测作用;（2）在家校合作对青少年学业成绩的影响中,亲子沟通发挥了部分中介作用;（3）独生状况调节了家校合作→亲子沟通→学业成绩的后半段,即相对于非独生子女而言,独生子女亲子沟通对学业成绩的促进作用更为显著。     

亲子沟通问题与青少年社会适应的关系

从北京市一所普通中学、济南市一所重点中学选取887名初一至高三学生为被试,采取匿名的方式让被试报告与父母之间存在的沟通问题,以及自己的社会适应情况,以此探讨亲子沟通问题与青少年社会适应的关系.结果发现:(1)总体上,青少年报告的亲子沟通问题并不是很多.在9项亲子沟通问题中,排在第一位的问题是行为约束,排在最后一位的问题是缺乏信任.除高二和高三学生外,男女生,以及初一到高一学生的情况基本与总体相似;(2)男生报告的缺乏分享明显多于女生,而在9个方面的亲子沟通问题均存在明显的年级差异,且随年级升高呈现倒U型发展趋势,在缺乏分享方面,初二学生的得分最高,而其余8个方面均为初三的学生得分最高;(3)所有亲子沟通问题均与青少年的自尊呈显著负相关,与抑郁、社交焦虑和问题行为呈显著正相关;(4)亲子沟通问题的不同方面可以预测不同方面的青少年社会适应,但对自尊和抑郁的预测作用超过对社交焦虑和问题行为的预测作用.     

父母控制与儿童心理适应的关系：儿童自我控制的中介作用

以555名小学四到六年级儿童为被试,采用问卷调查法考察父母控制与儿童心理适应的关系,以及儿童自我控制在两者关系间的中介作用。结果发现：（1）六年级儿童的自我控制水平显著高于四年级,且情绪症状显著多于四、五年级;男生多动−注意缺陷水平显著高于女生;（2）父母行为控制对儿童积极心理适应具有显著正向预测作用,对儿童消极心理适应具有显著负向预测作用;而父母心理控制对儿童积极心理适应具有显著负向预测作用,对儿童消极心理适应具有显著正向预测作用;（3）儿童自我控制在父母控制（行为控制和心理控制）与儿童多动−注意缺陷和亲社会行为的关系间起显著中介作用,在父母控制与儿童情绪症状关系间中介作用不显著。     

学校氛围对学生数学成绩影响的跨文化比较:基于多水平分析的结果

学校氛围是学校中被成员所体验并对其行为产生影响的、相对持久而稳定的学校环境特征。它以成员的共同行为感知为基础,对学校和学生的发展具有重要作用。以PISA2003测试的数据为基础,采用多水平线性模型,考察了中国香港、日本、美国和土耳其的15岁学生及其所在学校的校长知觉的学校氛围对学生数学成绩的影响。结果显示:(1)学生知觉的师生关系、数学课堂秩序,校长知觉的学生士气、学校消极行为对数学成绩的显著预测作用具有较高的跨文化一致性;(2)数学课堂上的教师支持、教师负面状态、数学教师间的共识能显著预测部分国家/地区的学生数学成绩;(3)学生知觉的对学校的看法、校长知觉的教师士气对四个国家/地区的学生数学成绩均无显著预测作用。     

初中生数学成绩、数学学业能力自我概念与数学学业情绪的关系

采用学业情绪问卷、数学学业自我概念问卷调查了370名初中学生,以探讨初中生数学学业情绪特点及其与数学成绩、数学学业能力自我概念间的关系。结果发现：（1）除积极高唤醒情绪外的其它数学学业情绪在性别上差异显著,除消极高唤醒外的其它情绪在年级上差异显著。（2）数学成绩通过数学学业能力自我概念间接预测四类数学学业情绪。结论是,初中男生数学积极情绪多于女生,女生数学消极情绪多于男生,积极情绪随年级下降,消极情绪随年级上升;初中生数学学业能力自我概念在数学成绩和数学学业情绪间起完全中介作用。     

中小学生的师生关系与其学校适应

采用问卷法,考察了小学五年级到初中三年级665名学生的师生关系及学校适应特点。结果表明,在师生关系的亲密性维度,初中三年级显著低于其他3个年级,而在冲突性维度则显著高于其他3个年级;在冲突性维度上,女生得分显著低于男生。师生关系可以归为3种类型:亲密型、一般型和冲突型。亲密型师生关系的学生在学校态度、学业行为和社会行为方面均显著好于一般型和冲突型师生关系的学生;师生关系对学校态度、学业行为和亲社会行为均有显著的预测作用;学校喜欢和回避对学业行为、退缩行为有显著的预测作用。     

The After-School Needs and Resources of a Low-Income Urban Community: Surveying Youth and Parents for Community Change

Using a collaborative research approach, this project describes a partnership between community residents and university researchers to develop a comprehensive survey of the after-school needs of a low-income urban community in a large Midwestern city. Surveying parents and children was considered particularly important because the current literature on after-school does not include much input from them, the key stakeholders in programming. By surveying pre- and young adolescent youth (N = 416) and parents (N = 225) in the community, information was gathered to document the need for after-school programming, tap program preferences, and uncover barriers to participation and enrollment. Survey findings revealed significant differences between youth and parent perspectives. Disagreements between youth and parent survey responses suggest that after-school programs in the community should offer a balance of academic, recreational, and social activities, as well as a tutoring or homework component. Further, in order to increase participation and attendance rates, community after-school programs need to address the following barriers to participation: safety, transportation, family responsibilities (e.g., care for siblings, household chores), and access to information about available programs. These findings guided the planning of future after-school programs. The survey results and comparisons between youth and parent data will be presented.     

Increasing prosocial behavior and academic achievement among adolescent African American males

African American adolescents disproportionately perform poorly compared to peers in both behavioral and academic aspects of their educational experience. In this study, African American male students participated in an after-school program involving tutoring, group counseling, and various enrichment activities. All students were assessed regarding their behavioral changes using attendance, discipline referrals, suspensions, and expulsions reports. The Kaufman Brief Intelligence Test (KBIT) and the Kaufman Test of Educational Achievement (KTEA) were used to assess the adolescents' improvement in their skills in reading and mathematics. After the end of the two-year program, initial results showed that the adolescents had increased their daily attendance, decreased discipline referrals, and had no suspensions or expulsions. These results also indicated that although the students entered the program at different skill levels, they were assessed to have the ability to function at their appropriate grade level. Their average improvement in basic skills was at least two grade levels. Implications drawn from the findings include: (a) there is a need to emphasize appropriate assessment prior to beginning a skill improvement program; (b) a need to emphasize the use of individualized learning plans and tutors; and (c) a need to further investigate the role of assessment and intervention in after-school programming in order to close the achievement gap.     

Parent involvement and children's externalizing behavior: Exploring longitudinal bidirectional effects across gender

The current study longitudinally examined potential bidirectional associations between parents' home-based involvement, school-based involvement, and home-school communication and their children's externalizing behavior across child gender. Using the Early Childhood-Longitudinal Study – Kindergarten Cohort of 1998–99, three sets of analyses were conducted examining home involvement (n = 16,555), school involvement (n = 12,011), and home-school communication (n = 16,555). Cross-lagged panel analyses indicated a small effect of school-based involvement in kindergarten on externalizing behavior in the first grade but no other significant effects with no differences in patterns across gender. The utilized methodology also enabled an examination of longitudinal trends in different types of parent involvement across gender, which revealed important developmental differences in average parent involvement. Ultimately, the results of this study did not indicate robust unidirectional or bidirectional effects between parent involvement and student externalizing behavior. These findings are an important step forward in understanding the family variables influencing student behavior at school.     

家长参与在家庭社会经济地位和高中生学习品质之间的中介作用——师生关系的调节作用

为了考察在中国背景下,家长参与在家庭社会经济地位与高中生学习品质之间的中介作用,以及师生关系对上述中介效应的调节。以东部某省13442名高中二年级学生为被试,采用家长的受教育程度、家长的职业以及家庭拥有物三个指标测量家庭社会经济地位。采用家长参与子女学习和家长参与子女日常生活两个指标测试家长参与度。采用学习兴趣、学习自信心、学习策略、自主学习能力、学习习惯五个分指标测量学生的学习品质。采用师生关系量表测量师生关系。结果表明：（1）家庭社会经济地位可以正向显著预测高中生的学习品质;（2）家长参与在家庭社会经济地位与高中生学习品质之间起完全中介作用;（3）家庭社会经济地位经由家长参与影响高中生学习品质的中介作用受到师生关系的调节;（4）因家庭社会经济地位不同造成的学生学习品质的差异,在一定程度上会受到师生关系的弥补作用。     

家长参与在家庭社会经济地位和高中生学习品质之间的中介作用——师生关系的调节作用

为了考察在中国背景下,家长参与在家庭社会经济地位与高中生学习品质之间的中介作用,以及师生关系对上述中介效应的调节。以东部某省13442名高中二年级学生为被试,采用家长的受教育程度、家长的职业以及家庭拥有物三个指标测量家庭社会经济地位。采用家长参与子女学习和家长参与子女日常生活两个指标测试家长参与度。采用学习兴趣、学习自信心、学习策略、自主学习能力、学习习惯五个分指标测量学生的学习品质。采用师生关系量表测量师生关系。结果表明：（1）家庭社会经济地位可以正向显著预测高中生的学习品质;（2）家长参与在家庭社会经济地位与高中生学习品质之间起完全中介作用;（3）家庭社会经济地位经由家长参与影响高中生学习品质的中介作用受到师生关系的调节;（4）因家庭社会经济地位不同造成的学生学习品质的差异,在一定程度上会受到师生关系的弥补作用。     

中小学生数学知识观的调查研究

本研究采用12道假设性情境题目和包含数学涉及运算、思考、实用性三个维度的数学认识问卷,选取90名六年级小学生和106名初二学生作为被试,探讨中小学生的数学知识观。结果表明:1)中小学生数学知识观形成及发展与学校数学课程内容紧密相关。2)中小学生数学知识观存在差异,主要表现在初二学生对假设性情境的认同程度显著地高于六年级学生;在数学认识问卷的数学实用性维度上,六年级学生的肯定程度显著地高于初二学生。3)从总体上看,学生的学业水平与数学知识观的关系不大。     

Social Categories and Student Perceptions in High School Mathematics

The plans that adolescent boys and girls make about participating in senior mathematics courses and mathematics-related careers are often at odds with their actual mathematics achievements. In contrast to explanations relating plans to gender differences in mathematics performance, mathematics participation can be explained by expectancy-value models of academic choice, based on gendered self-perceptions, task perceptions, and value judgments. This study with Year 10 Australian students ( N = 199) added to an expectancy-value model the students' current course levels that act as salient social categories. The results suggest that intervention programs need to target perceptions by girls and boys about mathematical talent, as well as making mathematics more useful and interesting to young adults. The findings raise further questions about the stratification of students into separate mathematics courses during the early years of high school.     

Cross-Age Peer Tutoring and Fluency-Based Instruction to Achieve Fluency with Mathematics Computation Skills: A Randomized Controlled Trial

The current study employed a randomized controlled trial to evaluate the use of peer tutoring and fluency-based instruction to increase mathematics fluency with addition and subtraction computation skills. Forty-one elementary school students between the ages of eight and 12 years participated in the 8-week study using cross-age peer tutoring, Say All Fast Minute Every Day Shuffled, frequency building, and the morningside math facts curriculum (Johnson in Morningside mathematics fluency: math facts (vol 1–6; curriculum program), Morningside Press, Seattle, 2008). Pre- and post-test measures of mathematics fluency and calculation were conducted with all participants. A measure of social skills and competing problem behaviors was also conducted at pre- and post-testing to evaluate any additional effects of the peer tutoring model. The results demonstrated a statistically significant difference between groups on measures of mathematics fluency, with the experimental group demonstrating significantly higher scores than the control group at post-testing. There were no significant differences between groups on measures of social skills and competing problem behaviors or calculation. The findings indicate that cross-age peer tutoring and fluency-based instruction resulted in positive outcomes for tutees in the mathematics domain, specifically mathematics fluency.     

教师课堂教学行为对学生学业成绩的影响:一个跨文化研究

教师一向被认为是影响学生学业成绩的重要因素。本研究采用第三次国际数学和科学研究TIMSS2003中的数据,以学生数学成绩为因变量,教师课堂教学行为为自变量,使用多层线性回归的方法,比较了美国、瑞典、日本和香港这四个国家(地区)教师课堂教学行为对学生学业成绩的影响。研究结果发现,教师特定的行为因素,教学的准备、对作业的重视、对考试的重视、对推理和问题解决的重视、电脑的使用确实能有效影响美国和瑞典的学生成绩,但对两个亚洲国家(地区)没有影响;教师的性别、教龄、教育水平、所学专业和教师资格再次被证实对学生成绩没有显著影响;学生的家庭和自身的因素(如学生年龄、性别、完成作业的时间,对数学的自信和对数学的评价)能够对学生成绩产生重要影响。     

Application of delayed reinforcement procedures to the behavior of an elementary school child

Delayed reinforcement techniques were applied, in a multiple baseline experimental design, to modify the behavior of a mildly maladjusted sixth-grade child. The following behaviors were chosen for modification: face-touching, posture, and voice-loudness. Videotape recordings were made of the subject's behavior during mathematics and spelling periods each day. The recordings from the mathematics period was shown to her after school, and consequences for behavior exhibited during mathematics were dispensed during the after-school viewing. This delayed reinforcement procedure produced the desired behavior changes during the mathematics period. Tapes from the spelling period, which were taken without the child's knowledge, indicated that the behavior changes generalized to portions of the day other than the mathematics period.