小学生写作态度与写作成绩关系研究

采用"小学生写作态度量表(自编)"与<小学生作文六项评定量表>,对小学生写作态度与写作成绩及其关系进行研究.结果表明,小学生写作态度的主要维度包括:认知、情感和意动;写作态度与写作成绩呈显著正相关,而情感因素是写作成绩的最重要的预测变量;在写作态度与成绩上存在性别、年级、写作水平的显著差异.     

父母教养方式、同伴接纳和教师期望对小学生人格的影响

以2150名小学生为被试,采用问卷法,探讨父母教养方式、同伴接纳、学生知觉教师期望与小学生人格发展的关系。结果发现：（1）父母教养方式民主性正向预测小学生人格外倾性、亲社会性的发展;（2）同伴接纳分别在父母教养方式民主性与小学生人格外倾性、亲社会性之间起中介作用;（3）学生知觉教师期望消极反馈调节了中介过程的前半路径,因此,同伴接纳是有调节的中介变量。     

童年中晚期同伴侵害与情绪适应:归因的中介作用

以929名8-12岁儿童为被试,运用多维同伴侵害量表、儿童社交焦虑量表、儿童孤独量表和同伴侵害归因量表进行测量,考察归因在童年中晚期同伴侵害与情绪适应关系间的中介作用。结果表明:(1)童年中晚期同伴侵害归因包括互不喜欢、自身不足和同伴嫉妒三个维度;(2)身体侵害、关系侵害对社交焦虑的直接预测作用不显著,但通过互不喜欢的中介影响社交焦虑;(3)身体侵害对孤独的直接预测作用不显著,但通过互不喜欢的中介影响孤独,关系侵害对孤独的直接正向预测作用显著,同时通过三种归因方式的中介影响孤独。结论:童年中晚期同伴侵害归因包括互不喜欢、自身不足和同伴嫉妒三个维度,归因的中介作用模式因同伴侵害、情绪适应类型的不同而存在差异,同伴嫉妒的归因方式能够减少关系侵害后儿童的孤独情绪。     

写作心理学理论研究概况

当今写作心理研究的重点已从写作作品的研究转向写作过程的研究,主要有三种观点表达观点,社会观点和认知观点.Hayes和Flower建构的写作模型(1980,1996)是最有影响的写作模型,为写作心理的研究提供了理论框架.写作心理研究随着研究方法的提高,将会取得更大的进步.     

不同自我评价方式对高中生写作的影响

本研究考察了三种不同的自我评价方式对高中二年级学生写作活动的影响。结果表明,自我评价对写作成绩有一定改善,但短期内对一般性的学习动机与效能感无显著影响。写作结果自我评价方式有助于写作结果自我评价准确性的提高,单独的写作过程自我评价方式短期内对写作活动无显著促进作用,写作结果与写作过程的综合自我评价方式显著改善了写作活动。     

“大五”人格、依恋与青少年孤独感的关系研究

采用大五人格简式量表、亲子依恋和同伴依恋简表以及青少年孤独感量表调查458名高中生,探索"大五"人格、依恋和青少年孤独感的关系。结果表明:"大五"人格与青少年孤独感关系紧密,神经质与青少年孤独感呈显著正相关,其它人格维度与孤独感呈显著负相关,外向性、宜人性和神经质是孤独感的有力预测变量;"大五"人格也是青少年依恋关系的重要影响因素,责任性、神经质和宜人性是亲子依恋的有力预测因素,而外向性、宜人性和神经质是同伴依恋的有力预测因素;亲子依恋和同伴依恋均显著负向预测青少年孤独感,且同伴依恋的预测效力更强;在不同人格维度与青少年孤独感之间,亲子依恋和同伴依恋的总体中介效应不同,而在同一人格维度与青少年孤独感之间,同伴依恋的中介效应显著高于亲子依恋的中介效应。     

小学生同伴接纳对其人格发展的影响：友谊质量的多层级中介效应

以班级为单位选取1-6年级23个班级的小学生,通过最好朋友提名法,得到有互选朋友有效被试700人,采用同伴提名法、小学生友谊质量问卷、小学生人格发展教师评定问卷,运用多层线性模型（HLM）考察个体和班级两个水平上的同伴接纳、友谊质量对人格的影响,并在两个水平上检验友谊质量在同伴接纳对人格的影响上的多层中介效应。结果表明：（1）班级水平：班级平均友谊质量对外倾性、亲社会性、认真自控、情绪稳定性有预测作用;班级平均同伴接纳对情绪稳定性有预测作用。（2）个体水平：同伴接纳对人格5个维度均有直接影响;除情绪稳定性,友谊质量分别在同伴接纳对智能特征、外倾性、亲社会性、认真自控影响上有部分中介效应。     

社会性发展迟滞大学生人际互动的行为实验研究*

采用《大学生社会性发展水平评定量表》对60名被试进行研究,区分出社会性发展良好、中等和迟滞的被试。接着采用行为实验的方式考察社会性发展水平对被试交往行为的影响,结果发现:第一,社会性发展的总体水平只对被试与女性互动对象互动的面部表情上产生影响,而社会性认知、社会性情感和社会性行为水平对被试与不同性质个体互动的某些行为上产生影响。第二,社会性发展的总体类型对被试面对不同互动对象的同一行为反应上有一定影响,但这种影响有限,仅在面部表情上表现出性别差异;而社会性认知发展类型和情感发展类型对不同互动对象的同一行为表现出有限的影响。第三,社会性发展迟滞的大学生在实验中表现出对实验任务冷漠或过度热情的现象。     

小学四年级学生写作构思技能培养的实验研究

本研究运用心理模拟法创立了写作构思活动模式,并根据心智技能按阶段形成的理论对构思技能进行了分阶段培养。结果表明：①写作构思活动的实践模式可以有效地提高学生的写作构思技能水平,并能进而促进其写作水平的整体提高;②小学四年级学生在写作构思水平上不存在明显的性别差异,男女学生可以同等程度地接受构思技能的培训;③学生原有的写作技能水平和智力水平对于当前的写作活动有明显影响。     

小学六年级学生写作构思策略培养的实验研究

本研究运用心理模拟法创立了写作构思活动模式,并根据心智技能按阶段形成的理论对构思策略进行了分阶段培养。结果表明:①写作构思活动的实践模式可以有效地提高学生的写作构思策略水平,并进而促进其写作技能整体水平的提高;②小学六年级学生在写作技能上不存在明显的性别差异,智力水平对写作技能也没有明显影响;③学生原有的写作技能水平对于当前的写作活动有显著影响,教师在教学前应设法了解学生的写作水平。     

Writing therapy in brief workplace counselling: Collaborative writing as inquiry

The purpose of this collaborative research was to reflect on one client's experience of using writing therapy during brief workplace counselling. The client/co‐researcher used expressive and creative writing between counselling sessions, the benefits of which are reported. A brief review of the literature on writing therapy is provided. The focus of the study is on investigating the process of writing therapy from the client's point of view. The epistemological assumptions and research methods are influenced by narrative inquiry. Feminist values inform both the therapeutic practice and research.     

Cognitive processes in writing during pause and execution periods

The present study investigated how writing processes are activated during pause and execution periods. In two experiments, handwriting demands were manipulated by asking participants to compose with their familiar handwriting or with a high-demanding cursive uppercase calligraphy. Experiment 1 investigated narrative writing, a task with low planning demands. Experiment 2 addressed essay writing, a task with stronger planning demands. Occurrences of processes and their cognitive effort were analysed by asking participants to respond to random auditory probes and then to report their ongoing mental activity according to learned categories referring to the planning, translating, and revising writing processes. All together, the findings indicate that demands on planning did not affect how writing processes were activated during pauses and execution periods but automaticity of handwriting did. When handwriting was effortless, translating was mostly activated in parallel with motor execution, whereas revising and planning were mainly activated during pauses. However, none of the writing processes could be characterised as being typical of pauses, since translating was activated to a similar extent as the other two processes. By contrast, when handwriting was effortful, participants shifted to a more sequential functioning and activated translating mainly during pauses.     

Differential Daily Writing Contingencies and Performance on Major Multiple-Choice Exams

On 4 of 7 days in each unit of an undergraduate human development course, students responded in writing to specific questions related to instructor notes previously made available to them. The study compared the effects of three writing contingencies on the quality of student writing and performance on major multiple-choice exams in the course. The three contingencies were (1) receiving credit for all writing products each unit, (2) receiving credit for one randomly selected writing product each unit, and (3) receiving no credit for any writing product each unit. On all dimensions of exam performance, writing for daily credit produced higher scores than did writing for random credit and writing for no credit. The daily-writing contingency also produced the highest writing ratings across all units; the writing for random credit produced the next highest writing scores; and the writing for no credit yielded the lowest writing scores. Across all three contingencies, writing scores were highly correlated with performance on multiple-choice exams.     

Gender differences in severity of writing and reading disabilities

Gender differences in mean level of reading and writing skills were examined in 122 children (80 boys and 42 girls) and 200 adults (115 fathers and 85 mothers) who showed behavioral markers of dyslexia in a family genetics study. Gender differences were found in writing and replicated prior results for typically developing children: Boys and men were more impaired in handwriting and composing than were girls and women, but men, who were more impaired in those writing skills, were also more impaired in spelling than women. Men were more impaired than women in accuracy and rate of reading passages orally, but boys were not more impaired than girls on any of the reading measures. Males were consistently more impaired than females in orthographic skills, which may be the source of gender differences in writing, but not motor skills. Population-based studies that report gender differences in reading in children with dyslexia may be confounding reading and writing disorders—the latter being the true source of gender differences in both children and adults with dyslexia.     

Development of decisional balance and self-efficacy measures for adolescent sedentary behaviors

Writing about traumatic events can produce health benefits, yet emotionally non-expressive or cognitively avoidant individuals may be unwilling or unable to express their emotions. This study examined non-expression, cognitive avoidance, response to writing, and subsequent health. As part of a larger study, participants ( N = 71) with asthma or rheumatoid arthritis (RA) wrote about traumatic experiences for 20 min on three consecutive days. Alexithymia, denial, behavioral disengagement, mental disengagement, focus on/venting of emotions, avoidant thoughts, and health status were assessed at baseline, health status again 4 months after writing. Essays were coded for how personal and how emotional they were, and for narrative structure. Non-expression and cognitive avoidance were neither related to how personal or emotional essays were, nor to affective response to writing. High levels of denial or avoidant thoughts predicted less narrative structure. Avoidant thinking marginally predicted health improvements in RA patients. Results suggest that non-expression and cognitive avoidance do not interfere with writing in terms of emotional engagement, but may influence narrative use.     

Trying on and Trying Out: Participatory Action Research as a Tool for Literacy and Identity Work in Middle Grades Classrooms

This article explores the role of collaborative, ethnographic, participatory action research (PAR) with eighth grade students as a set of possible literacy practices for involving students with issues connected to their lives, resources, language(s), and communities. Findings are based on a year of fieldwork conducted as part of shared inquiry into one public school community’s experiences with gentrification and meeting the complex needs of diverse learners. Findings bring to life the ways in which PAR facilitates the redefining of reading, writing, and research; the reconsideration of languages; the rethinking of literacy practices; and the repositioning of participants within and beyond given research endeavors.     

Curriculum-based measures of writing across grade levels

This study compared the technical adequacy of curriculum-based measures in written expression across diverse grade levels. Students (n = 484) completed two narrative writing samples in response to story starters. Samples were scored for the number of words written (TW), the number of correct word sequences (CWS), and the number of correct minus incorrect word sequences (CWS-ICWS). Alternate-form reliability and criterion-related validity coefficients of the curriculum-based measures were examined to determine differences between the coefficients according to grade level.Results indicated moderate to strong alternate-form reliability coefficients and variable criterion-related validity coefficients. The data from this study support the need for curriculum-based measures of writing to become more complex as students age and become more skilled.     

Promoting professional identity: a within group comparison of wiki-based and traditional assignments on school counselling students' learning,sense of community and computer anxiety

The purpose of this study is to compare traditional and non-traditional instructional practices used in a counsellor education programme to determine their effect on pre-service school counsellors' learning and sense of community, thus leading to enhanced professional identity. Traditional and non-traditional assignments were examined: (a) a collaborative, multimedia wiki writing assignment; (b) textbook reading and corresponding quizzes; and (c) article critiques. Findings indicate that students experience a greater sense of community and learning when participating in the non-traditional, collaborative, multimedia wiki writing assignment using web-based technology. Findings also indicate that students had low computer anxiety after completing the wiki assignment.     

教学活动条件下大学生英语写作元认知的特点

根据Flavell的元认知理论框架,拟订了写作元认知教学的原则,并以此对两个班62名一年级大学生进行了一系列针对大学生英语写作元认知的教学活动。通过采用开放式问卷和周记调查,探究了在教学活动条件下大学生写作元认知的特点。周记调查表明:教学活动条件下,大学生的英语写作元认知特点反映出教学原则的构想,即英语写作元认知体现为元认知知识和元认知体验两大要素。元认知知识由任务知识、主体知识和策略知识构成,元认知体验分为积极与消极体验。开放式问卷结果表明:英语写作元认知有一定的发展性。这些结果验证并丰富了Flavell的元认知理论,对我国大学英语写作教学实践有着重要的启示。