学前儿童入学准备的类型及其与自信心、焦虑的关系

利用潜在剖面分析法和辨别分析法对744名幼儿园大班儿童入学准备的类型进行了分类,探讨了不同类型儿童入学准备的特点;不仅使用变量为中心范式考察了儿童入学准备与心理健康的关系,而且使用个体为中心范式分析了不同类型儿童心理健康状况的差异。研究结果表明：（1）儿童入学准备的性别差异不显著;随着家长学历的升高,儿童入学准备水平呈现增高的趋势;（2）儿童入学准备分为成熟型、普通型和滞后型3种。成熟型儿童的入学准备水平最高,滞后型儿童的入学准备水平最低,而普通型儿童的入学准备水平处于成熟型和滞后型之间;（3）儿童入学准备和自信心显著正相关,与焦虑显著负相关;不同入学准备类型儿童的自信心和焦虑均差异显著。     

儿童对父母关爱的感知能力的发展

为了说明儿童能否感知到父母在情感、生理和行为三个方面的关爱,研究采用情境故事考察了幼儿园中班及小学二、四、六年级169名儿童对父母关爱的感知能力的发展特点。结果表明：随着年龄的增长,儿童对父母关爱的感知能力在不断发展;女孩对父母情感关爱的感知显著高于男孩;独生子女对父母生理关爱的感知显著高于非独生子女;高同伴接纳水平儿童对父母生理关爱的感知显著高于低同伴接纳水平儿童。     

幼儿学习数学自信心培养的追踪研究

一、问题提出近年来,国内外学者的研究一致表明,自信心的高低受制于自己专业能力的认识和评价,自信心又直接制约着人的行为,它对于人的事业的成败起着举足轻重的作用.因此,从小培养儿童的自信心是教育工作者的重要任务之一。在这方面国外学者的研究给我们提供了宝贵的经验。比如,Manfred·     

大学生自信现状研究

采用自编大学生自信心量表对广州市396名大学生的自信状况进行调查,结果表明：大学生自信心量表信度和效度较好,包含交往、综合确认、能力、个体发展四个维度。男女大学生在个体发展上的自信水平存在性别差异,男生得分显著高于女生;独生子女与非独生子女在综合确认上存在显著差异,非独生子女得分显著高于独生子女;学生干部与非学生干部在自信诸维度及自信总分上差异非常显著,前者显著高于后者;学习成绩越好的大学生在综合确认、能力、个体发展以及自信总分上得分越高。     

3-6岁独生与非独生子女类比推理的比较研究

本研究是通过对儿童类比推理发展水平的探讨,比较独生与非独生子女在思维这一方面有无差异,并分析儿童类比推理的发展与家庭环境和教育条件的关系。 研究对象是400名3—6岁儿童,分四个年龄组,每年龄组独生与非独生子女各半,或按独生与非独生子女在该年龄中的比例选择一定的数量。 研究结果表明:3—6岁独生与非独生子女,三种类比推理的平均成绩及发展水平,差异都未达到显著性水平。但是同为独生或非独生子女,在不同的家庭教育条件下,类比推理的成绩有显著差异。这说明在多种相互联系的家庭因素中,家庭教育的因素,对儿童智力的发展起着连接的关键性的作用。     

农村高三学生自信心提高团体训练实验研究

采用个人评价问卷,选取其中与高中生有较大相关的学业自信心、交际自信心、体育自信心、外貌自信心、交谈自信心等五个维度,和一般自我效能感量表(GSES-12)对铁场中学高三学生进行实验前后测量,结果表明:自信训练对高三学生的自信心水平提高具有显著效果,学业自信心、人际交往自信心、体育活动自信心、交谈演讲自信心的分数在训练前后具有非常显著的差异,训练后得分高于训练前,外貌自信心的前后测结果没有表现出显著差异;训练后的自我效能感得分显著高于训练前。     

责任关系视角下的儿童责任行为发展研究

为了解社会转型期儿童责任行为的发展特点,本研究以“责任关系”的视角,通过问卷调查的方式考察了儿童的责任行为发展特点及其与学校、家庭表现之间的关系。结果显示：（1）不同性别儿童责任行为存在显著差异,女生的责任行为水平无论在总体或各因子得分上,均显著高于男生;（2）不同年级儿童责任行为存在显著差异,小学生的总体责任行为水平高于初中生;（3）独生子女的自我责任行为显著低于非独生子女,核心家庭儿童在自我责任行为上显著低于扩展家庭中的儿童;（4）责任行为水平高的儿童具有更高的社会能力,家长问卷中参与家务的行为也更多。总之,儿童的责任行为水平与年龄、性别、家务劳动和社会能力均有显著的关联。     

不同列队呈现方式下反馈对目击证人辨认自信心的影响

采用辨认后反馈范式研究不同队列呈现方式下反馈对目击证人辨认自信心的影响。结果发现：（1）所有辨认者中,反馈组被试自信心显著高于控制组被试的自信心;反馈方式与辨认选择的交互作用显著,辨认选择与列队呈现方式的交互作用显著;（2）积极辨认者中,反馈组被试的自信心显著高于控制组被试的自信心;正确辨认被试的自信心显著高于错误辨认被试的自信心。结果表明：目击辨认中存在辨认后反馈效应;积极辨认者中辨认自信心可以作为辨认准确性的一个参考指标。     

家庭背景因素对2～3岁城市中层儿童执行功能发展的影响

研究选取北京市3所幼儿园的73名儿童,采用固定盒子任务、延迟满足等待任务和A非B任务,系统探索了家庭背景因素对2~3岁城市中层儿童执行功能的影响。结果表明,二者之间存在具体的影响关系:非独生子女在抑制控制任务上好于独生子女;家庭成员数量越多,儿童在认知灵活性任务上表现越好;父母更高的受教育水平对儿童的认知灵活性有更积极的影响;家庭收入对执行功能的发展无显著影响;研究所涉及的家庭背景因素对工作记忆均无显著影响。可见,家庭因素会对儿童执行功能的发展产生一定影响。     

4～6岁儿童元记忆监测判断的发展

采用不同难度图对为记忆任务,考察了4～6岁儿童学习难易判断(EOL), 学习判断（JOL）和提取自信心判断(JOC)的发展特点。结果表明：三种元记忆监测水平随年龄增长均不断提高,任务难度不同三种元记忆监测发展水平不同,对低难度任务的元记忆监测显著好于高难度任务;三种元记忆监测在低难度任务下没有发展速度差异,高难度任务下4～5岁时回溯性监测(JOC)发展较快,5～6岁前瞻性监测(EOL/JOL)发展加速;有效元记忆监测存在任务难度差异和年龄差异。     

Men's and women's self-confidence in persuasive,comforting, and justificatory communicative tasks

The self-confidence of men and women was assessed in three types of interpersonal communicative situations. Participants indicated anticipated level of success, evaluated their performance, and assessed the extent to which the outcome was due to ability and to effort. The most striking finding was higher self-confidence in women than in men in comforting tasks. No difference emerged in level of self-confidence between men and women in persuasive tasks. Men tended to anticipate more success in justifying decisions, but following their performance, did not rate either the quality of the performance or their ability higher than did women.     

中国当代大学生情感素质的现状及其影响因素

在情感素质理论与实践探索相结合的基础上编制了《中国大学生情感素质问卷》(内含6个分问卷),并对全国3类地区14座城市100所大学的11982名大学生进行首次大规模情感素质调查。结果发现:该问卷具有较好的信效度,是适合研究大学生情感素质的原创性的有效测评工具;大学生情感素质具有2层面6大类33种情感的结构,呈现丰富情感,且总体发展水平尚好,其中道德、生活情感发展水平较高,人际、审美、理智情感和情绪智力等相对较低;男女大学生之间和本专科大学生之间存在情感素质的结构性差异;有获奖经历、学业自评高及无负性生活事件的大学生情感素质水平较高;良好的人际关系、对舆论的关注、对核心价值观的认同、自我高要求、民主的家庭教养方式等因素对大学生情感素质的发展具有促进作用。     

大学生自信发展特点的研究

本研究选取931名大学生为被试,采用自编“大学生自信问卷”?考察了大学生自信的年龄特点、性别差异及学校类型差异。结果表明：大学生自信总水平差异显著,除社交自信外,整体自信、学业自信和身体自信均存在极显著性别差异,男生高于女生;大学生在整体、学业和身体自信及其分维度上存在显著年级差异：一、四年级显著高于二、三年级,其中三年级自信度明显低于其它年级;学业、社交、身体自信及其分维度存在显著学校类型差异,非重点大学学生显著高于重点大学学生;年级和学校类型在身体自信、整体自信、学业自信、社交自信及其某些层面上存在显著交互作用;性别和学校类型在身体自信某分维度的交互作用达显著水平。     

What you don't know can hurt you: The effects of performance criteria ambiguity on sex differences in self-confidence1

Previous investigators have suggested that women display lower self-confidence than men across almost all achievement situations. The empirical validity of this suggestion is assessed in an experiment testing the hypothesis that performance evaluation guidelines moderate sex difference in self-confidence. Undergraduates read the guidelines by which their performance on an impending test would be evaluated. Guidelines were: ambiguous (A); clear—specifying the dimensions of performance to be examined, but not providing any examples of others' performance against which subjects' work would be compared (C); or clear with performance examples (CE). Subjects then completed the test and estimated how will they had done. Results showed the predicted pattern in conditions A and C: While women underestimated their actual performan?e much more than men when guidelines were ambiguous, they did not do so when guidelines were clear. Further, the rise in self-confidence for women from conditions A to C was greater than that for men. Also as predicted, both sexes' self-confidence and performance were higher in condition C than in condition A. Finally, although condition CE was expected to depress only women's self-confidence and performance, both sexes showed this effect. It is concluded that sex differences in self-confidence are moderated by situation variables and that programs designed to reduce such differences might be improved by a greater focus upon women's response to clearly specifiable factors in achievement settings.     

主动建构学习策略和自信的实验研究

目的:通过开设心理健康教育课,促进学生学习策略和自信心的形成。方法:采用问卷法和实验干预法对某中学初一学生进行为期八周的实验干预。结果:实验组学生在学习策略、自信方面的提高水平高于对照组学生,在自信方面,两组学生之间存在明显差异。结论:正确的学习策略和自信心可以主动建构。     

国外关于自信的研究综述

近些年来自信研究已受到越来越多的心理学家的关注。文章对国外30多年来自信的理论和实证研究进行了系统综述,从概念和结构上阐述了国外自信研究的历史和现状,并从自信的差异研究、两极与反面研究以及影响因素3方面总结了具体研究领域的最新进展。在此基础上,指出了自信研究领域存在的问题和将来的研究方向。     

The intergenerational transmission of social exclusion and its detection in early childhood education

In this paper we analyse the relationship between the self-confidence manifested by 3-6 year old in the internal working model (evaluated by interview) and their adaptation to nursery environment observed by their teacher, along with the relationship between these variables and the social-economic disadvantage encountered by the families of the children. The study was carried out with 128 children (64 from families in deprived circumstances and 64 in the contrast group). The results show that children from families with serious problems of exclusion exhibit adaptation deficiencies in all of the assessed factors: competence and empathy, passiveness/isolation and antisocial behavior; in the interview, they also show less frequency of the secure model, and higher frequency in the destructured and avoidant models than in the contrast group. These differences can be interpreted as the origin of the exclusion and destructurisation that characterises the families in question.     

大学生自信与成就动机、综合测评成绩的相关研究

通过对289名大学生成就动机、自信的测试,探讨大学生自信与成就动机、综合测评成绩之间的关系。结果表明：(1)大学生成就动机与自信相关显著。其中,追求成功的动机与自信诸维度呈显著正相关,而避免失败的动机与自信诸维度之间则呈显著负相关;(2)综合测评成绩与自信的少数维度有显著相关,与学生成就动机之间相关不显著。     

The effect of red and blue uniforms on competitive anxiety and self-confidence in virtual sports contests

IntroductionThe present study aimed to examine the effect of blue and red uniform colors on competitive anxiety and self-confidence in virtual sports competitions.ObjectiveWe hypothesized that blue is related to higher levels of self-confidence (a feeling related to the approach motivational system), whereas red is related to higher levels of anxiety (a feeling related to the avoidance motivational system).MethodParticipants were confronted with an opponent dressed in either blue or in red.ResultsResults revealed that participants who were exposed to an opponent in blue reported a higher level of self-confidence, while those who were exposed to an opponent in red reported a higher level of cognitive anxiety, supporting the view that blue (red) is related to the approach (avoidance) motivational system.ConclusionOur findings incite a pursuit of the examination of the relationship between blue, red, competitive anxiety, and self-confidence in sport competitions.