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。     

Parental relationships and coping with life stress

Abstract The primary goal of this investigation was to explore how the quality of parent-student relationships relates to coping style by examining multiple aspects of this relationship-including support and conflict-and by examining the contribution that both parents' and students' perceptions of their relationship make to students' coping reports. We found that perceptions of conflict and depth in the parent-child relationship were each associated with different styles of coping. Moreover, parents' and students' perceptions each accounted for unique variance in students' coping reports. Greater perceived depth (both parent and student reports) predicted higher problem-focused scores, while students' perceptions of conflict predicted higher emotion-focused coping scores. Specific support provisions reported by students and parents also related differentially to the specific coping styles. Finally, the extent to which parents and students reported coping in a similar fashion was predicted by the quality of their relationship.     

家庭环境与大学生抑郁和疏离感的关系

为了了解大学生的抑郁和疏离感状况及其影响因素,随机整群抽取了江苏省19所高校1900名大学生,进行了问卷调查,并对CES D量表、Alienation量表得分和心理健康的可能家庭影响因素进行了单因素方差分析。分析结果显示,14.7%的大学生CES-D量表得分≥20,3.3%的大学生Alienation量表得分≤30;是否独生子女、家庭所在地、家庭月收入、家庭凝聚力、家庭沟通、家庭冲突、父母受教育程度、职业、情感表达等,对大学生的抑郁和疏离感有不同程度的影响。由此可见,家庭因素仍然是影响大学生心理健康的重要因素。     

Communication Deviances and Clarity Among the Mothers of Normally Achieving and Learning-Disabled Boys.

The main purpose of the study was to reexamine the association between maternal communication deviances and learning disabilities in children. In this study, we adapted and extended the procedure used b Ditton, Green, and Singer (1987). A two-part experimental task was used: one in which the child could not request any clarification of mother's insruction, and another in which the mother and child could communicate. Both communication deviances and the clarity of mother's communication were analyzed. The subjects were 60 mother-child paires in which half of the children had learning disabilities and the other haalf were normally achieving children matched for age and parents' SES. The dyads were vedetaped in a laboratory setting. The mothers o f learning-disabled (LD) children were found to give less exact instructions and to present more ambiguous messages to the child than the mothers of non-LD children.     

Attitude, anxiety, and social readjustment toward learning disabilities by student teachers

84 student teachers from undergraduate classes at a western university in Kansas completed a 9-question checklist of learning disabilities before interacting with a behavioral disordered/learning disabilities teacher, a paraprofessional, and a high school learning-disabled student. After the dialog, the student teachers completed a Social Readjustment Rating Scale, Breskin Rigidity Test, the Self-evaluation Questionnaire: State and Trait Anxiety, and the same 9-question checklist with one additional question ("Now that you have seen a learning-disabled student has it affected your opinion of learning disabilities?"). The dialog affected 63% of the students' opinions while 31% stated the presentation did not affect their opinion (6% were missing or not completed). Persons who experienced more life-changes and problems tended to rate or view learning disabilities more negatively. The more trait anxiety experienced by the students, the lower they rated learning disabilities after the presentation.     

Perceptions of parent-adolescent communication within families: it is a matter of perspective

This study examined the concordance between parental and youth's perceptions regarding open communication in their families and its association with youth's psychosocial adjustment. The relative importance of parental and adolescents' perceptions of open family communication in relation to youth's psychosocial adjustment was also investigated. Participants were 336 parent-youth dyads from inner-city low-income communities in an eastern city in the United States. Both parental and youth's perceptions of open communication in the family were categorized into "high" and "low" groups using a median split in scores. Four parent-youth concordance groups (i.e. high-high, high-low, low-high and low-low) were derived based on the combination of the levels of parental and youth's perceptions. Parental and youth's perceptions about open communication were modestly correlated (r = 0.129, p < 0.05). The level of concordance differed by youth gender with male adolescents and their parents being more likely to perceive lower levels of open communication (i.e. "low-low") than females and their parents (32% versus 19%, p < 0.05). In general, youth demonstrated poorer psychosocial adjustment if they perceived a lower level of open communication between them and their parents, independent of the level of their parents' perceptions (e.g. "high" or "low"). The findings suggest an important role of adolescents' own perceptions of the openness of the family communication in relation to adolescent psychosocial adjustment. Developmentally and gender appropriate intervention programs are needed to improve the openness of parent-adolescent communication, to help both parents and youth to recognize the significant preventive role of open communication in the family, especially, the socioeconomically disadvantaged families.     

青少年亲子沟通的特点研究

本研究采用整班随机抽样法选取兰州市两所普通中学的602名青少年及其父母,采用自编问卷探讨青少年亲子沟通的特点.结果表明:自编青少年亲子沟通问卷具有良好的信效度,达到心理测量学的要求,它可以分为青少年与父母沟通和父母与子女沟通两个方面.青少年与父母沟通方面,男生和初二学生与父母沟通较差,女生和其他年级学生与父母沟通较好;在父母与子女沟通方面,父母与女生,与初一、高一、高二学生沟通较好.相对父亲而言,母亲与子女沟通较好;这些差异表现在亲子沟通的不同维度.     

Exploring high school science students' perceptions of parental involvement in their education

This exploratory study describes high school students' perceptions of their parents' involvement in their education and in relation to school achievement. A new 12-item Parental Involvement Scale was used to measure parents' involvement in curricular and extracurricular activities and using exploratory analyses to estimate the scale's properties. Exploratory analysis resulted in the reduction of the 12 items to 8, with an internal consistency (Cronbach alpha) .82. Grade 12 science students indicated that their less educated parents were involved in activities pertaining to their learning; however, high perceived parental involvement in curricular activities was related to low achievement. It is recommended that further exploratory analyses be undertaken to examine the reported two-dimensional model of the Parental Involvement Scale.     

影响中学生自我价值感形成的诸因素研究

本研究采用<青少年学生自我价值感量表>对重点中学一所、普通中学一所和职业中学一所共774名学生进行调查,问卷的表头加入年级、学习成绩、家庭经济、居住环境等10多项需要了解的学生生活环境类型,测验结果发现学习和年级因素对价值感影响最大,作用非常显著,在初二和高三年级,价值感发展最快.学习成绩越好,价值感越高.其次是家庭居住环境、家庭经济状况、父母职业、家庭结构等因素.家庭居住环境是学校居住区最有利于学生价值感的发展,家庭经济状况是经济一般的学生价值感最好,其次是富裕家庭的,贫困的最差.父母职业是教师最高,其次是军人、干部、医生等.家庭结构是健全的发展最好,其次是离异的,再次是分居的,最差的是死亡的.     

Parents' attitudes and expectations regarding science education: comparisons among American, Chinese-American, and Chinese families

This study examined the differences in attitudes toward science education among American, Chinese-American, and Chinese parents and students. Parents' expectations for their high school children's science performance were also compared among the three cultural groups. It was found that both Chinese parents and students had more positive attitudes toward science education than did their American counterparts. Chinese parents placed greater emphasis on self-improvement, set higher standards, and more often helped their children to learn science than did American parents. The attitudes of the Chinese-Americans appeared to show the influences of both their Chinese heritage and American culture. Overall, a high positive correlation was found between parents' and students' attitudes toward science education.     

Cultural expression and black students' attitudes toward high achievers

The authors of the present study have extended research by D. Marryshow that investigated African American students' attitudes toward 4 high achievers who differed in their approach to high achievement. D. Marryshow (1992) assessed students' social attitudes and perceptions of 4 high achievers with culturally distinct achievement orientations. In the present research, the authors assessed students' academic attitudes and perceptions of the same 4 high achievers. In addition, the present study includes Black children's predictions of their parents' and peers' attitudes toward these high achieving students. The results generally supported the authors' hypothesis that African American children would report a preference for students who achieve via attitudes and behaviors congruent with African American cultural values. The children also predicted that their parents and their Black peers would prefer these same African American culturally oriented high achievers. The findings suggest that Black children who prefer African American cultural modes of achievement may find themselves at odds with classroom demands geared toward learning in the mainstream cultural mode and thus may be at increased risk of academic failure.     

工读学校学生的心理健康状况及其影响因素研究

本研究以工读学校和普通学校七～九年级学生为研究对象,研究工读学校学生的心理健康状况及其影响因素。结果表明：(1)工读学校学生的总体焦虑水平和抑郁水平显著高于普通中学生,存在更多的心理健康问题;(2)工读学校学生的心理健康水平不存在显著的年级差异,而普通中学生的心理健康水平存在显著的年级差异;(3)父母的教养方式与工读学校学生的心理健康水平存在显著的相关。工读学校学生的父母更多地采取消极的教养方式;(4)生活事件应激与工读学校学生的心理健康水平存在极其显著的负相关。工读学校学生负性生活事件所带来的应激强度显著高于普通中学生。     

University students' learning approaches in three cultures: an investigation of Biggs's 3P model

The relationship of various learning approaches to students' academic achievement, abilities, and other characteristics was examined in a sample of university students in Hong Kong, mainland China, and the United States. The theoretical framework for this project was J. B. Biggs's (1987) theory of student learning approaches. The participants completed the Study Process Questionnaire (based on Biggs's theory) and provided a variety of demographic information. The participants' achievement scores and self-rated scores on analytical, creative, and practical abilities were also obtained. Results indicated that scores on certain subscales of the Study Process Questionnaire statistically predicted participants' achievement beyond their self-rated abilities. In addition, certain learning approaches were significantly related to the participants' ages, gender, parents' education levels, and their travel and work experiences. Implications of these findings are discussed as they relate to teaching and learning.     

父母婚姻冲突与初中生学业倦怠的关系:共同教养的中介作用

本研究基于家庭系统论的溢出假说,以376名初中生作为被试,采用父母婚姻冲突问卷、学业倦怠问卷和父母共同教养问卷,探讨父母婚姻冲突、父母共同教养对初中生学业倦怠的影响及其作用机制。研究结果发现：（1）父母婚姻冲突中的冲突频率、冲突强度因子与学业倦怠呈显著正相关,不支持型父母共同教养与学业倦怠呈显著正相关,支持型父母共同教养与学业倦怠呈显著负相关;父母婚姻冲突与不支持型父母共同教养呈显著正相关,婚姻冲突较高的父母在共同教养中表现出更多不支持的教养行为;（2）不支持型父母共同教养作为单独变量在父母婚姻冲突与学业倦怠之间起完全中介作用。     

重庆市中学生与其父母价值观的差异研究

从与其父母间具有差异的价值观的角度出发,本研究自编了重庆市中学生价值观量表,并对重庆市的中学生及其家长进行了调查。结果显示:(1)自编的问卷具有良好的信效度;(2)重庆市中学生的价值观具有显著的性别主效应和年级主效应,学校区域和学校类型均不存在主效应;父亲职业、母亲职业在某些维度上存在主效应。(3)中学生与其父母的价值观在多个维度上都存在差异。在六个主因素中,学生最看重自我方面,而家长最看重家庭。次因素中,学生最看重的是家庭气氛、平等、独立和隐私,家长最看重的是家庭气氛、家庭责任、平等、知识价值。     

Attitudes toward physical education classes of primary school students in Turkey

The purposes of this study were to report an investigation of attitudes toward physical education in a sample of primary school students and examine the predictive influence of students' sex, grades in physical education classes, and parents' education and socioeconomic status on students' attitudes. Participants, 963 (474 girls and 489 boys) primary school students from Grades 6 (12.7%), 7 (10.3%) and 8 (77%), completed the Wear Attitude Inventory. Analysis indicated students had positive scores on General Attitudes rather than on Social, Emotional, and Physical Attitudes. In addition, girls (M = 32.6, SD = 3.9) had more positive General Attitudes than boys (M = 32.0, SD = 4.6). Also, students' grades in physical education classes were statistically significantly related to their Attitudes toward physical education (Wilks lambda, F1,1110 = 2.88, p < .05). However, parents' education and socioeconomic status were not. One may infer that ways of encouraging more favorable attitudes might be planned.     

The relationship between parenting styles and young adults' self-concepts and evaluations of parents.

In the present study, 123 college students were surveyed in order to assess their self-concepts, evaluations of parents, and perceptions of their parents' parenting styles. Notably, the students' self-concepts were found to vary directly with perceived level of parental warmth, but did not vary as a function of their parents' level of restrictiveness. Fathers and mothers were found to be rated more highly if they were perceived as being warm and permissive rather than hostile and restrictive. Finally, opposite-sex parents' level of warmth also correlated with how each parent was evaluated. Some explanations for these findings are offered.     

Predicting students' intention to smoke by theory of planned behaviour variables and parental influences across school grade levels

Differences were examined in Theory of Planned Behaviour determinants of students' intention to smoke including parents' attitudes towards smoking and parents' current cigarette use among Greek students of different school grade levels. Students (N?=?763) aged 10-18 years reported their attitudes towards smoking, subjective norms, perceived behavioural control, self-identity and intention to smoke while their parents (N?=?525) reported their attitudes towards smoking and their current cigarette use. All the TPB variables increased from lower to higher school grade level. Multi-sample path analyses showed that parent's attitudes towards smoking positively predicted students' intention to smoke only for elementary school children. Parents' current cigarette use did not contribute significantly. Students' attitudes, perceived behavioural control and self-identity predicted systematically intention to smoke in contrast to the subjective norm that did not contribute at all. Perceived behavioural control contributed to a higher degree in intention to smoke for senior high school students compared to the junior high school and elementary students. Self-identity contributed to a higher degree in intention to smoke for elementary compared to the junior high school students. The results of this study suggests that the determinants of smoking vary between early and late adolescence.     

接受设计学法之可行性的例证研究

通过验证近义词法在学生记忆英语单词中的有效性,探讨接受设计学法的可行性。４组学生分别采用一种方式完成记忆１２０个英语单词的作业任务。结果表明：近义词法是中国学生记忆英语单词有效的方法;对于大学生记忆英语单词来说,接受根据近义词法设计学习的效果要好。