小学语文教学中改善学生情绪调节困难状况的实验研究

采用实验组、控制组前后测实验设计,选取42名小学四年级学生,以语文学科教学为依托,运用教学实验方法探索语文教学中改善学生情绪调节困难状况之渗透方式的有效性。结果表明:学科渗透可以在一定程度上改善学生情绪调节困难状况、促进心理素质发展,特别是对中、高程度情绪调节困难学生的改善更为显著;实验组语文学业成绩比控制组有所提高,但并未达到显著性水平。说明学科渗透可以作为学生心理素质教育实施的有效途径之一。     

采用跨学科概念图推进中学生跨学科学业成就

为了检验跨学科概念图在跨学科知识整合中的作用,设计了跨学科概念图干预计划,以180名中学生为被试,采用实验组与控制组对比实验方法,探讨了跨学科概念图对跨学科学业成就的影响。结果表明:(1)跨学科概念图干预计划显著提高了实验组被试的跨学科学业成绩;(2)对于不同成就者而言,干预计划显著提高了中低成就者的跨学科学业成绩,而对高成就者跨学科学业成绩的影响不显著。这意味着跨学科概念图作为跨学科知识整合领域的智力适应工具能够有效提高学习者的跨学科学业成就,但是其对不同层次学习者跨学科学业成就的影响具有适应性差异。     

小学生思维能力的培养:五年追踪研究

采用聚合交叉设计,以"学思维"活动课为实验材料,对某小学3个年级164名学生的思维能力进行了四年的培养,并考察了实验效果及延迟效应。结果表明:(1)实验组学生思维能力总体水平及发展的上升速度显著快于控制组学生;(2)实验组学生在归纳推理、演绎推理、空间认知、类比推理和抽象概括能力上显著高于控制组学生,且除了抽象概括能力,其他四项能力的上升速度显著快于控制组学生;(3)延迟效应显著。     

家庭社会经济地位、父母参与对初中生学业成绩的影响：教师支持的调节作用

以331名初中生为被试,收集学生的家庭社会经济地位、学生感知到的教师支持和父母参与,及学生成绩,以验证父母参与在家庭社会经济地位和学业成绩关系中的中介作用,以及教师支持对父母参与这一中介作用的调节。结果发现:(1)家庭社会经济地位正向预测初中生的学业成绩;(2)在家庭社会经济地位对初中生学业成绩的预测中,父母参与发挥了中介作用;(3)教师情感支持调节了父母参与中介于家庭社会经济地位与初中生学业成绩之间的关系。     

教师关怀行为与小学生学业成绩的关系:成就目标定向的中介作用

基于自我决定理论,使用教师关怀行为问卷和成就目标定向量表对656名小学生进行调查,探讨教师关怀行为、成就目标定向和学业成绩之间的关系。结果显示:(1)教师关怀正向预测小学生的学业成绩和掌握接近目标,负向预测掌握回避目标和成绩回避目标,而成绩回避目标负向预测小学生的学业成绩;(2)成绩回避目标在教师关怀与小学生学业成绩的关系中的中介效应显著,但掌握接近目标、掌握回避目标和成绩接近目标则未发现中介效应。     

构思策略教学改善小学写困生故事文质量的实验研究

采用实验组、控制组前后测实验设计,运用SRSD策略教学模式,对23名小学写困生进行构思策略的训练。实验结果表明,在训练之前,实验组与控制组学生在故事文的长度、6项分质量指标及总体质量上的得分差异均不显著;但在接受策略教学后,实验组学生所写的后测故事文在情节吸引力、条理清晰度和总体质量上的平均得分均显著优于控制组学生,其总体质量的改善效应为0.80。因此,构思策略的教学能显著改善小学写困生的故事文写作质量。     

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。     

学生感知的学校氛围与主客观学业成绩:心理素质及其分维度的中介作用

本研究旨在探究心理素质及其分维度在学生感知的学校氛围与主客观学业成绩之间的中介作用。采用整群抽样的方法选取被试,样本一抽取北京、陕西等七个省市10所中学7~12年级共1274名学生,样本二抽取重庆、湖南等四个省市7所中学7~12年级共2190名学生。结果表明：（1）学生感知的学校氛围与主观学业成绩存在显著正相关,与客观成绩的正相关呈边缘显著,与心理素质存在显著正相关;（2）心理素质在感知的学校氛围与主客观学业成绩之间中介作用显著;（3）心理素质的不同维度在学生感知的学校氛围与学业成绩关系之间中介作用存在差异,其中认知品质在学生感知的学校氛围与学业成绩之间存在稳定的正向中介作用。研究结果启示教育者在实施素质教育的过程中,应注意营造积极的学校氛围,以此提高学生心理素质,尤其是认知品质的发展,从而提高学生的学业成绩。     

教师资格和职业发展因素对学生数学成绩的影响：一个跨文化比较

采用TIMSS2003中的数据,应用混合模型,比较香港、日本、瑞典和美国四个国家(地区)教师资格因素和职业发展因素对其学生数学学业成绩的影响。结果发现香港教师高学历和常有其他教师听课提高了学生成绩;瑞典教师的性别、专业和参加数学教学方法方面的职业发展活动,以及美国教师的专业和听其他教师讲课显著影响其学生成绩;日本教师资格和职业发展因素对其学生成绩没有影响。     

言语指导对实验操作技能形成影响的初步研究

本研究以112名中师学生为被试,采用实验组控制组后测实验设汁,选择中和滴定作为实验操作任务,探讨了言语指导对实验操作技能形成的影响。结果表明．言语指导能明显地促进学生实验操作技能的形成,特别是在实验操作动作的自动化方面。     

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students' academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain-that is, the ecology of teachers' behaviors towards students should also influence the ecology of students' behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed.     

班主任教师班级管理效能感对学生学习态度及其与学业效能间关系的影响

研究目的在于验证班主任教师的班级管理效能感对学生学习态度等方面有正向预测作用及其对学生学业效能和学习态度间的关系具有调节作用的假设。通过对109个班级的班主任教师和3066名三到六年级的小学生进行问卷调查,多层线性模型(HLM)分析结果表明:(1)在控制学生性别影响时,学生的学习态度、学习方法和学习技术存在显著的班级水平差异;学生学业效能对学生学习态度、学习方法和学习技术有显著的预测作用,且这一影响强度存在显著的班级水平差异。(2)在控制教师所教年级的影响下,班主任教师班级管理效能的高低对学生学习态度、学习方法和学习技术的班级差异具有显著的预测作用,班主任教师班级管理效能感高的班级,学生学习态度越积极;(3)班主任教师班级管理效能感对学生学业效能与学生学习态度和学习方法之间的关系具有显著的调节作用,班主任教师班级管理效能感越高,学生学业效能对学习态度和学习方法的影响越弱,反之班主任教师管理效能感低的班级,学生学业效能感对学习态度的影响较大。     

Promoting principals' managerial involvement in instructional improvement

Studies of school leadership suggest that visiting classrooms, emphasizing achievement and training, and supporting teachers are important indicators of the effectiveness of school principals. The utility of a behavior-analytic program to support the enhancement of these behaviors in 2 school principals and the impact of their involvement upon teachers' and students' performances in three classes were examined in two experiments, one at an elementary school and another at a secondary school. Treatment conditions consisted of helping the principal or teacher to schedule his or her time and to use goal setting, feedback, and praise. A withdrawal design (Experiment 1) and a multiple baseline across classrooms (Experiment 2) showed that the principal's and teacher's rates of praise, feedback, and goal setting increased during the intervention, and were associated with improvements in the academic performance of the students. In the future, school psychologists might analyze the impact of involving themselves in supporting the principal's involvement in improving students' and teachers' performances or in playing a similar leadership role themselves.     

Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level

Teachers' self-efficacy beliefs were examined as determinants of their job satisfaction and students' academic achievement. Over 2000 teachers in 75 Italian junior high schools were administered self-report questionnaires to assess self-efficacy beliefs and their job satisfaction Students' average final grades at the end of junior high school were collected in two subsequent scholastic years. Structural equation modeling analyses corroborated a conceptual model in which teachers' personal efficacy beliefs affected their job satisfaction and students' academic achievement, controlling for previous levels of achievement.     

教师自主支持与学生学业成就关系的元分析:心理需要满足、动机及投入的中介作用

在教育实践中,教师作为教学活动的主要引导者,他们的教学风格对学生的学业成就具有重要影响。根据自我决定理论,自主支持型教师能够满足学生的基本心理需要,促进学习动机内化,进而提高学业投入及学业成就。本研究通过对37篇教师自主支持与学生学业成就的实证研究(53个独立样本,18278名学生)进行元分析,结果发现:(1)教师自主支持显著正向预测需要满足、动机、投入及学业成就;同时自主支持对需要满足、动机及投入的效应量高于对学业成就的效应量;(2)学生的需要满足及动机在教师自主支持对学业成就影响中起中介作用,但学业投入的中介作用不显著;(3)教师自主支持对学业成就的影响在不同年龄、经济与文化背景下没有显著差异。综上,在未来的教育活动中,教师应给予学生更多的自主支持,以满足学生基本心理需要,激发学生的学习动机,促进学业投入,提升学业成就。     

Faking the Desire to Learn: A Clarification of the Link Between Mastery Goals and Academic Achievement

ABSTRACT— Research on achievement goals has demonstrated that mastery goals positively impact achievement-related outcomes, but paradoxically hold an inconsistent relation with academic achievement. We hypothesized that this relationship depends on the reason why students endorse mastery goals—namely, to garner teachers' appreciation (social desirability) or to succeed at university (social utility). First-year psychology students completed a mastery-goal scale in a standard format, with social-desirability instructions and social-utility instructions. Participants' grades on academic exams were recorded later in the semester. Results indicated that students' perceptions of both social desirability and social utility related to mastery goals moderated the relationship between the endorsement of mastery goals and final grades. This relationship was reduced by the increase of perceived social desirability of mastery goals, and strengthened by the increase of perceived social utility of these goals.     

先前学业成就与学习动机、策略的关系:学业情绪的中介作用

采用整群抽样法抽取高中生670名,分别用学业情绪问卷、学习动机问卷和学习策略问卷来探讨学业情绪在先前学业成就与学习动机、学习策略之间的中介作用。以学业情绪的控制-价值理论和认知-动机模型为基础,运用偏差矫正百分位的非参数Bootstrap法对学业情绪的中介作用进行检验,结果发现:积极学业情绪在先前学业成就与学习策略、学习动机间起完全中介效应;消极学业情绪在先前学业成就与学习策略、学习动机间起部分中介效应。     

小学生学业负担与数学成绩的关系研究:基于潜在剖面分析

应用潜在剖面分析方法对广州市58所学校的六年级学生数学成绩进行潜在分类,并分析不同类别学生的学业负担状况。结果表明,学生样本按数学成绩可以分为三个类别:数学成绩良好组、数学成绩中等组、数学成绩较差组。此外,学业负担的轻重对不同数学成绩层次的学生会产生不同程度的影响。     

Teachers' and students' work-culture variables associated with positive school outcome

Little is known about the relationship between teachers' family-of-origin variables, impacting their work attitudes and interpersonal skills, and students' academic outcome. This study investigated whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with the subjective grading practices of teachers. The self-report data also revealed effective teacher and successful student profiles.     

Effect of teachers' stereotyping on students' stereotyping of mathematics as a male domain

This multilevel analysis used data from a representative sample from Grades 6, 7, and 8 in public schools in Switzerland. The data included information on (a) 6,602 students (3,307 girls, 3,295 boys) nested within 338 classes and (b) 321 mathematics teachers of these classes. The teachers and the students tended to stereotype mathematics as a male domain, and the teachers' stereotypes significantly affected the students' stereotypes after the author controlled for achievement, interest, and self-confidence in mathematics and for school grade and schooling track.