数学教学中培养学生学习自我效能感的实验研究

通过构建的渗透培育模式,以初中二年级数学教学为依托,运用教学实验方法探索数学教学中渗透学生学习自我效能感培养的有效性。采用实验组、对照组前后测实验设计,以《自我效能感自陈式问卷》、《数学自我效能问卷》和《中学生心理健康问卷》为测量工具。结果表明:实验后,实验班自我效能感高于前测,高于对照班,差异显著;在学习压力、适应不良、情绪不平衡、心理不平衡及总分上,实验班学生低于对照班,差异显著;数学学业成绩实验班高于对照班,高于实验前,但无显著差异。说明该模式能够显著提高学生学习自我效能感和心理健康水平,促进其学业进步。     

中学生好胜心培养的实验研究

以积极的归因训练、表扬与奖励和适当的竞赛等手段对中学生的好胜心进行培养,通过一个学期三个阶段的培养,结果发现,实验班学生的好胜心水平增量显著高于对照班学生,实验班学生的学习成绩增量也显著高于对照班学生,好胜心水平与学习成绩存在着显著的正相关。研究表明,积极的归因训练、表扬与奖励、适当的竞赛是培养中学生好胜心的有效措施。     

中学生好胜心培养的实验研究

以积极的归因训练、表扬与奖励和适当的竞赛等手段对中学生的好胜心进行培养,通过一个学期三个阶段的培养,结果发现,实验班学生的好胜心水平增量显著高于对照班学生,实验班学生的学习成绩增量也显著高于对照班学生,好胜心水平与学习成绩存在着显著的正相关。研究表明,积极的归因训练、表扬与奖励、适当的竞赛是培养中学生好胜心的有效措施。     

课堂目标导向对学习成功感的影响研究

该研究以成就目标理论为指导,实证探索不同课堂目标导向对学习成功感的影响。以170名初二学生为被试,在数学课上通过不同的目标导向教学,创造出不同的目标情境,即课堂掌握目标情境、课堂成绩-趋近目标情境和课堂结合目标情境,以研究不同课堂目标导向对学生学习成功感的影响。结果表明:(1)在课堂上创造不同的目标情境具有可行性和重要性;(2)教学干预后,三个实验班学习成功感显著高于对照班;(3)经过教学干预,三个实验班学习成功感有显著提高,而对照班学习成功感前后测无显著差异。研究表明三种课堂目标情境均有助于提高学习成功感。从总体上看,研究的结果支持多重目标理论。     

理性情绪教育对提高学生心理健康的作用研究

目的:探讨理性情绪教育在提升学生自我概念,增进情绪稳定性,促进心理健康方面的有效性.方法:选取丽水市花园中学初二年级学生92人(实验班46人,对照班46人),对实验班进行一个学期(18周)的理性情绪教育,对照班不接受理性情绪教育.用自行设计的理情教育教材对实验班学生进行每周一课时的干预.最后用SCL-90量表、田纳西自我概念量表和艾森克情绪稳定性量表进行评定.结果:理性情绪教育对提升学生的自我概念、情绪稳定性和增进学生心理健康方面有良好的促进作用;理性情绪教育十分适合成长中青少年的需要.     

中学美术教学与其他学科的交叉教学方法探析

当今中学的美术课程教学方法单一枯燥,并不能很好地激发学生的学习兴趣。将如何把中学美术教学与其他学科交叉进行讲授作为切入点,来研究激发学生的学习兴趣。     

小学生团队合作学习成绩之群体影响因素研究

将小学四年级实验班42名小学生组建成七个异质团队,进行为期三个月的团队合作学习训练,以探讨群体变量对团队合作学习成绩的影响,并比较实验班和对照班之间语文成绩之间的差异。研究结果表明:团队组长管理风格、团队承诺、团队集体效能感、团队凝聚力四个群体变量对合作学习型团队的学习成绩有显著的影响。团队满意感虽然与团队学习成绩显著相关,但对团队学习成绩的影响不显著。     

说明文形式图式阅读策略训练提高初中生阅读水平的实验研究

本研究以两所中学的136名初二学生为实验被试．采取平衡组实验设计,编制专门的(实验教程)．以专门训练与日常教学渗透相结合和专门集中训练两种方式进行说明文形式图式阅读策略训练。实验结果表明：1。说明文形式图式阅读策略训练可提高学生的阅读理解水平;2。策略训练对优生、中等生的帮助更大;3。在迁移效果上,阅读策略的专门训练与教学渗透相结合的训练明显优于专门的集中训练。4。在本实验的延迟测验条件下．对策略的运用,激活组显着优于未激活组。     

高中美术鉴赏课堂比较教学的应用及策略

普通高中开设美术鉴赏课,是加强学校素质教育的一项重要措施。美术鉴赏教学方法有互动式教学、情境式教学、乡土化教学、演讲式教学、比较式教学、综合性教学等,而最常用最主要的是比较式教学。本文论述的是一种在普通高中美术鉴赏课堂教学中通过注重比较式教学来达到教学目的的方法,以此激发学生的学习兴趣、调动学生主动思考问题的积极性、营造并增强课堂原有的教学氛围、提高课堂效率。     

对改进高师公共课心理学的讲授方法的初步尝试

一目的在公共课心理学教学中常感到教学方法比较单调,有必要改进,如怎样培养学生对本学科的兴趣,怎样培养他们独立钻研的精神等问题,都有探讨的必要。因此,我决定对生物系80届100名学生进行心理学自学和课堂讲授相结合的教学尝试。     

The effects of a training package to teach note taking on the formation of equivalence classes

Effective note taking may enhance learning outcomes for students and serve as a directly observable form of mediation within a test context. Frampton et al. (2023) used stimulus fading to teach note taking in the form of a graphic organizer (GO) during matching-to-sample baseline relations training (MTS-BRT). Moderately high yields were observed with young adults despite the use of linear series training, abstract stimuli, and five-member classes. The present study taught the same note taking strategy using an intervention package including video illustration, voice-over instructions, and feedback to eight college students. Participants were taught to construct the GO during MTS-BRT with three three-member classes of familiar stimuli. Then the effects of MTS-BRT alone with three five-member classes of abstract stimuli was evaluated. Participants efficiently completed training with familiar stimuli and passed the posttest on the first attempt. With the abstract stimuli, participants engaged in GO construction during MTS-BRT and the six participants that demonstrated high levels of fidelity to the trained note taking strategy passed the posttest on the first attempt. These results replicate findings from Frampton et al. while using a more efficient intervention package. Benefits of teaching overt mediation responses are discussed as well as future directions for translation to applied contexts.     

Cooperative learning in third graders' jigsaw groups for mathematics and science with and without questioning training

Background. There is much support for using cooperative methods, since important instructional aspects, such as elaboration of new information, can easily be realized by methods like ‘jigsaw’. However, the impact of providing students with additional help like a questioning training and potential limitations of the method concerning the (minimum) age of the students have rarely been investigated. Aims. The study investigated the effects of cooperative methods at elementary school level. Three conditions of instruction were compared: jigsaw, jigsaw with a supplementary questioning training and teacher‐guided instruction. Sample. Nine third grade classes from three schools with 208 students participated in the study. In each school, all the three instructional conditions were realized in three different classes. Method. All classes studied three units on geometry and one unit on astronomy using the assigned instructional method. Each learning unit comprised six lessons. For each unit, an achievement test was administered as pre‐test, post‐test and delayed test. Results. In the math units, no differences between the three conditions could be detected. In the astronomy unit, students benefited more from teacher‐guided instruction. Differential analyses revealed that ‘experts’ learned more than students in teacher‐guided instruction, whereas ‘novices’ were outperformed by the students in the control classes. Conclusions. Even third graders used the jigsaw method with satisfactory learning results. The modest impact of the questioning training and the low learning gains of the cooperative classes in the astronomy unit as well as high discrepancies between learning outcomes of experts and novices show that explicit instruction of explaining skills in combination with well‐structured material are key issues in using the jigsaw method with younger students.     

Efficacy of awareness of strategy and overt verbalization for recall by kindergarten students.

Two prevailing models for teaching memory strategies for remembering were compared for two kindergarten classes (45 boys, 30 girls). A third class provided a control. One class received instruction in specific and efficacious strategies for recall on three discrete tasks: sequential memory, paired-associate memory, and clustering recall. The second class received the same instruction embedded in an overt verbalization procedure adapted form Bash and Camp (1985). The control class received as much practice as the two instructional groups but no instruction on strategy or overt verbalization. Significant gains in memory were made on paired associates at posttest for both the strategy-only group and the overt-verbalization group. Overt verbalization inhibits recall on paired associates at delayed posttest and its effect on sequential memory at posttest remains equivocal.     

Character development in adolescents

This study explored the effects of a program consisting of communication and counseling skills, assertiveness training and moral dilemmas on the character development, i.e., moral reasoning, ego development, and assertiveness of high school students. It was hypothesized that exposure to the experimental treatment would enhance the character development of high school students. Fifty-four high school seniors enrolled in three psychology classes were assigned randomly to two treatment groups and one control group. Assessment instruments were the Defining Issues Test, to measure moral reasoning, the Washington University Sentence Completion Test, to measure ego development, and the Rathus Assertiveness Schedule, to measure assertiveness. A repeated measures analysis of variance was used to determine significant differences between control and treatment posttest means with respect to the dependent variables--moral reasoning, ego development, and assertiveness. The results demonstrated that the character development of the students in the experimental treatment group was affected significantly over time by the program.     

Effects of Guided Notes on Enhancing College Students’ Lecture Note-Taking Quality and Learning Performance

This study investigates the intervention effects of guided notes on college students’ quality of lecture note-taking and learning performance under the provision of outline notes. It adopted a quasi-experimental pretest–posttest–delayed-posttest design. Sixty-five undergraduates from two psychology classes in a university were recruited as participants. One class was assigned to the experimental group and the other to the control group. Students in the experimental group were provided with outline note plus guided note handouts and asked to complete the guided notes in class, whereas students in the control group received outline note handouts only. The results showed that (1) in the delayed posttest, the experimental group performed better than the control group on the quality of note-taking; (2) in the posttest and delayed posttest, the experimental group performed better than the control group on learning performance; (3) the experimental group had a positive attitude towards the guided notes.     

Comparing the Effect of Thinking Maps Training Package Developed by the Thinking Maps Method on the Reading Performance of Dyslexic Students

The present study aimed to develop the thinking maps training package and compare its training effect with the thinking maps method on the reading performance of second and fifth grade of elementary school male dyslexic students. For this mixed method exploratory study, from among the above mentioned grades’ students in Isfahan, 90 students who met the inclusion criteria were selected by multistage sampling and randomly assigned into six experimental and control groups. The data were collected by reading and dyslexia test and Wechsler Intelligence Scale for Children-fourth edition. The results of covariance analysis indicated a significant difference between the reading performance of the experimental (thinking maps training package and thinking maps method groups) and control groups (\(p< .01\)). Moreover, there were significant differences between the thinking maps training package group and thinking maps method group in some of the subtests (\(p< .01\)). It can be concluded that thinking maps training package and the thinking maps method exert a positive influence on the reading performance of dyslexic students; therefore, thinking maps can be used as an effective training and treatment method.     

Student MEL software support for instructors and teaching assistants in research methods course

A number of common problems plague the teaching of the undergraduate research methods course, from the training of teaching assistants to providing meaningful experimental materials to handling data acquisition and analysis. The Student Micro Experimental Laboratory (MEL) offers a systematic approach to the management of a computerized research methods laboratory course by combining high-quality experiments in many areas of psychology with background materials to help the instructor and teaching assistant. The software presents and collects data from 28 experiments. The data can be analyzed for single subjects and for classes as a whole. Students can rapidly implement new experiments in a variety of paradigms. An expanding library of experiments created by students and instructors should provide an expanding environment for teaching experimental research methods. Instructor’s materials provide background information, discussion questions, and data analysis for all experiments. The student workbook provides discussion of the background of the experiment, details of the methodology, and questions addressing various aspects of experimental design and interpretation of data.     

不同形式的语言介入对汉语儿童心理理论发展的干预

为比较语言本身和语言交流的情境过程对儿童心理理论的贡献以及欺骗在此过程中的作用,本研究采用前后测对照实验设计探查了不同形式的语言介入和相关欺骗训练对儿童心理理论发展的影响。选取语言能力达到常模水平但未通过外表－事实区分任务的4岁组儿童77名,随机分为3个训练组和1个对照组,对其进行心理理论和语言能力前测,在各组的两种能力发展水平相当的前提下,对3个训练组分别作如下处理：完全训练组：带有心理状态动词的补语句法及欺骗训练;情境交际组：伴随语言情境交际训练和欺骗训练;补语句法组：心理状态动词和补语句法训练。一周后进行心理理论后测。结果表明,3个训练组与对照组之间在心理理论表现上均有显著差异。相对于一般语言交流的情境过程,补语句法和心理状态动词更能显著提高儿童的心理理论;早期欺骗经历也能促进儿童心理理论的发展,若二者结合使用则更利于儿童心理理论的改进     

Effects of a REBT Based Training on Children and Teachers in Primary School

Rational Emotive Education (REE) is a psychological educational program offering a preventative psycho-educational curriculum to children in order to teach them emotional literacy skills. REE helps children by teaching them to challenge irrational thinking, to minimize their reactions to disappointment and frustrations, to cope more effectively with problems, and to more fully accept themselves. The efficacy of REE training for children and teachers was examined in a sample of 211 third grade students from nine different classes and 26 teachers. Each class was randomly assigned to one of three different groups, two experimental groups and a control group, each receiving different training. First objective of our study was to evaluate the efficacy of a REE training based on storytelling in changing children’s irrational beliefs. Second objective of our study was to observe the efficacy of a teachers’ training similar to that applied in REBT-focused school consultation groups in enhancing their self-efficacy. Results show an improved tendency in children to think rationally and an enhanced perception of self-efficacy in teachers for those groups that underwent the training compared to the control group. Our results suggest that REBT based trainings for children and teachers should be integrated into the classroom curriculum in order to prevent mental health problems and encourage positive social and emotional well-being.     

The effectiveness of a simulation technique as an integral part of a school psychology training program

A modified Solomon design was employed to study the effects of a school psychology simulation package on the enacted and written response of a group of school psychology preservice students. Fifty-two school psychology students from five training programs enrolled in the last quarter of school psychology training prior to internship were divided into two groups. The experimental group (N=20) received the simulation experience, whereas the control group (N=32) did not. Results generally indicated the superiority of the experimental group and suggested that simulation as an integral part of a school psychology training program is an effective method of instruction. Pretesting in combination with the simulation training improved posttest performance more than simulation training alone.