中国苏州与美国15岁学生数学学习特征比较

本研究首次采用"学生能力国际评估计划"(PISA)的学生问卷,对苏州市504名15岁学生的数学学习心理及特征进行了调查研究,并与美国学生数据作比较.调查表明:中国苏州大多数学生在数学学习上具有较强的竞争意识与合作意识,他们会运用多种学习策略;那些对数学有更大兴趣和更高动机的学生,有更积极的自我概念和更少的焦虑体验.中美两国学生的数学学习特征性别差异显著.     

Ethnicity and Social Support During Pregnancy

Data from two multi-ethnic prospective studies of African American, Latina, and non-Hispanic White pregnant women were used to examine the influence of contextual factors on social support processes during pregnancy. Multiple types of support (perceived support, received support, support satisfaction, network support) and sources of support (baby's father, family, friends) were assessed. The role of ethnicity in social support was examined after controlling for the contribution of related contextual factors (SES, marital status, age, parity, employment) to these processes. The impact of ethnicity and related contextual factors differed across sources of social support. Ethnic differences in support from family and friends, but not from the baby's father, emerged. However, marital status was a consistent predictor of support from the baby's father, and SES was a consistent predictor of support from friends. Overall, the findings of two studies suggest that although ethnicity is associated with support from friends and family, other contextual factors, such as marital status and SES, influence support processes during pregnancy.     

Patterns of Aggression in Parents and their Children

In this research, we examined children's awareness of inconsistencies in messages that are meaningful for children, instructions for games. In the first experiment, kindergarten (n = 25) and second- (n = 25) and fourth-grade (n = 26) children were individually read the instructions for two games, each of which included two inconsistent statements. Chi-square analyses yielded a significant effect for grade for one game (p < .05) and a marginally significant effect for a second game (p < .10). In a second experiment, second- (n = 40), fourth- (n = 40), and sixth-grade (n = 40) children were read the instructions for two games, each of which included two statements that were inconsistent. An analysis of variance demonstrated that with an increase in grade, there was a significant increase (p < .001) in awareness that a message contained an inconsistency. The analysis also indicated that the subjects were more willing (p < .08) to question an adult than they were to question a child about an inconsistency. Moreover, a regression analysis indicated that awareness of inconsistencies in the rules for games was significantly related to memory (p < .001) and to one's ability to note inconsistencies in shorter, simpler messages (p < .001).     

社交网站在社会认同发展中的作用

社会认同是个体对属于某特定社会群体的意识, 以及这种意识对个体情绪、情感的价值与意义。当前, 社交网站已逐渐渗透到了人们生活的各个方面, 改变了传统社会认同的环境。主要体现在扩展社交范围、促进信息交换、提供表达舞台、允许隐私设置和提供多重选择这五个方面。社交网站在个体社会认同的建构、表达、管理、重构和建立归属感等过程中均发挥了重要作用。未来研究仍需在研究方法、研究内容和实践应用上做进一步深化。     

Potential Moderators of Racial Differences in Responses to Traumatic Events

Research regarding the influence of race on outcomes after trauma has been mixed, and we aimed to identify potential moderators of the relation between race and posttraumatic stress disorder (PTSD)–related outcomes. We conducted a secondary analysis of data from 477 participants in the Collaborative Psychiatric Epidemiology Surveys. African American individuals reported a shorter duration of and less frequent PTSD symptoms than Caucasian individuals, and also endorsed a greater number of reexperiencing and avoidance symptoms. Education, socioeconomic status, and social support did not significantly moderate relations between age of worst trauma and PTSD-related outcomes. Clinical and research implications are discussed.     

The Effects of Students’ Perceptions of Teachers’ Antibullying Behavior on Bullying Victimization: Is Sense of School Belonging a Mediator?

This study evaluated the influence of students’ perceptions of teachers’ antibullying behavior and sense of school belonging on bullying victimization among elementary school students (N = 110). The authors used structural equation modeling to test a mediational model in which they hypothesized that sense of school belonging would mediate the relationship between students’ perceptions of teacher behavior and bullying victimization. Results supported the mediational model, indicating students’ perceptions of teachers’ antibullying behavior was positively related to sense of school belonging, which in turn was related to lower levels of bullying victimization. Findings highlight the importance of teachers in fostering a positive school climate to reduce bullying behavior. Implications for school-based bullying prevention and intervention programs are discussed.     

家庭社会经济地位与青少年自我效能感的关系：家庭支持的中介作用与性别因素的调节作用

为探讨家庭社会经济地位对青少年自我效能感的影响及其作用机制,该研究采用问卷法对520名青少年进行调查。结果表明：(1)家庭社会经济地位、家庭支持、自我效能感两两均显著正相关;女生的家庭支持显著高于男生,自我效能感显著低于男生;(2)家庭支持在家庭社会经济地位对自我效能感的影响中起中介作用;(3)该中介作用受到性别因素的调节,较之男生,女生的家庭支持受到家庭社会经济地位的影响作用更为显著。     

Money Doesn't Talk, It Swears: How Economic Stress and Resistance Resources Impact Inner-City Women's Depressive Mood

We examined the differential impact of chronic versus acute economic stress on depressive mood among a sample of 1241 low-income, single, European and African American women. Based on Hobfoll's (1988, 1989) conservation of resources (COR) theory, we predicted that acute resource loss would be more distressing than chronic economic lack. That is, although chronically impoverished conditions are stressful, the attendant resource losses created will be more distressing. We further predicted that mastery and social support would be more beneficial in offsetting the negative consequences of acute resource loss than the negative consequences of chronic economic lack, because acute loss creates identifiable demands that resources may address. Hence, we hypothesized that mastery and social support would show stress buffering effects only for material loss, not chronic lack. The findings generally supported the hypotheses, but mastery buffered only European American women's resource loss and social support buffered only African American women's resource loss. The findings are discussed in light of implications for prevention within theoretical and cultural contexts.     

Cognitive Performance in Adolescence: Links With Early Maternal Stimulation and Children’s Anxious Behaviors

Abstract

This study tested a developmental model of cognitive performance in adolescence and explored potential mechanisms explaining the relations of early maternal stimulation and children’s anxious behaviors with adolescents’ cognitive performance. We utilized the NICHD SECCYD dataset (n?=?1,112). Measures included questionnaires, coded observations, and self-report measures from infancy to adolescence. Results revealed that children who experienced greater early maternal stimulation and less anxious behaviors had better cognitive performance at age 15. Children’s English self-efficacy, the quality of child–teacher relationships, and children’s behavioral classroom engagement in middle childhood mediated the relation between early maternal stimulation and adolescent cognitive performance. Identifying pathways from earlier maternal and children’s characteristics to children’s later cognitive performance is an important step toward further understanding why early precursors have a long lasting impact on cognitive performance, and has implications for educational settings.     

社会比较对大学生公平感知的影响：主观社会经济地位的调节作用

本研究考察社会比较对大学生公平感知的影响,并探讨主观社会经济地位在其中的调节作用。控制社会比较的方向、不公平程度及有无代价等因素,结果发现,社会比较会影响大学生的公平感知,在向上社会比较条件下,大学生更愿意选择平等选项;主观社会经济地位能够调节社会比较对大学生公平感知的影响,低主观社会经济地位大学生在向下社会比较时更愿意选择平等选项。大学生具有较强的公平感知,关注自身利益是否最大化。